THE VOCATIONAL SCHOOL STUDENT’S CONCEPT OF LEARNING ENGLISH
THESIS
Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora ( M. Hum.) in English Language Study
by
Nurchotimah 056332021
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDY SANATA DHARMA UNIVERSITY YOGYAKARTA 2008
THE VOCATIONAL SCHOOL STUDENT’S CONCEPT OF LEARNING ENGLISH
THESIS
Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora ( M. Hum.) in English Language Study
by
Nurchotimah 056332021
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDY SANATA DHARMA UNIVERSITY YOGYAKARTA 2008
i
ii iii STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without proper references.
iv
ACKNOWLEDGEMENTS
First of all I would like to show my greatest gratitude to Allah, the Merciful and the Compassionate, for everything granted to me so that I have finished this thesis. Thesis writing is the hardest task I have ever experienced in my life. Total commitment, tough effort, persistence to fight against the difficulty, and uncountable contribution from my sincere teachers in the Graduate Program in English Language Studies, Sanata Dharma Yogyakarta, were mixed together for the accomplishment of this thesis. I am truly grateful to Dr. Novita Dewi, M.S., M.A., my thesis supervisor, for her real support and guidance. I will never forget her motherly care given to me when I was down facing a hard life. I am awfully sorry for missing the target of the thesis accomplishment before she went abroad. In particular, I wish to thank Dr. J. Bismoko, who was then my thesis supervisor. The breadth and the depth of his current and global perspectives in English Language Education has broadened and sharpened my perspectives in teaching English even though it took me long time to understand because of my limitation. I also thank Drs. F.X. Mukarto, M.S., Ph.D. for his great contribution and helpful suggestion. He has raised my spirit to keep on trying and show to resolve the difficulties. My gratitude also goes to Dr. B.B. Dwijatmoko, M.A., the Head of the Graduate Program in English Language Studies, Sanata Dharma University. I thank him for being punctual, well-prepared classes, and his great concern on giving useful feedback during the lecturing process. I also thank Prof. Dr. Soepomo Poedjo Soedarmo, I learnt much from their classes and got some rich and precious experiences. A word of many thanks goes to LPMP (Lembaga Penjamin Mutu Pendidikan) Yogyakarta and BKD (Badan Kepegawaian Daerah) Sleman Regency for the scholarship and the funding support given to me. It was a great honour and luck for me to have a chance to pursue my self-professional development by joining the Graduate Program in Sanata Dharma University. It seemed to me that I would never have studied in this prestigious University unless
v both government institutions had provided the scholarship. I also thank Dinas Pendidikan Sleman, who helps me much with official administration. I am thankful to my research participants: Devi, Puji, Yustinus, and Ana, who spent their time to join this project in spite of their full school activities. Their stories from their personal learning experiences at school and outside the classroom have really become rich and valuable sources of the narratives I wrote in this thesis. I also thank Mbak Lelyana, the administration staff of the Graduate Program in English Language Studies, Sanata Dharma University for her assistance to overcome some technical problems in my study. My love gratitude also goes to my friends in same batch in English Language Studies for the togetherness during my academic years in this school. The moments we shared together full of joy, laughter, and jokes, were unforgettable. Special thanks go to Mbak Rin Surtantini, my senior, who involved me as one of the participant in her study. This was a kind of learning by doing. I learnt how the research should be done through this project and she did it perfectly. I would also like to thank the headmaster of SMK Muhammadiyah I Tempel, Drs. Akhid Yusroni and all teachers. They have supported me to finish the study as soon as possible. I am fully aware that the accomplishment of this thesis was not separated from deep understandings of my children, Ibrahim Alhanif, Nida’ul Hanifah, Ibnu fuad Alhanif and their father, Mas Suradi S. Ag. I thank them so much for everything. The last gratitude is addressed to my parents, Bapak Komari and Ibu Katirah, for their prayers. I promise to be a faithful daughter to always accompany in their elderly time and pray for their happiness forever.
Yogyakarta, January 11, 2008.
Nurchotimah
vi TABLE OF CONTENTS
TITLE PAGE …………………………………………………………. i APROVAL PAGE ……………………………………………………… ii THESIS DEFENCE APROVAL PAGE ……………………………… iii STATEMENT OF ORIGINALITY…………………………………… iv ACKNOWLEDGEMENTS …………………………………………… v TABLE OF CONTENTS ……………………………………………… vii LIST OF FIGURES ……………………………………………………. ix LIST OF TABLE ………………………………………………………. x ABSTRACT ……………………………………………………………. xi ABSTRAK ……………………………………………………………… xii
CHAPTER I: INTRODUCTION …………………………………… 1 A. Background of the Study ……………………………………………. 1 B. Problem Identification …. ………………………………………… 4 C. Problem Limitation ……………………………………………. 5 D. Research Questions ……………………………………………. 6 E. Research Goals and Objectives …………………………………… 6 F. Research Benefits ……………………………………………………. 7
CHAPTER II: LITERATURE REVIEW ……………………………. 9 A. Theoretical Review ……………………………………………. 9 1. Vocational school ……………………………………………. 9 a. Characteristics ……………………………...... 10 b. Student …………………………………...... 12 2. Student’s concept …………………………………………………. 14 a. Definition of ‘concept’ ………………………………………... 14 b. Definition of learning ………………………………………….. 17 3. Learning English …………………………………………………. 19 a. Learning English at vocational school ………………………… 24 b. Factors affecting learning English …………………………….. 28 4. Progressive qualitative research ...... 36 B. Theoretical Framework …………………………………………… 38
CHAPTER III: METHODOLOGY …………………………………… 42 A. Research Method ……………………………………………………… 42 B. The Nature of Data ……………………………………………………. 43 C. Data Sources …………………………………………………………... 43 D. Data Gathering Instruments and Data Presentation …………………… 45 E. Research Procedure and Data Processing ……………………………... 47
CHAPTER IV: ANALYSIS ……………………………………………. 53 A. Data Analysis …………………………………………...... 53 1. Procession class observation data …………………………………. 53 2. Improving the blueprint for interview ……………………………… 55 3. Conducting in-depth interview to gain interview data ……………... 56 4. Processing observation and interview data ………………………… 57
vii 5. Thematizing the relationships between student’s actions and student’s reasons ……………………………………………... 58 6. Constructing the tentative profile of each personal concept …...... 59 7. Conducting individual student’s reflection ……………………….... 60 8. Analyzing the contribution to the learning success ……………...... 60
B. Findings ………………………………………………...... 61 1. The profile of Dea’s concept ………………………...... 61 2. The profile of Sri’s concept ………………………...... 63 3. The profile of Yonas’ concept ……………………………...... 65 4. The profile of Putri’s concept ……………………...... 67
C. Discussion ………………………………………………………...... 69 1. Individual concept of language learning in interpreted narratives...... 69 a. Dea’s personal concept …………………………...... 69 b. Sri’s personal concept ………………………...... 76 c. Yonas’ personal concept ………………………………...... 81 d. Putri’s personal concept …………………………...... 89 2. The contribution of their concept to the learning success ...... 96
CHAPTER V: CONCLUSIONS………………………...... 104 A. Conclusions …………………………………...... 104 B. Implications ...... 106 C. Recommendations ...... 107
BIBLIOGRAPHY ...... 109
APPENDICES …………………………………...... 112 Appendix 1: Observation Data ……………………………………...... 112 Appendix 2: Interview data / Transcript of Interview ……………………. 123 Appendix 3: Research Journal ……………………………………………. 158 Appendix 4: Category of Interview Data (1) ……………………………... 167 Appendix 5: Category of Observation and Interview Data (2) …………… 177 Appendix 6: Data Gathering Schedule …………………………………… 197
viii LIST OF FIGURES
Figure 2.1 Theoretical framework for student’s concept, action and reflection ………………………...... 40
Figure 3.1 Vocational student’s concept of language learning from various viewpoints from different data sources …………... 46
Figure 3.2 Building a picture of vocational student’s concept of learning English …...... 48
Figure 3.3 Data gathering and processing ………………………...... 52
ix
LIST OF TABLES
Table 3.1.1 Blue print for class observation …………………………. 49
Table 3.1.2 Blueprint for in depth-interview ………………………... 50
Table 4.1.1 First observation data of Dea (A Sample) ………………. 54
Table 4.1.2 The blueprint for interviews …………………………….. 56
Table 4.1.3 Part of the category of the observation and interview data of Dea : A sample ……………………………...... 57
Table 4.1.4 Part of tentative profile of Dea’s concept ...... 59
Table 4.2.1 The profile of Dea’s concept ……………………...... 61
Table 4.2.2 The profile of Sri’s concept ……………………...... 63
Table 4.2.3 The profile of Yonas’ concept ……………………...... 65
Table 4.2.4 The profile of Putri’s concept ………………...... 67
x
ABSTRACT
Nurchotimah. 2008. The Vocational School Student’s Concept of Learning English. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
The study on vocational school student’s concept of learning English was to reveal thoughts, opinions and beliefs about learning English based on student’s perspective as the subjects who did the learning. This study attempted to address two research questions, they were (1) What was the vocational student’s concept of learning English? and (2) How was the concept reflected in their learning practice? Both questions were answered through a sequence of class observations, home-visits, in-depth interviews and reflection. The study was conducted in two different vocational schools in Yogyakarta involving four research participants from different departments in which they studied English. As the study was intended to search for the meaning which referred to how learning English meant to each participant’s life, future career, and self- fulfillment, the progressive qualitative research method was adopted. The main data were narratives and triangulated by observation data. Through the participant’s narrative, the study enabled students as the research participants to construct their own learning practices in the classroom and outside the classroom into some personal concept derived from what was going on in their mind and what they had done they believed could attain the success of learning English. This process was also aimed to eventually help them to become autonomous and effective learners. The result of the research showed that the vocational student’s concept in learning English was formed through the process of conceptualization of the prior learning experiences, typical characteristics of vocational schools, learning- teaching activity at school, and interaction with native or non-native English speakers. These kinds of concept were then formulated into each participant’s learning profiles. They were; (1) learning English at vocational school was closely related to job preparation. (2) Learning English required much practice and persistence as it was a hard job. (3) The role of the teacher as facilitator was significant. (4) Student needed to conduct self-learning outside the classroom. (5) Interaction with English speakers increased student’s motivation to use English for real communication. The reflection process collaboratively conducted by the researcher and the research participants was useful for the participants to reconstruct their thoughts, opinions, and beliefs towards learning English as portrayed through their learning practices they had implemented so far. Through this process, they were expected to be able to formulate effective learning concept so that their learning practices represented the learning concept supported to the attainment of the institution goals of the vocational school.
xi ABSTRAK
Nurchotimah. 2008. The Vocational School Student’s Concept of Learning English. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.
Studi mengenai konsep yang dimiliki murid sekolah kejuruan dalam mempelajari bahasa Inggris dimaksudkan untuk menggali pemikiran, pendapat dan keyakinan tentang belajar bahasa Inggris dalam perspektif murid sebagai pelaku yang belajar. Penelitian ini mencoba menjawab dua permasalahan, yaitu (1) Apakah konsep belajar bahasa Inggris yang dimiliki oleh murid sekolah kejuruan? Dan (2) bagaimana konsep itu tercermin dalam praktek belajar mereka? Kedua pertanyaan ini dijawab melalui serangkaian observasi didalam kelas, kunjungan rumah, interview dan refleksi oleh partisipan bersama peneliti. Penelitian dilakukan di dua sekolah kejuruan di Yogyakarta yang melibatkan empat orang murid sekolah kejuruan dari jurusan yang berbeda. Karena penelitian ini ditujukan untuk menggali makna yang merujuk pada bagaimana belajar bahasa Inggris memberi makna pada masing-masing kehidupan partisipan penelitian, karir masa depan, dan penemuan jati dirinya maka penelitian ini menggunakan metode kualitatif progresif. Data yang utama merupakan data naratif dan didukung oleh data observasi. Melalui naratif yang dikemukakan oleh partisipan, penelitian ini diharapkan dapat memberikan kesempatan kepada murid sebagai partisipan penelitian untuk mengkontruksi tindakan belajar mereka di kelas dan diluar kelas menjadi konsep belajar mereka yang terbentuk berdasarkan apa yang selama ini mereka yakini bisa membantu meraih sukses dalam bahasa Inggris. Melalui proses ini diharapkan murid akhirnya mampu membantu diri mereka sendiri menjadi murid yang mandiri dan efektif dalam belajar bahasa Inggris. Hasil penelitian menunjukkan bahwa konsep belajar bahasa Inggris yang dimiliki murid sekolah kejuruan diperoleh melalui proses konseptualisasi terhadap pengalaman belajar sebelumnya, karakteristik yang khas dari sekolah kejuruan, kegiatan belajar mengajar di sekolah dan interaksi dengan penuntur bahasa Inggris. Konsep ini dirumuskan menjadi profil belajar masing-masing murid. Konsep itu berupa; (1) belajar bahasa Inggris di sekolah kejuruan sangat erat hubungannya dengan persiapan kerja. (2) Belajar bahasa Inggris menuntut banyak praktek dan kegigihan karena hal itu merupakan tugas yang sulit. (3) Peran guru sebagai fasilitator sangat penting. (4) Murid perlu melakukan belajar mandiri di luar kelas. (5) Interaksi dengan pemakai bahasa Inggris meningkatkan motivasi siswa untuk menggunakan bahasa Inggris sebagai alat komunikasi yang nyata. Proses refleksi yang dilakukan bersama antara peneliti dan partisipan penelitian sangat bermanfaat bagi partisipan untuk melihat kembali pemikiran, dan keyakinan tentang belajar bahasa Inggris yang tercermin pada praktek belajar yang dilakukan selama ini. Melalui proses ini diharapkan partisipan penelitian mampu merumuskan konsep belajar bahasa Inggris yang efektif sehingga praktek belajar yang merupakan perwujudan dari konsep tersebut mendukung tercapainya tujuan pendidikan di sekolah kejuruan.
xii CHAPTER I INTRODUCTION
This introductory chapter presents the background of the study, problem identification, problem limitation, problem formulation, research goals and objectives, and research benefits.
A. Background of the Study
The concept of learning throughout life emerges as one of the keys to the twenty first century (Dellors: 2001). It meets the challenges posed by a rapidly changing world. The only way of satisfying the need to learn is for each individual to learn how to learn. The four pillars of education proposed by
UNESCO should be integrated into education. They are learning to know, learning to do, learning to be, and learning to live together. The concept of learning to know focuses on combining a sufficiently broad general education with the possibility of in-depth work on a selected number of subjects. Learning to do entails the acquisition of a competence that enables people to deal with a variety of situations and to work in teams. Learning to be refers to the independence and judgment combined with a stronger sense of personal responsibility for the attainment of common goals. Learning to live together develops an understandings of others and their history, tradition and spiritual values which results in a new spirit inducing people to implement common project or to manage the inevitable conflicts in intelligent and peaceful way.
The four pillars are in line with the law of National Education System , section 1, subsection 1, which explains that:
1 Education is premeditated and planned efforts to create a learning atmosphere and learning process that enables its participants to actively develop their potential in order to gain the power of religious spirituality, self control, personality, intelligence, noble intention, as well as the skills required for themselves, the society, the nation (Depdiknas: 2003 b, translated).
This statement goes in line with the National Goal of Education in
Indonesia, that is:
Education is aimed at developing participant’s potentials to create human beings who have the power of religious spirituality, who are noble- tempered, healthy, knowledgeable, smart, creative, self-fulfilling and they become democratic and responsible citizens (Depdiknas: 2003 b).
The national goal of education in general is applied for all education levels from elementary school until university. In terms of high school level, there are two main streams, namely (1) senior high school and (2) vocational high school.
Both are characteristically different related to the specific goals of each institution. Senior high school focuses more on the preparation of the school leavers to pursue higher education in university. Vocational high school, however, concentrate on the preparation of the graduate to work.
In details, there are four specific goals of the vocational school. The first one is to prepare the participants to be productive people who are able to work by themselves, to meet the job vacancy in the work place and industrial sectors as middle-class workers based on their competency in the department they had chosen. Secondly, it is to prepare participants in order to be able to maintain professional-development in their department. Thirdly, it is intended to enrich the participant with science, technology, and art in order to develop themselves in the future either by themselves or by taking higher education. And the last one is to
2 enrich and train the participant with competencies suggested by the department they take.
Parallel with the specific goals of the vocational school, the graduates are expected to be skilled workers, ready to work according to their competency.
Learning from the real workplace, it is not sufficient for vocational school graduates to possess technical skills only. They are also required to have strong personality which comprises two non-technical competencies. The first one is normative competency and the other is adaptive competency.
Accordingly, the program structure of the curriculum consists of normative, adaptive and productive. The normative competency consists of learning materials to build self-awareness as God’s creation, responsibility, and personality. The Normative program comprises religion, civics & history,
Indonesian, Physic Education. The adaptive competency includes a set of competencies needed to maintain self-development such as communication, information, critical and logical thinking, and desire to make progress. The adaptive program includes mathematics, English, computer, entrepreneurship, and economy. The productive program varies according to each department. There are more than 200 departments either officially under the Department of the National
Education or non-Depdiknas.
English belongs to the adaptive program. It is also one of the three subjects tested in the national examination. In general the purpose of English teaching in vocational schools are (1) the participants are able to use English for communication, that is, for listening, expressing themselves, expressing opinion,
3 and presenting information and (2) it is to develop the participants logic and cognitive competence (Depdiknas: 2004).
Being the significant determinant factor for the passing grade, English always gets much attention. Real attempts to improve teachers’ quality by up grading programs, in-service training and promoting English teachers to maintain professional development by facilitating them to continue their study formally in the higher level are conducted by the government. It is fully realized that the success of the learning English is not only determined by the percentage the participants passing the National Examination but also by the percentage of the participants being able to use English for real communication they will encounter in the workplace.
In reality, however, English is still the obstacle which prevents the participants pass in the National Examinations. On the level of real communication, it is acknowledged that vocational graduates are still passive in
English. There are many factors influencing and are so inter-related that it becomes complicated. Research is suggested not only on the teacher’s perspective in teaching English but also on the students’ concept in learning English, which refers to how the vocational students view learning English and what they do to reach the success. Therefore, vocational students’ concept in learning English is worth-examining.
B. Problem Identification
Learning English at vocational school is different from that of general schools due to the specific characteristics, that is, getting a job after passing. This
4 directly influences on the methodology the teacher employs and the concept the students develop to reach the success of learning English. The concept denotes the goal of learning English according to the students’ perspective, how to achieve the goal and what is needed to support it.
The concept of learning English at schools relates to many aspects. In general, Ornstein (1995) points out ten principles or conditions, which favor learning. They are: (1) A positive perception of self-concept and belief about personal abilities on the part of the student. (2) A motivation and interest to learn.
(3). Goal-direction and focus to what is to be achieved. (4) Meaningful connections between prior knowledge and new information. (5) Metacognition- where students are able to organize and structure their thoughts as well as develop successful learning strategies, as aids to gaining understanding. (6) The state of
‘readiness’ to learn is related to student’s stage of development and previous levels of learning. (7) Opportunities for appropriate practice or rehearsal. (8).
Opportunities for the transfer or learning to new or different situations. (9)
Appropriate amounts of reinforcement are provided. (10) Appropriate amounts of positive feed back, realistic praise and encouragement are received by the student.
These suggest that the phenomenon of learning is influenced by a complex array of physical, social and psychological aspects.
C. Problem Limitation
The discussion of the learning concept in learning English includes many factors viewed from different sides. Due to the complexity of learning concepts, it is necessary to limit the study to make it possible to go into an in-depth
5 examination on the issue. The limitation of the study enables other researchers to conduct some further on going studies on the issue, which might contribute theories of language learning.
The study is about how a group of vocational students conceptualizes their beliefs or constructs in learning English through a sequence of class observation, home visits, in-depth interviews and reflection. It is expected that they are able to construct their beliefs representing their profiles as successful English learners.
Being informed by their English teachers, they are assumed to be more successful learners than the others in their own classroom. A set of beliefs they keep in mind underlies they view language learning and lead how they maintain the goal of language learning. It is, therefore, necessary to investigate the concept of learning
English from their own perspectives.
D. Research Questions
This study aims to address the following research question:
1. What is the vocational school student’s concept of learning English?
2. How is the concept reflected in their learning practices?
E. Research Goal and Objectives
This study attempts at achieving the following goals:
1. To investigate vocational school student’s concept of learning English.
2. To reveal how vocational school student’s concept is reflected in their
learning practices.
6 Examining how a group of vocational school students conceptualize their beliefs in learning English, the subsequent objectives become the significant steps to follow. The first step is to investigate how the students set up the goal of learning English and to examine how the students do to reach the goal. The next is to explore what the students need to reach the goal. Then, it is to uncover what the student’s beliefs in learning English and to construct the profile of the student’s concept in learning English. After that, reflecting on their beliefs in learning
English is done. The last step is to reveal how their beliefs contribute to the success of learning English.
Employing a sequence of analysis, the study is expected to an answer all of the stated procedural objectives.
F. Research Benefit
There are two kinds of benefit that can be obtained from this research; they are scientific and technological benefits. For the scientific benefits, firstly, the study provides a model of progressive qualitative research in education in general, especially in vocational education in which English is learnt for specific purposes. Secondly, the study provides the opportunities for student-participants to be aware of their own beliefs about learning English according to their own perspectives. Thirdly, the study makes it possible for the researcher to empower a group of ‘marginalized people’ (student in vocational schools) to be self-fulfilling in the series of in-depth examination.
For the technological benefits i.e., the study encourage teachers to use open resources like internet and computer assisted language learning to promote
7 autonomous learning. In addition, the study also suggests that English teacher should work together with content teacher to respond the advancement of new technology applied in vocational school in which English is used not only to understand the manual but also how to communicate it in the learning teaching process. This is in line with the great demand to establish national and international standard of vocational school.
8 CHAPTER II LITERATURE REVIEW
In order to answer the research problems theoretically, this chapter presents some related theories on the second language learning. It has two main points consisting of (1) theoretical review, and (2) theoretical framework.
A. Theoretical Review
The discussion of the current literature on related topics in this section comprises the reviews of (1) vocational school, (2) concept of learning, (3) learning English, and (4) progressive qualitative research.
1. Vocational school
Vocational school is part of vocational education. United States Congress in Djojonegoro (1998) defines vocational education as ‘education program that is directly connected with the preparation the graduate for specific jobs or additional careers.’ In the law of the national education system number 2, 1989, it is clearly stated that vocational education is an education institution which prepares the students to be able to work in certain fields. More specifically, regulation number
29, 1990 about the secondary education explains that secondary vocational education is focused on the development of the student’s competency to perform a certain kind of jobs.
The newest regulation number 23 issued by the Education Minister in
2006 is about the competency standard of the graduates or ‘Standar Kompetensi
9 Lulusan (SKL)’. The SKL is then developed according to the level of education programs. In general, it is stated that:
Vocational education consisting of vocational high school and vocational madrasah aliyah (Islamic high schoolsunder the ministry of Religion) is aimed at: Improving excellence, knowledge, personality, nobelity, and independent life skills and continuing higher level education according to the departements (Depdiknas: 2006, translated).
At glance the competency standard of the vocational school is not different from that of senior high school. The typical characteristics of the competency standard of the vocational school lies on the last detailed item, that is, the vocational graduate should master the competency of skills and enterpreunership to meet the requirements of the workplaces and to pursue higher level education according to the departements.
In short, it can be said that vocational school is designed to prepare the participants to be productive people who are directly able to work according to their own vocational skills after attending competency-based instructions for 3 or
4 years. a. Characteristics
It is Wardiman Djojonegoro, the Indonesian minister of national education from 1993 until 1998, who has established strong foundation for the development of the credible vocational school (Anam: 2005). He is famous for his progressive idea to implement the concept of ‘link and match’ to directly relate education program and the workplaces. ‘Link and match’ is the basic policy of the Dual
System implementation of vocational education and training in Indonesia
10 (Yulmarino: 2002). The policy is intentionally designed to improve the quality and the relevancy of the vocational education as a whole.
In addition, Djojonegoro (1998) states that vocational school has certain characteristics. Vocational school is concentrated to prepare student to be ready to work therefore vocational school must be based on the ’demand driven’ rather than ‘supply driven’. Consequently, the materials learnt at school should focus more on the mastery of knowledge, skill, affection, and value demanded by the workplace. No matter the assessment system should be in line with the performance in the workplace.
Realizing the crucial role of the workplace, the mutual relationship between school and the workplace is the key point for vocational school. Being responsive and anticipative toward the advancement of technology is truly encouraged. More importantly, ‘learning by doing’ and ‘hands-on experience’ are compulsory to implement in the learning teaching process. This, of course, requires school facilities to enable student to practice. Inevitably, the budget for investment and operational cost is higher than that of general education.
Considering greater demands for vocational school, the government via
Directorate of Technical and Vocational Education, Ministry of National
Education has allocated the budget to aid vocational school (Depdiknas: 2005).
The funding can be used to improve teacher’s quality, school facilities for practice, scholarship for student, and community college development.
11 b. Student
The student of the vocational school is required to accomplish the competency suggested by the National Curriculum. The programs applied in vocational school should be in line with the market demands. Those programs are also conducted based on the principle of the human capital investment. The higher quality of education and training the students obtain, the more productive they are expected. It, therefore, results in not only the improvement of national productivity but also that of the employees’ competitive power in a global market demand.
According to Sidi (2003), the General Director of Primary and Secondary
Education, the globalization era is characterized by high competition among the nations. There are three competitive determinant factors, namely (1) technology,
(2) management, and (3) qualified human resources. The first two factors are important, however, the human resources is the only active resource that eventually determines to win the competition. It suggests that education including vocational school should be directed to respond to the improvement of human resources.
To facilitate the changes, the Directorate and Vocational Education has launched an activity called the ‘re-engineering program’. It is inspired by a report made by the Task Force for Vocational and Training Development in 1997 on
‘Skills toward 2020’ (Depdiknas: 1997). Section four mainly discusses about the student and the course. There are some significant issues related to the current study. Firstly, the priority in reform of vocational education and training program is to increase the relevancy to the needs of the workplace and is carried out
12 through dual system or ‘Pendidikan Sistim Ganda’ (PSG) in which the implementation system of education and training, is not only at school but also in the workplace that provides real work of experience.
Secondly, the priority for development focuses more on increasing internal efficiency of vocational schools related to their future role. They are (1) improving the use of vocational school’s facilities to serve the variety of different students’ needs and (2) improving the quality and relevancy of vocational education to the needs and standards of the workplace.
In attempt to maintain the bargaining power, vocational school should adopt attitudes and values required at the workplace such as disciplined, obedient, effective and efficient. They should be provided with competencies that are generic to a certain field of work and flexible to adjust to specific needs of an industry. Thirdly, the student should master the key competencies, one of which is able to perform global communication, that is English.
The characteristics of vocational school student is far different from those of senior high school students in the case of orientation after graduation.
Vocational school student is relatively from the lower class of society assuming that they need not spend extra money to study in a college. Indeed, they are ready to earn money as soon as they graduate. For some students who happen to study at favorite vocational schools equipped with sophisticated machinery and having established mutual networks with well-established companies are even luckier as they have been assigned for certain positions before they finish school. It is likely to occur since job training program between schools and workplaces has broadly
13 implemented at vocational school. The students participate in real job training in a company for six months.
In terms of academic achievement reflected on the score of national examination, however, the raw-inputs of vocational school are lower than that of high school students. It comes to reason as high school students are prepared to keep on studying in university. Moreover, they are relatively from better economical and social condition, which usually has no fund restriction.
To sum up, a vocational student is a person who intentionally chooses the school based on his/ her interest of the department it offers for the practical purpose, that is ready to work after leaving the school. The special characteristics of vocational school student has, at some extent, influence the way they form the concept of learning English.
2. Concept of learning a. Definition of ‘concept’
The word ‘concept’ is a noun. In general usage, the term mainly denotes
'idea' or 'notion'. It is envisaged as an abstract or psychological thing presupposing conscious minds, which at least potentially 'have' the concept, i.e., understand it, operate with it, apply it, etc (Cited from A Dictionary of the Social Sciences 1964. at http://www.lse.ac.uk/collections/gellner/Concept.html. It refers to that which exists in the mind as the product of careful mental activity: conception, idea, image, notion, perception, thought (quoted from answer com. at http:/www.answer.com/library/Thesaurus-cid-17527).
14 Hulse as cited in Suharnan (2005) defines concept as ‘a collection or a set of attributes connected with particular rules.’ An attribute refers to every aspect of the object or event, which has similar characteristics to the object or another event. Worded differently denoting the same meaning, Solso in Suharnan (2005) proposes that a concept refers to apparently general characteristics of an object or idea.
Lexically, the word ’concept’ cited from The American Heritage
Dictionary of the English Language (2000) is the synonym of conception and construct. All refer to (1) an abstract idea or general idea inferred or derived from specific instances, (2) the act or power of forming notions, ideas, or concepts, (3) something conceived in the mind; a concept, plan, design, idea, or thought, (4) an idea of something formed by mentally combining all its characteristics or particulars; a construct. Another definition cited from http://conceptskills.wikispaces.com are licensed under a Creative Commons
Attribution Share-Alike 2.5 License states that ‘ a concept is a string of ideas. A concept holds many ideas together; an idea is as if a logo blocks not the final construction. The final construction is the concept’. Process of developing abstracts, rules, or mental constructs based on the concept formation, that is a process by which, a person learns to sort specific experiences into general rules or classes.
Further, Kant as quoted at http:/www.answer.com /topic/ Immanual-kant points out that there are three logical acts of the understanding by which concepts are generated as to their form. They are; (1) comparison, i.e., the likening of
15 mental images to one another in relation to the unity of consciousness; (2.) reflection, i.e., the going back over different mental images, how they can be comprehended in one consciousness; and finally (3.) abstraction or the segregation of everything else by which the mental images differ. In order to make the mental images into concept, one must thus be able to compare, reflect, and abstract, for these three logical operations of the understanding are essential and general conditions of generating any concept whatever.
Concept is an abstract summary, general notion, and knowledge of a whole set of behaviors, attitudes or characteristics, which are seen as having something in common. Concept is used to assist in presenting / conveying precise meaning, categorizing, interpreting, structuring and making sense of phenomena (cited from
Expert Group on International Economic and Social Classifications, at: http://unstats.un.org/unsd/class/family/glossary_short.htm).
Ornstein (1995) points out that a positive perception of self-concept and belief about personal abilities on the part of the students can favor the condition for successful learning. The role of concept formation of learning English is significant in that it will guide and stimulate students to actualize what they have shaped in the mind into a set of learning practices they believe can lead them to success. Although the mainstream literature in cognitive science regards the concept as a kind of mental particular, it has been suggested by some theorists that concept is a real thing (Margolis & Lawrence: 2006 as cited from http://plato.stanford.edu./entires/concepts).
Thus, concept is a set of beliefs, values, opinions, principles, or thoughts formed from lived experiences. It is the result of concept formation through the
16 process of conceptualization of the prior learning experiences, typical characteristics of vocational schools, learning-teaching activity at school, and interaction with native or non-native English speakers.
b. Definition of learning
Winkel (1991) defines learning as a mental or psychological activity that is persistent in an active interaction in the environment. Learning produces changes in knowledge, comprehending, skill, value, and attitude. The learning’s changes are relatively constant. Kohonen (2001) states that ’learning is a holistic process of relating to the world. It involves feeling, observing, thinking and acting, as a cyclic process.’ Feeling involves ‘a variety of personality factors, feeling both about ourselves and about others with whom we come into contact’ (Brown,
2000: 143). Personality factors, as learners’ emotional experience in learning, include self-esteem, inhibition, risk taking, anxiety, empathy, extroversion, and motivation. As feeling is also a form of attitudes that is, ‘a student’s feelings towards some particular object or class of object, Nicholls (2002) states that learner’s attitudes contribute to successful learning because by having positive attitudes they can easily learn something.
According to Brown (2000) learning is ‘acquiring or getting of knowledge of a subject or skill by study, experience, or instruction.’ More specifically,
Kimble & Garmezy (1963) in Brown (2000) states that learning is relatively permanent change in a behavioral tendency, and is the result of reinforced practice. Brown (2000) also states that there are components of the definition of learning. They are as follows: (1). Learning is acquisition or ’getting’. (2).
17 Learning is retention of information or skill. (3). Retention implies storage systems, memory, cognitive organization. (4) Learning involves active, conscious focus on and acting up on events outside the organism. (5) Learning is relatively permanent but subject to forgetting. (6) Learning involves some form of practice, perhaps reinforced practice. (7) Learning is a change in behavior.
Bagley & Hunter (1992) points out that current theory views learning as
‘the active engagement of learners in the construction of their own knowledge and understanding of facts, processes, and concepts’. Besides, de Corte (1993) contends that the definition of learning is a constructive, cumulative, self- regulated, intentional, situated, and collaborative process of knowledge and meaning building.
Based on the definition of concept and learning, the construct ‘concept of learning’ for the current study refers to any principles, beliefs, values, opinions, thoughts, views, or knowledge on language learning that develop in vocational students’ mind, or that the students hold, have, or construct to guide their learning practices in the classroom or outside the classroom.
In short, the construct ‘concept of learning English’ can be defined as the forming of ideas or concept on language learning in vocational student’s mind and the understanding of English language learning as well. The categories cover (1) goals of learning, (2) learners’ attitudes, (3) learners’ motivation, (4) learners’ practices, (5) teachers’ role, (6) learners’ interactions, (7) handling the difficulties, and (8) learning sources, aids and facilities. The indicators comprise (1) short- term goals, (2) long-term goals, (3) knowledge about learning English, (4) the degree of like / dislike, (5) attitudes towards English teacher, (6) attitudes towards
18 English class, (7) attitudes towards English culture, (8) internal factors, (9) external factors, (10) learning practices in the classroom, (11) learning practices outside classroom, (12) teacher-talking–time, (13) helping students, (14) handling error correction, (15) interaction with the teacher, (16) interaction among students,
(17) interactions with native speakers, (18) interaction with media, (19) difficulties in learning English, (20) attempts to cope the problems, (21) textbooks and referenced books, and (22) electronic media.
3. Learning English
Krashen (1982) in his acquisition-learning hypothesis finds that there are two ways for adult second language learners to develop knowledge of a second language: ‘acquisition’ and ‘learning’. Learners acquire as they are exposed to samples of the second language which they understand. It is an unconscious process to pick up their first language. Learning, on the other hand, is a conscious process of study and attention to form and rule learning. Natural and fluent communication result from acquisition and learning derived from formal instruction cannot turn into acquisition. As an illustration he cites as evidence that many speakers are quite fluent without ever having learned rules, while other speakers may ‘know’ rules but fail to apply them when they are focusing their attention on what they want to say more than on how they are saying it.
Learning a second language is a long and complex undertaking. Total commitment, total involvement, total physical, intellectual, and emotional responses are necessary to successfully send and receive messages in a second language (Brown: 2000). There are many variables involved to acquire the second
19 language. The intricate web of variables that are spun together to affect how and why one learns or fails to learn a second language can be described by answering a multitude of questions that are being asked about this complex process.
The first question is Who. It refers to the subject who does the learning and it includes the origin where he / she comes from, the native language he / she speaks everyday, the level of educational background he / she is in, more importantly, the term Who also associates with internal factors of the learner such as intellectual capacity, personality, aptitude, attitude, and motivation. These answers focus on some of crucial variables affecting learners’ successes in acquiring a foreign language.
The next question is What. It is visibly connected with the nature of the subject matter itself which comprises the description of the language, the differences between first language and the second one, the meaning of key concepts such as communication, competence, proficiency, language use and the like. These are control to the discipline of linguistics.
Thirdly, it is about the How the language is learned. It deals with how learning takes place, how a person ensures success in language learning, what cognitive processes are utilized in second language learning, what kind of strategies the learner employs, and what the optimal interrelationship of cognitive, affective, and physical domains for successful language learning. These fields have invited many researchers to investigate such challenging phenomena.
The fourth question is about When the second language learning takes place. It discusses the amount of time spent in the activity of learning the second language. One of the key issues in second language research is the differential
20 success of children and adults in learning a second language. The opinion that children are ‘better’ language learners than adults is still in dispute.
The fifth question is Where the learning takes place. It broadly discusses whether the learners are attempting to acquire the second language within the cultural and linguistic milieus of the second language or they are focusing on a
‘foreign’ language context in which the second language is heard and spoken only in an artificial environment. It also examines how the socio-political conditions of a particular country effect the outcome of a learner’s mastery and how general intercultural contrasts and similarities effect the learning process.
The last issue focuses on Why the learners are attempting to acquire the second language. It relates to the goal of the learning, motivation, and other affective, emotional, personal, or intellectual reason the learners have for pursuing the gigantic task of learning another language.
Lightbown and Spada (1999) point out that acquisition occurs in natural settings in which the learner is exposed to the language at work or in social interaction or if the learner is a child in a school situation where most of the children are native speakers of the target language and where the instruction is directed toward native speakers.
Learning language at work, in social interactions, or in the playground is different from that of instructional settings in the way the learners get experiences.
In natural acquisition settings the characteristics can be described as follows; (1)
Learners are rarely corrected. As long as the interlocutors can understand what they are saying, the correctness of the learners’ speech is not a big problem. (2)
Language is not presented step by step, the learner will be exposed to a wide
21 variety of vocabulary and structures. (3) The learner is surrounded by the language for many hours each day. (4) Learners usually encounter a number of different people who use the target language proficiently. (5) Learners observe or participate in many different type of language events such as brief greeting, commercial transactions, instructions at school or in the work place. (6) Learners must often use their limited second language ability to respond to questions or get information. In these situations, the emphasis is on getting meaning across clearly and more proficient speakers tend to be tolerant of errors that do not interfere with meaning. (7) modified input is available in many one-to-one conversations.
Unlike the natural settings, the traditional instructional settings are characterized by condition in which; (1) errors are frequently corrected. Accuracy tends to be given priority over meaning interaction; (2) input is structurally graded, simplified, and sequenced by the teacher and the textbook. Linguistic items are presented and practiced in isolation, one item at a time, in a sequence from what is assumed to be ‘simple’ to that which is ‘complex’; (3) learning is often limited to only a few hours a week; (4) the teacher is often the only native or proficient speaker the student comes in contact with; (5) students experience a limited range of language discourse types; (6) students often feel great pressure to speak or write the second language and to do so correctly from the very beginning; (7) teachers often use the learners’ native language to give instructions or in other classroom management events.
In order to bridge the two different settings designers of communicative language teaching programs have sought to replace some of the characteristics of traditional instruction with those more typical of natural acquisition contexts. The
22 communicative approach is based on innatist and interactionist theories of language learning and emphasizes the communication of meaning between teacher and students and among the students themselves in group or pair work.
These are characteristics in communicative instructional settings; (1) there is a limited amount of error correction, and meaning is emphasized over form; (2)
Input is simplified and made comprehensible by the use of contextual cues, props, and gestures, rather than through structural grading; (3) learners usually have only limited time for learning. Sometimes, however, subject-matter courses taught through the second language can add time for language learning; (4) Contact with proficient or native speakers of the language is limited; (5) A variety of discourse types are introduced through stories, role playing, and the use of ‘real-life’ materials such as newspapers, television broadcasts, and field trips; (6) There is little pressure to perform at high levels of accuracy, and there is often a greater emphasis on comprehension than on production, especially in the early stages of learning; (7) Modified input is a defining feature of this approach to instruction.
The teacher in these classes makes every effort to speak to students in a level of language they can understand.
To sum up, in general it is less likely to have natural acquisition settings in
Indonesia. English teachers are challenged to conduct classroom practices close to the natural setting to facilitate learners acquire the target language resulting in accuracy and fluency.
23 a. Learning English at vocational school
In general the purpose of English teaching in vocational schools are: (1) the participants are able to use English for communication, that is, for listening, expressing themselves, expressing opinion, and presenting information and (2) it is to develop the participants logic and cognitive competence. Learning English at vocational school is strongly affected by the main characteristics of the vocational school that is to prepare students to be ready to work. Consequently, the learning materials are adjusted in such a way that they support them to be able to communicate in the workplace, adapt to survive in the globalization era, and to pursue self-development.
English plays a significant role in vocational school as it is one of the key competencies the vocational students have to master to perform global communication. Moreover, The Directorate of Technical and Vocational
Education has launched the program of the Nationally or Internationally
Standardized Vocational School to improve the quality of excellently competitive human resources (Depdiknas: 2007). This program emphasizes the use of English not only in adaptive program but also in productive one.
In Nationally Standardized Vocational School, it is required that at least 50
% of the graduates obtain score in TOEIC = 405 or they get = 7,01 for English in the National Examination and there must be at least one productive subject taught in English. In Internationally Standardized one, at least 50 % of the graduates obtain score in TOEIC = 505 or they get = 7,51 for English in the National
Examination and there must be at least four productive subjects taught in English
(Depdiknas: 2003).
24 TOEIC stands for Test of English for International Communication
(Lougheed: 2004). The purposes of TOEIC are: (1). As a standard assessment of
English-language proficiency. (2). To evaluate the English language skills of non- native speakers of English in the field of business. TOEIC is adopted to vocational school as the TOEIC certificate is one of the requirement to apply for the job in multinational or foreign companies. It is clearly stated that the assessment for English competency should be conducted by the Institution under the license of International TOEIC (Depdiknas: 2003).
Besides, the content tested in TOEIC relates to the workplace in general.
The contents are as follows: (a). General business such as contracts, negotiations, marketing, sales, business planning, and conference. (b). Manufacturing like plant management, assembly lines, quality control. (c). Finance and budgeting such as banking, investments, taxes, accounting, billing. (d).Corporate development such as research and product development. (e). Offices such as board meetings, committees, letters, memoranda, telephone, fax and e-mail messages, office equipment and furniture. (f). Personnel such as recruiting, hiring, retiring, salaries, promotions, job applications, and advertisements. (g). Purchasing such as shopping, ordering supplies, shipping, invoices. (h). Technical areas like electronics, technology, computers, laboratories and related equipment, and technical specifications. (h). Housing/ corporate property such as construction, buying and renting, electric, and gas services. (i). Travel such as trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport announcements, car rentals, hotels, reservations, delays, and cancellations. (j). Dining out such as business and informal lunches, banquet, receptions, restaurant reservations. (k).
25 Entertainment such as cinema, theater, music, art, and media. (l). Health such as medical insurance, visiting doctors, dentists, clinics, and hospitals.
The test consists of (1) listening comprehension, which comprises 20 questions for pictures, 30 questions for question-response, 30 questions for short conversation, and 20 questions for short talks and reading section, which consists of 40 questions for incomplete sentences, 20 questions for error recognition, and
40 questions for reading comprehension. Considering the relevancy of the content with the real use of English in the workplaces, the National Examination Test has been designed like TOEIC, which consists of listening and reading sections.
The difference lies only on the number for each section, which is fewer than the original one.
The score reflects the levels of proficiency ranging from 10 until 990.
They are as follows: (a). Level 0 is Novice (TOEIC score 10 – 220). (b). Level
1 is Elementary (TOEIC score 225 – 400). (c). Level 1+ is Intermediate
TOEIC score (405 – 600). (d) Level 2 is Working Proficiency (TOEIC score 605
– 780). (e) Level 2+ is Advance Working Proficiency (TOEIC score 785 – 900).
(f). Level 3/3+ is General Professional Proficiency (TOEIC score 905 – 990).
Competency based training has been adopted in vocational school since
1994 (Sidi: 2003) but it has not been successfully implemented. More detail, the newest curriculum that is Kurikulum Tingkat Satuan Pendidikan or (KTSP) launched in 2006 (Depdiknas: 2006) explains that English as one of the adaptive programs is intended to provide students with the basic English competency to support the attainment of the vocational competency and to communicate orally and in written form at the intermediate kevel. The scope of learning English has
26 three levels of competency standards, the first one is communication in English at novice level (TOEIC score: 10-300), the second one is that of elementary level
(TOEIC Score: 305-450) and the last one is that of intermediate level (Score: 455-
600). Each standard is developed into basic competencies.
At the novice level, the basic competencies are as follows: (a).
Understanding basic expressions for social interaction. (b). Mentioning things, people, characteristics, times, days, months, and years. (c). Describing things, people, characteristics, time, days, months, and years. (d). Producing simple utterances adequate for basic functions. (e). Explaining progressive activities. (f).
Understanding simple memo, menu, transportation schedules, and traffic signs.
(g). Understanding foreign words or terms and simple sentences based on the formula. (h). Making simple invitation.
At the elementary level, the basic competencies are as follows: (a).
Understanding daily conversation both in a professional and interpersonal context with non-native speakers. (b). Taking simple messages from direct or indirect interaction. (c). Telling his / her job description and educational background orally or in written form. (d). Telling past events and future activities. (e).
Expressing a kind of feelings. (f). Understanding simple instructions. (g). Making short messages, instruction, and lists correctly and appropriately.
At the intermediate level, the basic competencies are as follows: (a).
Understanding monologs at certain working situations. (b). Understanding limited conversation with native speakers. (c). Presenting a report. (d). Understanding the manuals of the equipment. (e). Understanding simple correspondence. (f).
27 Understanding technical documents. (g). Making simple correspondence and report.
The basic competencies are implemented in all kinds of vocational schools, however, the teacher is free to adapt and adjust the materials according to each department. The implication of competency based curriculum affects on assessment. There are internal and external assessments. The former is called class based assessment done by the teacher during the learning teaching process to measure whether student has attained the standard competency. The letter is done by the National Body for Education Standard (BSNP, Badan Standar Nasional
Pendidikan) as the quality control like national examination (Depdiknas: 2007).
Vocational school student is also benefited with the progressive idea to have productive subjects in English. At least, this phenomenon adds the learning hours to learn English at school. In short, learning English at vocational school tends to be more specific, that is how they learn English to support their future career, to meet the requirement in the workplaces, and to maintain the self- professional development.
b. Factors affecting learning English
It is believed that learners have certain characteristics which lead to more or less successful language learning. Lightbown and Spada (2004) identify factors affecting second language learning. They are intelligence, aptitude, personality, motivation and attitudes, learner preferences, learner beliefs, and age of acquisition. Brown (200) includes self-esteem, inhibition, risk-taking, empathy, extroversion into personality factors.
28 Socio-culture factors are also influenced how language is learned. Ellis
(2003) points out that social factor have a major impact on second language proficiency, but probably do not influence it directly. Social factors help to shape learner’s attitudes, which influence learning outcomes.
The term attitude refers to affect and is an evaluative, emotional reaction, that is, the degree of like or dislike associated with the attitudinal object
(Zimbardo & Leippe, 1991). Attitudes toward the teacher, the class, the language, speakers of the language, and cultures of the language have all been found to statistically significant in their relationship with both student’s achievement and their intentions to continue language study (Gardner, 1985 b).
For many students, their beliefs about the nature of language learning may constitute a serious impediment that could affect their language-related attitude and behaviors. Different learners’ attitudes are manifested towards (1) the target language, (2) target language speakers, (3) the target language culture, (4) the social value of learning the L2, (5) particular uses of the target language, and (6) themselves as members of their own culture (Ellis: 2003). Learners’ attitudes have an impact on the level of L2 proficiency achieved by individual learners and are themselves influenced by this success.
The main characteristics of attitudes, as Baker (1998) noted, are as follows: (a) Attitudes are cognitive and affective. (b) Attitudes are dimensional rather than bipolar. (c) Attitudes predispose a person to act in a certain way, but the relationship between attitudes and action is not a strong one. (d) Attitudes are learnt, not inherited or genetically endowed. (5) Attitudes tend to persist but they can be modified by experience.
29 In relation to language learning Mc Combs (1990) suggested that attitudes and beliefs about the self and the learning environment can influence a student’s tendency to approach, expend effort in, and persist in learning tasks on a continuing, self-directed basis. Learners’ attitudes play a significant role at the centre of their language learning process because it assumes that attitudes to language learning condition language learning behaviors.
An attitude is usually assumed to consist of three components; (1) cognitive, (2) affective, and (3) behavioral (Zimbardo & Leippe, 1991). The cognitive component comprises what a person knows or believes about the object of the attitude. The affective component is the degree of like or dislike, approval or disapproval associated with the attitudinal object, such as the teacher and the class. The behavioral component consists of attitudes that predispose people to act in a certain way. According to Wenden (1998) the kinds of attitudes that are crucial to learner autonomy are those relating to learners’ evaluations of their own role in learning and their learning ability.
In general, positive attitudes toward the L2, its speakers, and its culture can be expected to enhance learning and negative attitudes to impede learning.
In line with intelligent, the term ‘intelligence’ is strongly associated with high academic achievement. It is assumed that the higher intelligence a person has, the more likely he attains high academic achievement. Intelligence has traditionally been used to refer to performance on certain kinds of tests. The link between intelligence and the second language learning has sometimes been reported. Genesee (1976) found that intelligence was related to the development
30 of French second language reading, grammar, and vocabulary; it was unrelated to oral productive skills.
It is, however, admitted that intelligence is not the only factor leading to a success. Rather, it combines with many factors both from internal and external factors. Personal experience shows that many students whose academic performance has been weak obtained considerable success in second language learning.
It is commonly acknowledged that a number of personality characteristics affect second language learning. The empirical studies, however, have found difficulties to demonstrate their effects. Lightbown & Spada (2004) admitted that research investigating the effects of individual characteristics on second language learning shows different studies measuring a similar personality trait produce different results.
People tend to believe that an extroverted person is well-suited to language learning. The research, however, shows that in spite of the high correlation between success in language learning and learners’ scores on characteristics often associated with extroversion men as assertiveness and adventurousness; others have found that many successful language learners do not get high scores on measures of extroversion.
Some aspects of personality such as inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness are believed to have significant effects on language learning. Inhibition, for example, discourages risk taking which is necessary for progress in language learning. For adult learners like
31 vocational students, who are more self-conscious than children, inhabitation becomes a particular.
Talkativeness and responsiveness are good characteristics of language learners as long as they are under controlled. Yet, in general, the available research does not show a clearly defined relationship personality and second language acquisition. This results from the fact that comparisons are made between studies that measure communicative ability and studies that measure grammatical accuracy or metalinguistic knowledge. Personality variables seem to be consistently related to the communicative ability.
In short, it is strongly believed that personality will be shown to have an important influence on success in language learning. The relationship is a complex one, however, in that it is probably not personality alone, but the way in which it combines with other factors, that contribute to second language learning.
Motivation in second language learning is a complex phenomenon which can be defined in terms of two factors: learners’ communicative needs and their attitudes towards the second language community. If learners need to speak the L2 in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it. Like wise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them.
Within the study of second language learning, motivation refers to “the combination of effort plus desire to achieve the goal of learning the language”
(Gardner, 1985). From this perspective, motivation is promoted to varying
32 degrees by certain goals or orientations toward learning the second language.
There are two goals: (a) the integrative orientation, or a desire to learn the second language in order to interact and identify with members from the L2 community; and (b) the instrumental orientation, which refers to a desire to learn the L2 to achieve some practical goal (Gardner & Lambert: 1972). Because of the link between the integrative orientation and positive attitudes toward the L2 community, Gardner and Lambert (1972) suggested that individuals with this orientation would demonstrate greater motivational effort in learning and thus achieve greater L2 competence than individuals with an instrumental orientation.
In addition to this discussion Oxford and Shearin (1994) listed a number of reasons for L2 learning, including: (a) intellectual stimulation, (b) personal challenge, (c) showing off to friends, and (d) fascination with aspects of the language. Dornyei (1990) has suggested that the need for achievement and the desire for stimulation are powerful motivators, while Brooks and Schmidt (1991) include interest and curiosity in their list of motivators.
In order to better understand L2 learning motivation Dece and Ryan
(1985) made the distinction between intrinsic and extrinsic motivation. Intrinsic motivation refers to motivation to perform an activity simply for the pleasure and satisfaction that accompany the action. Students who intrinsically motivated feel that they are doing an activity because they have chosen to do so voluntarily and because the activity represents a challenge to their existing competencies and require them to use their creative capabilities. An example of this type of motivation is the student who finds delight in learning a new way to express an idea in the L2.
33 Extrinsically motivated behaviors are those behaviors that are performed not because of interest in the activity, but in order to arrive at some instrumental end. Extrinsic motivation implies lack self-determination in the behaviors performed. Some empirical evidence suggests that the distinction between intrinsic and extrinsic goals can be of service in predicting L2 learning out comes.
For example, the result of Ramage’s (1990) study indicates that continuing students tend to be more motivated to learn language for language’s sake, that is, to be intrinsically motivated, than students who decide to discontinue language studies. Students who decide to discontinue language studies can be characterized by a stronger interest in language learning as a means to others goals (e.g.,
Academic credit), that is, to be more extrinsically motivated than students who continue language study.
Despite the significant role of motivation in L2 learning, unfortunately, the research cannot indicate precisely how motivation is related to learning (Light
Bown & Spada:200). It is still in question whether it is motivation that produces successful learning or successful learning that enhances motivation or whether both are affected by other factors. Explicitly, Peter Skehan (1989) proposes a question whether learners are more highly motivated because they are successful, or whether they are successful because they are highly motivated.
Connecting with motivation in the classroom setting, the teacher can make a positive contribution to students’ motivation to learn if he can make classrooms as places (a) where students enjoy coming because the content is interesting and relevant to their age and level of ability. (b) The places where the learning goals are challenging yet manage able and clear, (c) The places where the atmosphere is
34 supportive and non-threatening. Motivated students are clearly visible as they usually participate actively in class, express interest in the subject matter, and study a great deal.
To sum up, both research and common sense confirm the importance of motivation in L2 learning. In spite of the debate among researchers, most of them now agree (and most teachers intuitively know) that students’ attitudes and motivation have a great effect on their classroom achievement.
All factors discussed above are mixed together with the previous personal experiences of vocational students influenced by the characteristics of vocational school in which they learn English to shape their concept of learning English. The concept is used to assist in presenting/conveying precise meaning, categorizing, interpreting, structuring and making sense of phenomena, that is how learning should be conducted to reach the success. Personal experiences show that strongly established concept of learning English guide the learning practices, which in turns, leads to the success.
Considering the factors influencing learning English, many studies have been conducted to investigate the extent to which those factors contribute to success in learning. Through this recent study, it is essential to examine how some or all factors intermingled with characteristics of vocational school background affect the student’s concepts in Learning English. It is worth-examining as the study of vocational school student’s concept has not been conducted.
The latest study related to vocational schools was done by Surtantini
(2006) in which she focused more on the teachers’ personal conception rather than the students. Being one of the participants in her study, it inspired me to conduct a
35 research on how the students conceptualize their learning. This study gives a room for them to voice what they believe it is true about learning English according to their perspective. During the process of reflection, the participant and I work together to reconstruct their beliefs and learning practices so they have better perspectives about learning English.
4. Progressive qualitative research
Progressive qualitative research proposed by Holliday (2002) is a research method by which people and the researcher are portrayed to construct the social world through their interpretation of it. Progressive qualitative research comprises the following features: (1) Reality and science are socially constructed; (2)
Researchers are parts of research settings; (3) Investigation must be in reflexive, self-critical, creative-dialog; (4) Aims to problematize, reveal hidden realities, initiate discussion. (Holliday, 2002:18). These features are actualized in the process of how the researcher and participants work together to reconstruct what they have in mind in such a way that the participants eventually realize how much they are aware, what they think, and what they do. The researcher is not to impose, rather she provides a room for them to express freely through reflexive dialogs both in informal meetings or recorded interviews. They are expected to help themselves actualize their potentials.
This research method goes in line with the current perspectives in education which promote the issues of individual and social construction, that is how to make learners more autonomous, independent, empowered, and self- fulfilling (Finnay: 2002). With this method, the researcher might advocate the
36 marginalized group ( in this case a group of vocational students as participants) to become more autonomous, empowered, and emancipated in the progression of interest through their own social and individual reconstruction of their knowledge, skills, and attitudes. Those will be reflected through their better perspectives in learning English, that is, more efficient, productive and meaningful. They are marginalized in that their opinions and thoughts are often neglected and are not accounted for in the process of decision-making. They are posited as objects.
Surtantini (2006) in her recent study found that EFL teachers in the vocational high schools aremarginalized as their voices are slightly unheard and they do not have or are not given opportunities to articulate their voices. Given a role as people who do what the authority tells, they have no other choices but obey what to do. Consequently, the students are more marginalized. They might have had difficulties in learning English dealing with how English is taught at school as recommended by the authority but there is no bravery to articulate their voices.
As there is a close relationship between the previous study done by
Surtantini (2006) and this recent study, personally I acknowledge that I adopt some of the figures she employed in her study under her permission. However, adjustment and development are necessary to do since the participants of the study are characteristically different. Her participants are experienced teachers who keep maintaining self- professional development. No wonder they possess deep awareness towards the concepts they adopt in their teaching practice. The participants of this study are vocational school students who might have possessed concepts in learning English but they might not realized them. It can also be they
37 have certain concepts, which are not actualized in the learning practices due to the personal restrictions.
Implementing this research method, it enhances the researcher to search meaning based on the stories or narratives uttered by the participants. Ushioda
(2001) remarked that the value of a qualitative research approach lies in its potential to cast a different light on the phenomena under investigation and to raise a different set of issues. It is also supported by Glesne & Peshkin, (1992).
Both stated that the openness of qualitative inquiry allows the researcher to approach the inherent complexity of social interaction and to justice to that complexity, to respect it in its own right.
B. Theoretical Framework
Concept is a set of beliefs, values, opinions, principles, or thoughts formed from lived experiences. A vocational student is a person who intentionally chooses the school based on his/ her interest of the department it offers for the practical purpose, that is ready to work after leaving the school. Concept of learning English is the forming of ideas or concept on language learning in vocational student’s mind and the understanding, action, and intention of English language learning. Learning English at vocational school tends to be more specific, that is how they learn English to support their future career, to meet the requirement in the workplaces, and to maintain the self-professional development.
Vocational student’s concept of learning English refers to the understanding of what-why-how learning English should be conducted to attain the success of learning English according to vocational student’s perspectives..
38 Theoretically, vocational student learns English as it is one of the adaptive program designed for communicative purposes in the workplaces. This is in line with the characteristics of vocational school, which focuses more on preparing the graduates for specific jobs. The understanding is then reflected in the intention and action to persist on language learning that enables student to practice more rather than in theory.
In order to contextualize the theoretical review on the research questions of this study, it is essential to visualize how the related and dynamic interaction among the aspects in the issue of student’s concept in learning English constructs the theoretical framework of this study. This framework is expected to help design the research procedure to answer the research questions. My own plain model of the possible framework showing the relationship between student’s learning concept, their underlying basis of their concept, their autonomy of making their own decision in a learning context, and their learning practices is illustrated in figure 2.1 (page 37).
Following figure 2.1 , vocational student’s concept in learning English may arise from their attitudes toward the target language, English teacher, the
English speaker which they acquired from their personal past experience such as previous education, movies, friends, or family background. In other situation, their thoughts and understanding on language learning as a result of a reflection or a thinking process may also help them forming their language learning concept. In addition, their concept is supported by their personal values on language learning.
39 During the process, student’s attitudes, experience, thoughts, understanding, and values subsequently take shape in the students’ mind, are interconnected with each other, and become the basis of their language-learning
Bases: VS Student’s Personal Knowledge / Attitudes / Thoughts/ Values Understanding
?
Student’s Language Learning Concept
? A Learning Context
?
Decision-making Student’s practices in the classroom and outside the classroom
?
Thought and Reflection (What, How, and Why-I-do-questions)
?
Improvement ( Concept and learning practices)
Figure 2.1. Theoretical framework for student’s concept, Student’s actions and reflection
concept. It is cognitive process, which finally influences how he or she makes decision to persist doing the task in language learning in the classroom or outside.
40 The decision reflected in their learning practice implies what the student believes to be effective in learning English. For example, they enjoy listening and singing English songs to improve their pronunciation or they might visit the
Borobudur temple to have real chance of communicating with foreigners.
This corresponds to the current perspectives in education, which require learners to become more autonomous and independent at different levels. In learning autonomy, the student takes charge of his /her own learning Benson
(2003: 290). Learning autonomy allows learners to plan their own learning activities, monitor their progress and evaluate their outcomes.
In a more supportive learning atmosphere, a language learner might be aware to do some reflection on what he or she has learnt or experienced. For those who study at relatively better schools the English teacher usually leads them to reflect what he has learnt and give positive feedback. This contributes learners to reconstruct their concepts in language learning. When it is regularly done students will be aware of making progressive improvement leading to success on language learning. The improvements, therefore, will be processed again into their new future knowledge, experience, values and understanding. The process of concept forming begins again in the next cycle. It is an on-going process of learning throughout the life. This corresponds to what Dellors (2003) proposes about the concept of learning throughout life. It is believed when student conducts this process, he or she will better understand what-why-how language learning is.
Therefore, student will maintain self-excellence in learning English to actualize the potentials optimally.
41 CHAPTER III METHODOLOGY
The purpose of this chapter discusses the methodology for solving the research questions empirically. It comprises five major sections. They are (1) research method, (2) nature of data, (3) data setting and sources, (4) data gathering instruments and data presentation, and (5) data processing.
A. Research Method
As the study was aimed at revealing vocational student’s concept of learning English, which refers to lived experiences, progressive qualitative research method was employed. The researcher needed to listen, observe, and talk with the participants about their lived experiences related to learning English as this method provided a room for the researcher and the participants to work together to reconstruct and reflect what they had in minds and done they believed could lead them succeed in learning English.
I enjoyed listening to their stories, they were participants-oriented; thus, they were the participants’ truth. Through this narrative research it was likely for me to dive beyond what they said and did. I was beneficial in that I could analyze not only what they said or did, but also the meaning of what was said and did. In order to obtain a thick description, I had to work on interpreted narratives which made them feel that their opinions were attentively heard and appreciated. The meaning than was relative as the truth I revealed was the participant-truth.
42 B. The Nature of Data
Since the purpose of the study was to reveal how learning English means to the participants’ life, the data were narratives as the primary data gained from a sequence of in-depth interviews and a period of reflection, and they should be triangulated through a sequence of classroom observations, informal meetings, home visits, and cross checking with their teachers.
C. Data Sources
Being an English teacher for more than 17 years, personally I felt sure that vocational students had a set of beliefs in learning English, which they might not realize. The student’ attitude to English learning increases due to the effect of the global era. Through this research I intended to advocate them by facilitating the participants to promote their opinions, beliefs, and thoughts related to learning
English. They were not imposed, instead I helped them reflect and reconstruct what they had in mind so they would have clear pictures of their own concept or make a better perspective in learning English. Through the process of reflection, it is hoped that it would stimulate them to develop and improve their concept by themselves. Better perspectives related to language learning concept were eventually achieved. This also encouraged them to take responsibility for their own learning so that they developed skills and strategies for continuing to learning outside of the classroom.
The study was carried out in two different vocational schools in
Yogyakarta in which four participants: Dea, Sri, Yonas, and Putri (all names were pseudonyms) from different departments were learning English. The narratives of
43 the participants from four different departments in different location were expected to meet the criteria of richness and accessibility. The first school is located in the city while the other is situated far from the city center. Both, however, belong to public school where Junior School graduates have great demands to continue their study. Data gathering in these two schools (classroom observation, interview and reflection) was conducted from December 2006 until
March 2007).
The sources of the data were (1) four students from different departments as participants of the study, (2) field-notes, and (3) recorded interviews (audio- taped). The four student-participants, three females and one male were chosen based on their English teachers’ recommendation. Assuming that they knew which student with whom I could cooperate to get the richness of the data. The establishment of good relationship among their English teachers, the participants and me resulted in the accessibility for gaining the data. The student participants varied in terms of proficiency and family background. Three of them were at the second grade and the rest was still in the first year. She was chosen as in spite of being a junior student, she was one of the debate members. It was assumed that she had developed her own concept in learning English. The other participants were chosen since they were relatively better than the others.
The observation data were used to investigate what kind of instructed settings in which the participants learned English. The audio-taped in depth interviews were used to reveal any principles, opinions, beliefs, thoughts and interpret the participants’ practice and their concept. The data was also supported by informal talks obtained in a relatively relaxed situation at the canteen or in the
44 park. It was done to narrow the gap between the participant and me so they were more comfortable and secure to tell stories. Due to the characteristics of teenage learners such informal chats were preferred and I could dive more deeply into their mind which was impossible to reveal only through recorded interviews. One of them even refused to be recorded. I had a hard time to persuade her.
In order to validate the data, informal talks with their teachers and friends and observation were also conducted. Fortunately, the English teacher association
(MGMP) in which I was one of the board members often hold meetings or workshops to share ideas and to maintain professional development. I gained valuable data from the participants’ teachers through their stories to cross check what the participants had said. It was beneficial as we had limited time to meet due to the fixed schedules of the working time. As the headmasters had stated that none of us was allowed to leave the class just to serve this project. This, however, would not prevent the researcher to obtain the richness and the accessibility of data which were the criteria for data finding employed in this study.
D. Data Gathering Instruments and Data Presentation
Realizing the validity of the research findings, it is essential to triangulate the data. This corresponds to what Slake (1994) in Holiday (2002) points out that triangulation is normally thought of as increasing the validity of qualitative research by getting and comparing ‘multiple perceptions’ of the same phenomenon. This was done by establishing the relationship between several types of data, description of classroom situation and physical condition, description of learner’s practices, interview accounts of learner’s concept in
45 learning English, and the interpreted narratives of the personal concept. The relationship was then built and developed in a system of interconnected data.
Figure 3.1 shows a picture of vocational student’s concept in learning English develops between the various views points from different data sources.
Description of classroom situation and physical condition
Description of Interpreted narratives learner’s opinions of personal concept Picture of and practices
VS’ concept
in learning English
Reflection accounts of Interview account of learner’s concept reasons for learner’ practices and thoughts
Figure 3.1 Looking at VS’ concept of language learning From various viewpoints from different data sources (Adapted from Surtantini’s model: 2006)
In short, the implementation a number of data gathering instruments was expected to attain the triangulation of the study. The instruments consisted of (1) a sequence of class observation, (2) a sequence of interviews which was recorded,
(3) a research journal of field-noted informal talks, and (4) a process of reflection.
The data was presented in (1) the table of observation data, (2) the transcript of
46 interview, (3) the research journal, (4) the table of the category of observation and interview data, and (5) the interpreted narrative of personal learning concept.
E. Research Procedure and Data Processing
Since the study was intended to build a whole description of VS student’s concept in learning English, I managed to arrive at a thick description as Holiday
(2002) points out that thick descriptions show the different and complex facets of particular phenomena. Therefore, I considered many facets making up the full social complexity of the study by answering the ‘what’, ‘how’, and ‘why’ question which included these facets (1) goals of learning, (2) learner’s attitudes,
(3) learner’s motivation, (4) learner’s practices, (5) teacher’s role, (6) learner’s interactions, (7) handling the difficulties, and (8) learning sources, aids and facilities. Figure 3.2 in the following page illustrates these multiple facets.
47 The goal of learning English (1)
Learning sources, Learner’s aids and facilities attitudes (8) (2)
Handling Concept of Learner’s difficulties learning motivations (7) English (3)
Learner’s Learner’s practices interactions (4) (6)
Teacher’s roles (5)
Figure 3.2 Building a picture of VS student’s concept in learning English. (Developed from Surtantini’s model: 2006)
To set up a picture of VS student’s concept in learning English, the
research procedure was as follows:
1) As illustrated on figure 3.2, a thick description of VS student’s concept in
learning English would be terminated at through different and multiple
facets of the phenomenon, the blueprint for class observation was
formulated according to these facets (Table 3.1.1).
2) A set of observation of individual learner’s learning practices was
accordingly carried out a resulting in the observation data which informed
48 learning atmosphere in instructed settings in which the participant learnt
English. The observation was field-noted.
Table 3.1.1
BLUEPRINT: Observation of Classroom Activities
No COMPONENTS INDICATORS 1 Classroom situation 1. Physical Appearance 2. Seating arrangement 3. Lightning and ventilation 2 Teaching aids and facilities 1. Textbooks 2. Teaching media 3. Electronic media 3 Teacher’s role and participation 1. Personal Qualities 2. Using spoken English 3. Actions 4 Student’s participation 1. Attention 2. Facial expression 3. Actions
3) The observation data was carefully examined to construct an interview
blueprint used for conducting the in-depth interviews exploring and
investigating any principles, opinions, thought, and reasons for each
student’s actions in the classroom and outside the classroom. Table 3.1.2
shows the interview blue print.. This blue print functions as flexible
guidelines to easily analyze the abundant data. It did not mean to set up
discrete questionnaire items.
4) The interview was done with each individual student at times that did not
disturb their daily formal activities. It was held in the afternoon after the
class was over. I took place in the park near the school or at the student’s
house as it was hard to manage the time, the researcher adjusted the time
convenient to the participant. The interview aimed at giving opportunities
49 for individual student to voice any thoughts, beliefs, opinions without
pressure about learning English reflected in their learning practices. The
result of this step was interview data recorded and transcribed. This
revealed individual student’s reasons for their learning practices.
Table 3.1.2
Blueprint for in-depth interview
No COMPONENTS INDICATORS 1 The goal of learning 1. Short-term goals English 2. Long-term goals 2 Attitudes 1. Knowledge about learning English 2. The degree of like / dislike 3. Attitudes towards English teacher 4. Attitudes towards English class 5. Attitudes towards English Culture 3 Motivation 1. Internal factors 2. External factors 4 Actions 1. Learning practices in the classroom 2. Learning practices outside classroom 5 Teacher’s roles 1. Teacher-talking–time 2. Helping students 3. Handling error correction 6 Student interaction 1. Interaction with the teacher 2. Interaction among students 3. Interactions with native speakers 4. Interaction with media 7 Handling difficulties 1. Difficulties in learning English 2. Attempts to cope the problems 8 Learning sources, aids, 1. Textbooks and referenced books and facilities 2. Electronic media
5) Categorizing the data of observation and interview was then done based on
the blueprint to conduct the next analysis more easily.
6) The category of observation and interview data was thematized to set up
the relationships between student’s learning practices and student’s
50 reasons. This thematization was in the form of (a) The tentative personal
concept of language learning and (b) the tentative profile of student’s
personal concept of language learning and the learning practices.
7) The next step was the reflection stage in which the participant was given
the opportunity to reinterpret, make comments and improvements, give
suggestion, correct the statements, add or charge the ideas. This step was
aimed at verifying the tentative profile of individual student’s concept of
learning English. It was the participant who decided whether he or she
agreed or disagreed with the analysis of their learning concept I formulated
from the interview data. I attempted not to interfere their decision. This
was the process by which the participant and I were constructing
individual student’s verified learning concept of learning English and the
learning practices.
8) The last step was to analyze to what extent their concept corresponds to
the recent perspective in education.
Figure 3.3 in the following page shows briefly how the steps in the data gathering and processing were systematically conducted:
51 DATA GATHERING AND PROCESSING (VS concept of Learning English)
Definition of constructs CONCLUDE
Theoretical framework Contribution the concept to success of learning English
BLUEPRINT
Interpreted narratives of each CONDUCT participant’s concept
CLASSROOM OBSERVATION
DISCUSS
Result: Observation Data
Result: The verified learner’s personal concept of IMPROVE language learning and the practices INTERVIEW BLUEPRINT
CONDUCT INDIVIDUAL LEARNER’S REFLECTION
Result: Interview Data
Result: The tentative profile of learner’s personal CATEGORIZE OBSERVATION concept of language learning and learning & INTERVIEW DATA practices
Result: CONSTRUCT THE PROFILE OF LEARNER’S PERSONAL CONCEPT OF Categories of Data LANGUAGE LEARNING
Figure 3.3 Data gathering and processing
52 CHAPTER IV ANALYSIS
Three major sections are discussed in this chapter to show how the research procedure was carried out and the result was analyzed and discussed. The sections are: (1) data processing or analysis, which is followed by (2) findings, and (3) discussion. The first section elaborates how the data were analyzed in a sequence of data processing activities. The second section shows the research findings to answer the research questions. And the last section discusses the research findings in interpreted narratives and the contribution their concept to the success in learning English.
A. Data Analysis
This section presents a sequence of data processing activities to illustrate how a step-by-step procedure was conducted. The sequence of data processing comprises; (1) processing class observation data, (2) constructing blue print for interview, (3) conducting in-depth interview to gain interview data, (4) processing observation and interview data, (5) thematizing the relationships between student’s actions and student’s reasons, (6) constructing the tentative individual student’s personal concept of language learning and the learning practices, (7) conducting teacher’s reflection, and (8) analyzing how the concept contributes to the success of learning English.
1. Processing class observation data
The first type of data of the study was observation data gained from the field-notes. This data described the background of learning atmosphere in which
53 the participant learned English in instructed settings, the classroom situation and physical condition.
Table 4.1.1. is an example of the observation data:
Table 4.1.1 First observation data of Dea (A sample)
Date : Tuesday, November 16, 2006 Time : 12.20 – 13.05 Place : SMK X Sleman Name of Teacher : Mr X Grade : XI Department : Perkantoran (Administration) Number of Students : 38 (37 females, 1 male) Subject : English (Relative Clause) Physical Condition : The classroom is big (7 by 9 m) and clean, the lightning is okay, ventilation is sufficient (rows of windows are available on both sides of the building). It is hot and noisy coming from the next - door room.
No Activity Teacher Students Circumstances 1 Opening Greets students Respond T Some ss are still talking, some are preparing things.
Tells what he is going to present. Pay attention The class is less noisy, but the next - door class is noisy. 2 Presentation Writes the title of the lesson and Take note Ss on the back row make a summary on the board. are trying to concentrate. Rel. People Things S Who Which O Whom Which Prep. Whom Which Poss. Whose Of which
Asks the difference between Answer and T speaks in English people and thing, and their respond actively then translates into positions in a sentence. in English and mother tongue, mother tongue. sometimes he speaks Indonesian.
Asks s tudents about clause and Respond and T often checks ss’ how it works. some make understanding and jokes. walks closer to ss.
Writes examples on the board Respond by T holds his book. and ask what the position of the answering orally Ss look confused underlined words by addressing and discuss in pairs. ss’ names.
Gives more examples and let ss Try to Realizing that ss
54 find the answer. concentrate on still get confused, the form and he translates them meaning. into mother tongue. It starts raining.
Asks s tudents to take notes and Copy on the While doing the prepare exercises on the board. notebook. exercises, they are talking and laughing.
Asks s tudents to answer orally. One answers in T encourages ss to doubt. answer and write it Some laugh at on the board. He her. stops them from laughing.
Shows the clues how to answer Pay attention T warns ss against such questions possibly tested on and copy it. important features the exam. he has just presented.
3 Closing Lets students ask what they do One asks about T apologizes not understand. ‘prepositional missing it and object’ shows examples to explain it. (incorrect examples) Make a short summary orally Promise to give more exercises Prepare to have T warns ss to keep on the next meeting. another class. studying at home.
2. Improving the blueprint for interview
As the study attempted to reveal the vocational student’s concept in learning English which refer to any principles, beliefs, opinions, motivation towards language learning and also to describe how the concept was reflected through student’s practices, the blueprint for interview was then formulated to guide the in-depth interview with the participants. In spite of specific components and indicators listed in the blueprint, they remain flexible guidelines as holisticness was the focus, rather than discrete questionnaire items. Table 4.1.2 shows the blueprint:
55 Table 4.1.2 The Blueprint for interviews
No COMPONENTS INDICATORS 1 The goal of learning 1. Short-term goals English 2. Long-term goals 2 Attitudes 1. Knowledge about learning English 2. The degree of like / dislike 3. Attitudes towards English teacher 4. Attitudes towards English class 5. Attitudes towards English Culture 3 Motivation 1. Internal factors 2. External factors 4 Actions 1. Learning practices in the classroom 2. Learning practices outside classroom 5 Teacher’s roles 1. Teacher- talking –time 2. Helping students 3. Handling error correction 6 Student interaction 1. Interaction with the teacher 2. Interaction among students 3. Interactions with native speakers 4. Interaction with media 7 Handling difficulties 1. Difficulties in learning English 2. Attempts to cope the problems 8 Learning sources, aids, 1. Textbooks and referenced books and facilities 2. Electronic media
3. Conducting in-depth interview to gain interview data
The in-depth interviews were ideally conducted after the class observation. Realizing I was a stranger for them, more time was allocated to make familiar with them. We had lunch together in the school canteen, chatted, and let them know more about this project. Luckily, I am accustomed to dealing with such teenagers so they easily trusted me. Only Sri did I have a hard time to cope.
She refused to cooperate with me even the teacher had appointed her. She eventually agreed after I came to visit her house and told her that she might get benefit from this project. I fully realized there was a great difference between student-participant and teacher-participant as I experienced with Surtantini (2006)
56 in which I was one of her participants. Research journal was therefore needed to reveal what they had in minds, which was not appeared in the formal recorded interview. I learned how they viewed about English learning from informal talks at the school canteen or when I conducted home visits.
4. Processing observation and interview data
The data obtained from observation, interview data and research journal were categorized into thematic data organization as stated in the blueprint. The result in this stage were the groupings of what the participants, opinions, thoughts, action and reasons had towards English learning. Those were classified into their themes suggested by the blueprint.
The analysis was done by learning all of individual’s opinions, thoughts, actions and reason. Table 4.1.4 is an example of the result of thematic organization of observation and interview data of Dea.
Table 4.1.3 Part of the category of the observation and interview data of Dea
Category 1. The goal of learning English.
No Indicator Student’s opinions 1.1 Short term goals · It is part of compulsory subject taught at school. · To understand the meaning of English words and how to pronounce them correctly. · Able to respond when being asked in English. · To know more about English to improve knowledge.
1.2 Long term goals · To support the future career as English is the international language. · Wants to be smarter, more capable so more competitive
57 in the future. · To maintain self-development and broaden perspectives about the world. · To promote human’s dignity including the family.
Category 7. Handling difficulties
No Indicator Student’s opinions 7.1 Difficulties in learning English · Has difficulty in pronouncing English words. · Has difficulty in finding story books in English. · Lacks grammar and vocabulary. · Lacks speaking practice. · Has not had simple sentences she writes at home corrected and revised, just hopes she can correct by herself when she finds similar sentences.
7.2 Attempts to cope the problems · When finding difficult words, tries to guess first then consults with the dictionary. · Meaning is important to catch the main message of the text. · To avoid confusion of what to learn, English teacher should give hints / due what is going to be tested. · The teacher gives remedy at the end of the semester when all courses are over.
5. Thematizing the relationships between student’s actions and student’s reason.
This stage was conducted to formulate the tentative personal concept of
English Learning. This included the concepts the participants had in mind but they were not reflected into their learning practices for some reasons. This is an
58 example of Dea’s construction of her learning concept on how she viewed learning English at school and managed to be self-confidence interacting with native speakers:
It is not sufficient to learn English at school, self-learning and interacting with speaking English people are beneficial to attain self-confidence, enrichment, and improvement.
Here is another example of Putri’s concept related to her view on competition among classmates:
High motivation to learn English results from competition among friends and joining English contest.
Through the process of schematization, each participant came up with 10 to 15 language learning concepts which they believed as guiding their learning practices in the classroom or outside the classroom.
6. Constructing the tentative profile of each individual personal concept.
Having analyzed and categorized the data, the tentative profile of an individual student’s personal concept was constructed. Table 4.1.5 shows an example of how some of Dea’s English learning concept is reflected in some sets of learning actions.
Table 4.1.4 Part of the tentative profile of Dea’s concept of language learning and the learning practices she adopts
No Language learning Concept Learning Practices The success of learning English -Attends English classes seriously. closely relates to success in life -Joins English extra curricular at due to the role of English as the school. 1 international language. -Actively finds opportunit y to practice English. -Makes good preparation for the English class. Learning English involves the -Keeps learning grammar despite 2 learning of what language is as the difficulty.
59 well as how language is used, -Reads English magazines to enrich therefore it needs much practice. vocabulary. -Listens to English songs to improve pronunciation. -Often talks to herself in English. -Practices English with her friends. -Joins debate English club. -Interacts with native speakers.
It is not sufficie nt to learn English -Learns at home without being told. at school, self-learning and -Visits library to get the resources. interacting with speaking English -Interacts with native speakers. 3 people are beneficial to attain self- -Performs dialogs in front of the confidence, enrichment, and classroom. improvement. -Conducts self-assessment at home.
7. Conducting individual student’s reflection.
In this stage the tentative profile of each participant’s concept was verified by conducting individual student’s reflection. It was possible for the participants to add comments, suggestions, changes, and improvements which resulted in a verified profile of each student’s concept in Learning English. This stage assisted the participants to reconstruct what they had in mind reflected into their learning practices. Through the process of reflection it was expected that the participants would have clear pictures of their own concept and would make better perspectives in learning English.
8. Analyzing how the concept contributes to the success of learning English
Based on the verified profile of individual personal concept in learning
English, the interpreted narratives for each participant were constructed. Finally, the concept was discussed to describe to what extent the concept contributed to the success of the language learning.
60 B. Findings
The results of data analysis from the previous discussion are presented in this section. The major findings of this research are the profiles of each individual student’s personal concept of English learning. Based on the field notes and the transcripts of the scheduled in-depth interviews or the narrative of each participant, the profiles of an individual student’s personal concept of learning
English were constructed and verified through the process of reflection. Each will be presented respectively.
1. The profile of Dea’s concept
Table 4.2.1 shows the construction of the verified profile of Dea’s personal
concept of language learning and the learning practices she adopts to each of
her concept.
Table 4.2.1 The profile of Dea’s concept of language learning and the learning practices she adopts
No Language learning Concept Learning Practices -Attends English classes seriously. The success of learning English -Joins English extra curricular at closely relates to success in life school. 1 due to the role of English as the -Actively finds opportunity to international language. practice English. -Makes good preparation for the English class. -Keeps learning grammar despite the difficulty. -Reads English magazines to enrich Learning English involves the vocabulary. learning of what language is as -Listens to English songs to 2 well as how language is used, improve pronunciation. therefore it needs much practice. -Often talks to herself in English.
-Practices English with her friends. -Joins debate English club. -Interacts with native speakers. It is not sufficient to learn English -Learns at home without being told. 3 at school, self-learning and -Visits library to get the resources.
61 interacting with speaking English -Interacts with native speakers. people are beneficial to attain self- -Performs dialogs in front of the confidence, enrichment, and classroom. improvement. -Conducts self-assessment at home. - Dares to join conversation with Willin gness to practice is tourists. prioritized therefore learning - Is not afraid to make mistakes. English begins with understanding - Imitates English songs. 4 the meaning of English words or - Listens to English radio programs. expressions and how to pronounce - Practices English with her tutor to them correctly. get correction feed back. - Talks to herself in English. - Watches English programs on TV Learning English is a hard job so it -Keeps on reading through should be conducted step by step guessing. started from the simplest one then - Pays attention to the teacher. 5 added constantly and continuously. - Reviews what she learns at home. - Does the homework. - Asks the teacher when having difficulty Self-learning can be done through - Listens to English radio programs. English songs, English programs - Reads English magazines on televisions or radios, and - Watches English programs on TV. 6 English magazines which result in improving pronunciation and vocabulary. -Teacher explains the lessons English teacher has a significant clearly. role to facilitate learning English -Teacher answers student’s answer. 7 at school. -Teacher shows examples of letters. -Teacher corrects student’s errors. -Teacher gives feed back. Student needs to review what she -Reviews what she learns at home. has learnt and to proceed what she -Learns the next chapter at home. 8 is going to learn before it is discussed in the classroom. -Shows enthusiastic attending The motivation to learn English English classes. will keep increasing if student -Keeps on learning step by step. realizes its advantages and she is 9 -Realizes the great function of persistent to handle difficulties English. during the learning process. -Never gives up practicing and
training. When encountering difficult -Keeps on reading through words, it is better to guess the guessing. meaning based on the context than -Tries to get the meanin g when 10 to look them up in the dictionary. listening to the radio program. Yet, the dictionary is still needed. -Looks up the dictionary is guessing does not work. Vocational students are much -Learns how useful expressions are 11 assisted when the English teacher used by the teacher. or content teachers use English to -Learns how instructions are used
62 teach them in the classroom. to manage the classroom activities. -Learns essential terms related to the productive subjects in English. -Pays attention when other students It is important to notice how practice in front of the classroom. 12 language is being practiced by -Pays attention when her friends others to get real exposures. easily talk to the tourists.
-Tries hard to practice over and It is hard to maintain good over. pronunciation and to produce well- -Talks to herself loudly. 13 formed sentences. -Pays attention to the teacher to get better understanding. -Does the exercises by herself. -Gets confused when the test does English is so broad that the teacher not meet the materials. needs to give hints what is going 14 -Keeps doing the test no matter the to be tested. score.
2. The profile of Sri’s concept
Table 4.2.2 shows the construction of the verified profile of Sri’s personal
concept of language learning and the learning practices she adopts to each of
her concept.
Table 4.2.2 The profile of Sri’s concept of language learning and the learning practices she adopts
No Language learning Concept Learning Practices - Pays attention to the teacher to get Learning English is important to better understanding. achieve the passing grade in the -Learns English when there is an 1 National Examination. English test. -Learns listening at the end of each semester. Finding jobs is getting harder in a - English certificate is a legalized competitive era therefore English evidence 2 certificate is required to get a well- -Wants to get a job as soon as paid job more easily. leaving the school. Learning English is a hard job, - Keeps on learning. however serious efforts and - Repeats at home. 3 interest make it easier to learn. - Discusses with friends. - Asks the teacher. 4 The English teacher has a -Gets confused when teacher gives
63 significant role to shape student’s test before explaining. perception toward learning - Does not learn hard because she English. does not understand. - Learns seriously when teacher explains clearly. - Does exercises provided by the teacher. - Being corrected together. Learning English at school focuses - Learns from mistakes. on grammar so that note-taking is - pays attention to the teacher’s 5 important to refer when problems explanation. appear unexpectedly. - Never practices English at school. - Has listening activity at the of semester. - Shares with friends limited on how to do some exercises. - Needs teacher’s explanation to The teacher needs to explain facilitate understandings. before she or he assigns students to - Makes many mistakes during 6 do exercises so understanding how exercises. language works is prioritized. - Questions from students are
answered after doing exercises. - Practice is important but she does Student needs to interact with it at school. native speakers and classmates to - Lacks confidence. 7 practice English. - Does not know how to do it. - Speaks English when there is a dialog to practice. Lack of confidence and being - Making many mistakes is afraid of making mistakes are the frightening. 8 obstacles to improve student’s - Admits being a quiet and shy speaking skill. person. Persistence against difficulty to - Keeps on learning and doing keep learning proves to be an exercises. 9 effective way in learning English. - Understands the rules finally. - Gets good marks in the test. It is not sufficient to learn English - Expects learning teaching process only by reading books, getting like the one she got in her 10 explanation, and doing exercises. previous school in which teacher It needs much practice. used English. -It is easy to follow bilingua l Bilingual English teacher is better English teacher’s classes. 11 to support understandings. -Raises her motivation to learn
when she understands the lessons. -Helps other students when doing Sharing with friends raises the exercises. 12 motivation to learn English. -It makes her understand more and long lasting. - Infers that she proves she can. Technical accounting terms and -Learns important accounting terms 13 English software in MYOP in English. promote to English learning -Indirectly learns English when
64 doing accounting project via MYOP. Student always needs to review -Reads again her note-taking she what they have learnt and to has learns at home. 14 proceed what is going to be taught. -Shares with friends. -Reads the next chapter at home. Listening skill can be improved -Listens to English program via through listening to English radio. 15 program in radio and watching -Watches English program on TV. English program on TV.
3. The profile of Yonas’ concept
Table 4.2.3 shows the construction of the verified profile of Yonas’s personal
concept of language learning and the learning practices he adopts to each of
her concept.
Table 4.2.3 The profile of Yonas’ concept of language learning and the learning practices he adopts
No Language learning Concept Learning Practices -Learns grammar in order to produce good sentences. English is learnt to know the -Observes how English is used by language and how to use it for others. 1 interacting with foreigners and -Reads English manuals and understanding content subjects. materials related to content subjects. -Trains hard to pronounce correctly. -Values people who speak English fluently. - Actively finds opportunity to Success in English promises better practice his English. future, prestige, pride and -Confidence appears after 2 confidence. practicing with native speakers. -Realizes that many companies recruit employees who can speak English.
-Interest in English drives him to Student needs to have interest to keep on learning. learn English therefore, they keep -Finding solution to the real 3 trying no matter the difficulty they problem is a natural learning. have in the learning process. -Gets advantages after trying to
cope with the difficulty.
65 Learning takes places anytime and -Practices English with friends. anywhere, practice and training are -Learns English through internet, 4 believed to lead a success. radios, TV, and English software.
Taking English course outside the -Never takes English courses. school is good but students need -Keeps practicing and persists in not have to take it as long as they learning. 5 can pursue self-learning and -Used to conduct self-learning. willingness to make progress. -Makes progress through practice and practice. The first priority in learning -Values people who has good English is pronunciation and pronunciation. grammar. Pronunciation promotes -Learns pronunciation through 6 speaking ability while grammar is songs, movies or radio programs. important to produce well-formed -Learning grammar is important. utterances. -Practices English with friends. Fluency can be obtained through -Actively finds opportunity to using English for real 7 practice his English. communication with classmates -Presents a project in English. and teachers. -Speaks English to the teachers. It is possible for Indonesian -Believes strongly on the training students to have native-like process. 8 pronunciation if they manage to -Interference from mother tongue is train it but their mother tongue is not disturbing as long as it does inevitably interfered. not change the meaning. Correction errors from classmates -Learns from errors he makes. 9 and teachers helps much to -Expects correction from others to improve the accuracy. know the right one. -Actively accesses to internet to Nowadays learning English can be search for related materials with accelerated by access to on-line content subjects. 10 abundant materials available on -Reads many English articles. internet. -Applies guessing strategy or transtool. Bilingual teachers contribute -It reduces the difficulty of learning student’s understandings; English. classroom management is carried -Instructions in English promotes 11 out in English while essential fluency. concept are delivered in Indonesian. -Applies guessing to understand the message. Guessing, trans tool, and dictionary -Uses trans tool to find the 12 are needed to handle difficulty in meaning. understanding a written text. -Looks up dictionary when necessary. A bravery to practice English with -Initiates conversing with tourists tourists is the starting point to despite his limited English. 13 initiate conversation. -Actively finds opportunity to practice his English. 14 English teachers have crucial roles -Teacher creates good supporting
66 to facilitate learning at school. atmosphere to learn. -Teacher encourages students to express opinions in English. -Teacher provides English software to enhance students learn more. -Teacher corrects students’ errors. -Teacher speaks English to students. Old paradigm which put student as -Enjoys English classes which objects to always spoon-feed must challenge him to develop his 15 be shifted, the teacher needs to potentials. develop students’ thoughts. -Performs better in dynamic classes.
4. The profile of Putri’s concept
Table 4.2.4 shows the construction of the verified profile of Putri’s personal
concept of language learning and the learning practices she adopts to each of
her concept.
Table 4.2.4 The profile of Putri’s concept of language learning and the learning practices she adopts
No Language learning Concept Learning Practices English is learnt to maintain - Speaks English very fluently with native-like competency to actively good pronunciation. participate in a real communication - Actively joins the English class at in the work place. schools. 1 - Performs very well in debating English club. - Chats and interact with friends in English. High motivation to learn English -Used to compete with friends to results from competition among show who got the best mark. 2 friends and joining English contest. -Actively joins English contests and often wins Learning English is an on-going -Never stops learning English. process so it requires persistence -Does not easily give up when and regular practice. having difficulties. -No days without learning English 3 even a single song. -Actively practices to make perfect. -Learns English from many different sources. 4 Taking English course -Used to take English courses
67 systematically is better than systematically for four years. learning-teaching activity at school -Gets much benefit from the as learning English at school courses. focuses more on theories but the -Felt bored to attend a class course provides more practice. focusing on grammar as she had in her previous school. -Enjoys learning English focusing on practice. The four types of language skills -Never prioritizes one of the four are equally important, however, skills. 5 speaking is more difficult than -Tries to cope with the four skills. writing as it is spontaneously -Practices much on speaking. uttered. Watching English movie, singing -Watches English movies. English songs and reading English -Sing English songs. 6 novels or magazine are indirect -Reads English novels. way of learning English. Both criticism and appraisal from -Expends hard efforts to perform teachers promote to learning better in response to the criticism. 7 improvement. -Becomes more motivated after appraisals. -Never feels she is the best of all. -Always feels she needs to learn It is important for student to have a more and more. 8 sense of ’insuffic ient’ therefore it -Does not show arrogant among drives to keep on learning. friends. -Respects her teacher.
Success in learning English can be -Helps her classmates kindly. measured not only from the ability -Helps the kids in the neighborhood 9 to use English but also from the to do English homework. willingness to share with others. -Feels happy when she can help others. -Always interacts with her English teacher in English. -Chats and interacts with friends in Interaction with friends, teachers, English. 10 and native speakers is beneficial to -Becomes a tourist guide when improve speaking ability. there is a foreign visitor at school. -Actively interact with native speakers from Netherlands.
68 C. Discussions
This last section of the chapter presents the discussion, which is organized into two sections. The first section covers the discussions of each individual student’s (Dea, Sri, Yonas, And Putri’s ) personal concept and the learning practices they adopt to the concept in interpreted narratives. The second section discusses to what extent the concept contributes to success in learning English.
1. Individual personal concept of language learning interpreted narratives.
a. Dea’s personal concept
Meeting Dea for the first time at her school made it sure that she was the right participant from whom I could cooperate with to obtain the richness and access ability of data used in this research. She was friendly, attentive, cooperative and responsive. She offered her phone number in case I would contact her anytime as long as it would not disturb her learning time at school. Noticing the way she dressed and talked implied that she was not from middle-class family.
Yet, she was lucky to study in this school, a favorite vocational public school which was always desired by hundreds of secondary school graduates. This school has been famous for its high-qualified outputs, even in 2006 when most schools in
Sleman and Yogyakarta province had lower percentage of the passing rate; this school was recorded as the only school that reach up 100% percentage of the passing rate at the regency level.
Talking informally during a brief personal introduction made it sure that she was a typical vocational student. There are three departments offered in this school: Accounting, Secretary, and Sales. She took secretary department as she
69 admitted that her mathematics was not good enough to take accounting department. Those who entered secretary usually have medium ability. Students with relatively better in mathematics would take accounting.
Her classroom sized 7x 9 meters was sufficient for 37 students, with only one male student sitting at the corner. All students were seated facing to the blackboards. There were five rows of chairs, two students shared one table with a classmate. The isle between two sets of chairs was about 80 ans. The room is well ventilated and light enough. There were no electronic equipments for an English class put in the classroom. When the class observation took place the teacher was explaining ‘relative clause’.
The interview was done in the afternoon at Dea’s verandah about three weeks after the classroom observation as she had many assignments related to her vocational tasks and prepared for the semester tests. The fact that she was still at the public library when I arrived at her house showed that she was a diligent student who wanted to broaden her perspectives. The house and everything around it also strengthened the typical characteristics that most students entered vocational schools to easily get jobs as soon as they graduate. Dea was not the exception and it was clearly reflected by her mother who had just come back from working in a royal family.
Parking her old bicycle she gave a brief comment on her daughter who was persistent to keep learning at home, although she admitted that her daughter was not smart enough. Her grandmother innocently added that Dea and her family used to live in Jakarta but now they had to come back to the village as the father left them without any reasons. In spite of the hard life, Dea proved to be a diligent
70 student. The school sent her to join the selection of “Siswa Teladan” in the regency level in which she experienced to have an English interview for the first time. Family background, learning-teaching process at school, and personal experiences had shaped her concepts in learning English though she might not realize that she had them.
For Dea learning English is more than just attending regular classes or achieving the passing grade in the National examination. A deep awareness that
English was closely related to the department she took appeared at the very beginning she entered the school:
I took secretary department; English is badly needed for the future career. There will be many secretarial duties done in English such as handling foreign guests, making telephone calls and correspondence [I: December 7, 2006]
She also realized that learning English was aimed at broadening her perspective, maintaining self-development, and having ability to communicate with foreigners.
Yes … Uhm so I enjoy learning English, though it is hard. It seems to me I can learn iti. I will get a lot of advantages if I can speak English fluently … I can communicate with foreigners. What a prestigious activity … I am from village but I won’t be left behind. [I: December 7, 2006]
Pride and attitude change were the result after practicing English with the tourist she met when visiting Borobudur temple with her teacher, she shared her feeling :
I felt excited. I used to be unconfident and nervous. What would happen if I could not keep talking … Yet, noticing my friends were busy talking, and it seemed so easy that I joined them. Yeach … it was not as hard as I thought before. I got precious experience. Even though my English was limited, I was brave enough to try and no one laughed at me … I was motivated to keep learning more seriously. [I: December 7, 2006]
Learning English through practice was preferred although there were some restrictions. She actually wanted to practice with her classmates but she did not as
71 being worried some would consider her ‘acted too much’. However she was assisted by non-English teachers who used English to teach in the classroom:
Yes, they introduce content related terms in English, giving instructions or asking questions … but it is just a little and they speak slowly. Sometimes they translate into Indonesian like bilingual. Yet, When discussing the main topic they use Indonesian only. [I: December 7, 2006]
Having a partner to whom she could practice her English was much expected.
Beside joining English debate club as her extra curricular activity, she also had a friend at home, a college student who kept communicating in English:
She studies in Amikom, Information Management. Her English is good enough. We often send short messages in English and sometimes we have a chat in English. It’s enjoyable and helps me much so I keep motivating to practice and learn, not only theory but real practice as well. [I: December 7, 2006]
The lack of practice was captured on the first observation in which the teacher focused much on the grammar, how to combine two sentences using relative pronouns. Presenting materials step by step completed with examples was shown at the beginning. The next was predictable, that is, students were to do a set of exercises. Although the teacher spoke English, the classroom atmosphere looked passive as most students were busy doing some exercises in their notebooks. The class became noisy when they in turns came forward to write answers on the blackboard.
Being asked about the speaking activity, she explained that speaking class was conducted through dialogs in front of the classroom in pairs. On the second observation, accidentally, such an activity was shown. Two students were asked to practice a dialog on hobbies, the others were paying attention and some were busy preparing. When her turn came, she looked confident enough. Her classmates
72 showed positive supports on her. The following was what she believed in learning
English:
I just believe what I have prepared is good. The most important thing is a bravery to practice, right or wrong is not my concern. Keep on trying never discourage to make mistakes. [II: February 22, 2007]
While waiting for the turn to come, it was beneficial to notice the pair practicing a dialog rather than making noise. She suggested what other students should do:
The others have to pay attention to them {the pair practicing a dialog}. Don’t just make any noise. We can identify the mistakes they make … or we will learn how certain words are pronounced. [II: February 22, 2007]
She felt that English pronunciation was not easy. She would be happy if the teacher corrected her mispronunciation. She sometimes talked by herself in front of the mirror to improve it. English songs were helpful too.
‘West life’, I like the song ‘I have a dream’, ‘My love’ and so on. While listening to the song, I like imitating … indirectly learning how to pronounce … oh that is the way some words or expressions should be pronounced. [I: December 7, 2006]
Dea found that there were many things to learn if she wanted to be successful: vocabulary, grammar, pronunciation and conversation. It was impossible to get everything at school with three time meeting English classes in a week, therefore she should maintain self-learning outside the classroom. She conducted outside classroom activities through watching English news or programs on TV, listening to English program in radios, and reading English magazines. She admitted that she was not familiar with internet as it had not been learnt at school. She had once been introduced but until the second interview she
73 did not develop much. Yet, she still could get resources from library both at school and at public library.
Conducting outside classroom learning improved her listening skills and vocabulary building. Negotiation of meaning was clearly seen from this activity; how she grasped the meaning based on the context. She used to look up the dictionary every time she encountered difficult words. This was disturbing as it broke her joy while watching or reading. She indirectly guessed trying to understand the meaning based on the context. Here is her effort when she listened to the radio program, “Ehm … I might know the meaning a little, then I am trying to guess in such a way that it makes sense” [II: February 22, 2007]. The same thing happened when she read English magazines available at her school library.
Dictionary was used only when she failed to guess some words as she said, “
Guessing, that is what I usually do, as it is impossible for me to keep looking up in the dictionary” [I: December 7, 2006].
Fun with English did not mean that she had no difficulties. Although focusing on grammar was clearly visible in the first observation related to the learning- teaching process, Dea thought that English grammar was still hard. She admitted,”I still had difficulty in learning grammar. I do not know much about it.
It is confusing despite having a lot of exercises” [I: December 7, 2006].
Being asked which parts of grammar were hard, she elaborated further about the usage and how to arrange words into positive attitudes toward learning
English was clear, however. She never gave up easily. The support from the teacher facilitated her to learn better. He explained what she did not understand well and showed the right pronunciation when she made mistakes.
74 Dea felt sorry that school facility like language laboratory was seldom used. Students went there for the listening class in which they listened to the used listening section tests usually included in the National Examination. For most vocational schools this was a common phenomenon as they had to reach the passing grade and listening section was the most difficult one. A short cut to drill students using such exercises was believed to be “effective”.
In relation to English tests Dea suggested that the teacher should limit the material tested as English coverage was broad therefore she could make best preparation. She said,” In my opinion if there is an English test, it will be better if we are given hints what material will be tested …[II: February 22, 2007].
This suggestion was reasonable as often heard many students did not know what to prepare before taking the test. They worried what they had learnt seriously was not tested and too often they did something beyond their thought. The fact that learning English was a hard job led her to conclude that learning should be done step by step in a relaxed situation as she commented,” I think learning should be relaxed, if it is too serious, I will even get confused … so relaxed but serious [I: December 7, 2006].
In attempt to achieve long retainment, she needed to review what she had learnt based on her notebook through reading or repeating at home. She also found that proceeding what she was going to learn the next day contributed much on her understandings.
Dea’s concepts in learning English were affected by many factors. Yet, her awareness that learning English was not merely to get a certificate was worth - appreciating. Further, she claimed that success in learning English was related to
75 success in life. She might be true as she observed or read that most well paid jobs required English competency. She also believed that English could promote human’s dignity. Therefore she kept motivating to learn English no matter the trouble some she had to handle during the learning process.
b. Sri’s personal concepts
The second participant was from the same school as Dea’s but she took
Accounting Department. She was Sri, a shy person who actually had potentials to learn English but she lacked confidence. It was clearly portrayed when her teacher wanted to introduce her to me. She was hiding and even proposed another student.
Luckily, she agreed to join this project through personal approach.
Among the three departments offered in this school. Accounting sounded more prestigious and preferred as the in-put had higher score in the National
Examination. When the first classroom observation was conducted, the classroom atmosphere was far different from that of the Secretary Department. The students participated more actively and lively although the teacher was discussing
‘impaired conjunction’. They were responsive and sometimes laughter and jokes emerged suddenly. The classroom and seat-arrangement were just the same as
Dea’s. In such a supporting environment for English learning, however, Sri looked quite. She paid attention more to her notebook. That was she usually did during the class as her teacher commented when I confirmed.
The interview was done after having several informal meetings at school and at her house. Family background was much colored her personality. Being the only daughter of the peasant parents, she was grown up in a very simple life, as
76 simple as her opinion that learning English is mainly to achieve the passing grade of the National Examination, besides it can broaden her perspective:
English is learnt to broaden perspective. Nowadays there are three subjects tested in the National Examination {Indonesian, Mathematics and English} the purpose of learning is to achieve the passing grade …. [I: February 22, 2007].
Her shallow view towards learning English was captured during an informal meeting at the school canteen; she said innocently that she would learn
English seriously only when there was an English test the following day.
Accounting take home assignment dominated much of her time. She complained,”
Yeach … I have a lot of accounting assignments to finish in one day so sometimes
I have no more time to learn English” [I: February 22, 2007]. This did not mean that she never learnt English at home. She admitted that she often reviewed at home what she had learnt at school and tried to proceed what was taught the following day even though she did these activities through reading at glance as she declared briefly, “I just read it before it is taught. If I can’t, I will ask and at home I will repeat it” [I: February 22, 2007]. Further, she stated that she could do such a way of learning as grammar was much loaded in the learning teaching process. Sri focused more on the understanding as she answered a question on how learning should be carried out,” When there is a lesson, we really have to understand it well so we can do the exercise by ourselves” [I: February 22, 2007].
In order to get better understandings she thought that the teacher should have explained as clearly as possible before the teacher asked students to do exercise. The fact that the teacher gave exercises before explaining made her confused as she complained,” … but now we are asked to do some exercises then
77 we will get explanation so I get confused” [I: February 22, 2007]. Even when the students had many questions, they were collected and answered after doing the exercises. She did not understand well how to do them. She learnt through the mistakes she made after being corrected as she said,” Yeach… the work is then corrected but there are many mistakes. It means if I have the same type of exercises next time, the way to answer must be like this [I: February 22, 2007].
This condition was on the contrary with her personal experience she had in Junior
High School. She said,” In Junior High School I used to get explanation first so if we forget something, we still could ask directly ….[I: February 22, 2007].
Sri thought that English was difficult, yet through step by step learning she found it easier as she began to enjoy it and the role of teachers affected her interest. She regretted realizing that her motivation to learn English raised a few months before she graduated from Junior High School due to the role of her
English teachers. When she was at grade 7 and 8 she was not interested in English as she found it very hard. The way the teacher taught was not understand able. She was lucky to have another teacher in grade 9 who facilitated her. She said,” It could be the teacher. It was easier for me to understand her lesson. But in grade 7 and 8 it was hard to understand [I: February 22, 2007]. She suggested that a good
English teacher should speak both English and Indonesian to promote understandings. For Sri understandings was the most important key to learn
English.
At the classroom observation, however, such a condition was not captured since her teacher had an objection being observed. She let Dea’s English teacher teach her classroom twice during the observation. It showed that Accounting
78 students were more active. Even, on the second observation they were creative making and practicing dialogs on “agreement and disagreement”. That was quite different from Sri had felt so far. She preferred to have Dea’s English teacher, and after this project Dea’s teacher admitted that Accounting students begged him to teach them. I was sorry for bothering but, as he told me it did not matter, he would teach them all when they were at grade 12.
Like Dea, Sri also believed that it was not sufficient to learn English theoretically. Practice was important even though she was different from Dea.
She was afraid to make mistakes. She felt unconfident to interact with native speakers. She did not know how to initiate conversation. Yet, she believed that interacting with native speakers was beneficial in that she knew the right pronunciation. Being asked whether it was sufficient to learn English through reading, paying attention to the teacher, and then doing some exercises she answered,” I don’t think so. Learning English should include not only theory but also practice, yet, the time is limited or there is no chance [I: February 22, 2007].
She would rather have written test than oral one. Feeling unconfident of making mistakes and incompetent dominated her. The following was her confession related to what she usually did during the English class:
Q: Has your teacher ever asked you to practice English in front of the classroom? Do you often practice with your teacher or with your classmates?
A: Not yet, during the English class we are given some exercises to do then explained. If we do not know, we may ask questions. [I: February 22, 2007].
Sri had a reasonable argument to feel more confident when having a written test:
I am confident enough to do the written test. I need not have to show my performance in a public. Moreover, I have more time to think, to
79 proofread if there are mistakes. I can correct them [I: February 22, 2007].
Problems and difficulties inevitably appeared during the learning process.
Consulting with the teacher was she regularly did. It was not the only way, referring to her notebook and discussing with her classmates were the alternatives.
The latter was preferred. She benefited when other friends asked her to show how to do the exercises:
I can understand more. It will retain longer in my mind. It means that I always remember what I have shared with them, and excitedly I feel happy because they can do eventually [I: February 22, 2007].
Taking accounting department required learning English indirectly. Many of accounting technical terms were in English and the special software for accounting MYOP was entirely used English. Sri was assisted by her accounting teacher who sometimes spoke English in accounting class.
Realizing the fact in real life that it was getting harder and harder to find jobs after school resulted in her awareness towards learning English. It assists to understand accounting technical terms and the contribution of learning English in accounting was to prepare promising career as she stated below:
Especially by the time I leave the school, English competency is mostly required to find jobs. Vocational School graduates in average find jobs as soon as they leave school, the competition is hard. Having English certificate, however, makes it much easier.
Personally she wished she could have spoken English fluently so she would be accepted as an accountant hoping she could take evening lectures. Financial problem prevented her to keep studying directly after school. Unfortunately, in
80 line with her typical characteristics Sri did not want to continue her story. She thought she had told much about her views in learning English.
c. Yonas’s personal concept
Yonas was the only male participant who studied in one of the most popular vocational high schools in Yogyakarta located in the city. What made him more fortunate than Dea and Sri was the facilities and the supporting learning atmosphere his school offered. The first classroom observation, for example, was conducted in a fully furnished and well-equipped language laboratory in which every student sat in their own desk with a set of new-branded computer. They were busy learning through English software. The teacher had no hard time to lead them. As soon as simple instructions were announced, they could work by themselves. Everything ran well because the students seemed to easily follow to lesson and the teacher did not have to make any tough effort to make them understand. He walked around to monitor and sometimes just showed what to do next.
The room was big enough completed with 40 computers including the one in the corner special for the teacher’s administration and LCD before the teacher’s desk. The students would not feel hot as the room was air conditioned, which made them more comfortable. It also had good ventilation and sufficient light.
The second observation took place in a special room upstairs which was not shared with the room for teaching other subjects. Like the language laboratory, it was a big room sized 8 x 10 meters with good ventilation and sufficient light.
Some electronic equipment such as a 29 television set, VCD player, overhead
81 projector tape recorder, fans were available in this room. Even, there was self- access corner through which students were free to pursue self-learning according to what they needed. The modules had been carefully designed covering four skills; listening, reading and writing.
The seating arrangement was not fixed, made it possible for the students to move the chairs according to the task they were supposed to do or the groupings they had. There were no tables; each student had their own chair with a small board attached to it. When the second observation was conducted, all the students were facing to the front of the class in five rows; the aisle between two chairs was about 80 cm.
Having finished the first observation, Yonas met me and asked whether I still had free time to have a talk with him. There was another class but he was free as the religion class was for Moslem only. He had his own religion class. He wanted to practice English with me. I let him tell his experiences in English. He seemed so proud and kept telling his family and his friends. He spoke English fluently despite small mistakes in pronouncing some words. Excitedly, he was also eager to know how I learnt English when I was at his age. Since then, a good relationship was established.
The interview was done in the afternoon after school. We were sitting in front of the school hall. He answered the questions fluently and it seemed he wanted to tell more, including the extracurricular he joined. He was so involved in this activity that almost everyday he spent much of his time at school.
Yonas never thought that learning English was just to achieve the passing grade in the National Examination. It was reasonable enough as most students in
82 this school were excellent. The passing grade was easy enough for such students to attain. More importantly, he learnt it so he could speak English, find a job or interact with the people in overseas countries. The department he took was
Computer and Network Technology, a prestigious department by which English was strongly required as he admitted:
Yeah, fortunately, in the department I take there are productive subjects {content subjects} which are in English, therefore whether the students like or dislike they must study it. Otherwise, it is impossible for them to understand them well. [II: February 3, 2007]
Further, he explained that students were supposed to do a project like programming of which instructions were mostly in English. In addition, learning block system fully applied in this school enabled students to work all day in multimedia laboratory. Students were assigned to search for materials which most of them were in English through internet and presented in English or Indonesian:
[in a block system on Monday] … there are three teachers. From 07.00 until 08.30 we have introduction to the materials, 08.30 – 12.00 there are presentations from students. We are asked to find materials related to the topic discussed [I: December 7, 2006].
Besides, the students were stimulated and exposed by content teachers who spoke
English. On Monday, the students of this department and the content teachers were obliged to speak English. The teachers used Indonesian only when they explained theories or important concepts to promote understanding.
Unintentionally, the researcher had ever involved in a workshop with two of the content teachers of his department. They spoke English well, made it sure that they usually used English to communicate with the students. Also, the researcher happened to find a group of students from this department sitting under the tree
83 chatting and playing jokes in English. They even did not mind when I joined them. Learning from his English teacher {not involved in this project} made it obvious that many English debaters were from this department. No wonder
Yonas’ concepts in learning English was influenced by this supporting atmosphere beside his personal experiences he had got before.
Like Dea, Yonas shared the same feeling that ability to speak English promised better future and pride. Even though he did not plan to work in a foreign country, he felt sure that it was easier for him to get a job if he had English competency. Moreover, he felt proud of being able to speak English. He said,”
Yeach … actually we want to give positive impression to ourselves how smart he is, he can speak English very well to interact with others … I also often speaks
English .... [I: December 7,2006].
Confidence was something important as he learnt from his personal experiences. Like many other vocational students, Yonas was not from high class family. Being a son of traditional tile maker, he lived with his parents in a village located exactly right under the small hill. The house was at the edge about five meters from the hill. Visiting his house made it clear that he managed a hard life to reach his dream. His wise but simple parents always encouraged him to study hard. He did it in spite of the dense activities at school. His tough efforts resulted in personality building that was; self-confidence. In relation to English learning, he once felt surprised to find himself talking to foreigners in spite of his limited competency:
… when I was in the seventh grade, we visited Benteng Van Den Bergh. I met a tourist but I forgot his name. I directly greeted him and kept talking. You know I just got English in grade six. [ I: December 7, 2006].
84 … and also when I went to Borobudur temple. I had a talk foreigners. I was astonished … How dare I was …. [ I: December 7, 2006].
Willingness to interact with speaking English people and to seek opportunity derived from his interest in English. Awareness towards the benefit he might have got from learning English raised his motivation that would make him keep trying no matter the difficulty he had in learning process. He enjoyed learning English. Yet, he found it hard. Grammar was the obstacle, especially learning tenses in a context.
I think it [grammar] is hard, like tenses there are many kinds with different usage. It is easy just to memorize the formulas but how to use them in a context … let a lone when they are complex such as present perfect continuous … future perfect continuous … uhh I don’t understand yet [II: February 3, 2007].
Considering the problem, Yonas was happy to receive a set of hand out which would assist him to understand tenses in context. This indicated that he could identify his own weak nesses and tried to find the solution.
Concerning with pronunciation with most Indonesian students had problems, he argued that they could maintain native-like pronunciation if they were well trained. Further, he elaborated in response to the statement saying it was extremely hard for Indonesian people to maintain native-like pronunciation:
That’s wrong if they are willing to train seriously, they must be able to, the regional language might influence … I see. I also admitted that I am much affected by Javanese (medhok) [I: December 7, 2006].
In spite of the interference from mother tongue, he felt sure that it was possible to train his tongue. He suggested practicing over and over. What he did was through reading aloud or talking to him self in his room:
85 So I often talk to myself loudly, it does not matter … I keep training and training. It seems that I am getting more and more excited …. Yeach since I become excited, it encourages me to keep on practicing, I am sure I can [II: February 3, 2007].
Besides, he also had an interesting idea to improve pronunciation through English songs. He had been used to singing as it was part of his ritual ceremony in Church since he was a little boy. He was appointed one of choir members to accompany flag ceremony in Sleman regency. He not only enjoyed singing English songs for the sake of pronunciation improvement, but also for entertainment. Proudly speaking, he had ever sung Cellin Dion’s song entitled My heart will go on on the stage when he was still in grade 7.
Interestingly, difficulty in understanding written texts due to the meaning of vocabularies was smartly overcome by guessing, looking up a dictionary, or using transtool, a software program providing machine-like translation. Another restriction preventing him from learning regularly at home was his busy activities.
He admitted that most of his time was spent at school. Consequently, he arrived in the dusk feeling tired and there was no more time to study as he went to bed early.
Although this happened almost everyday, he did not give up easily. He sometimes woke up at 2 am, especially when he had a test the following day. It was crosschecked incidentally when he answered my SMS at 2 a m, and at the same time I also worked over night.
His view towards the importance of learning grammar was worth minding.
Grammar dealt with how to produce well-arranged sentences. English was far different from Indonesian he used every day. He commended:
… about grammar I think it is important to master as in English the arrangement is quite complicated, so language as a piece of information,
86 should be well-arranged in such a way that people will understand if we use it …. [I: December 7,2006].
The success of learning English was supported by the role of his teachers.
The sophisticated learning facilities available at his school enabled the teachers to develop students’ competency optimally. No other schools had English software which was quite expensive but well designed completed with a set of computer implemented for everybody. Experienced and well-informed teachers were ready to teach students who were, at the very beginning, excellent. It was clearly seen from the high mark of the National Examination they should have got if they wanted to enroll this school.
Care towards mispronunciation then correcting was much appreciated. He was also happy to have University students of English department who did job training at his school. He thought that they were more accurate and they had more time to interact with students in English . The way they corrected his mispronunciation was impressive and long lasting.
The main point he wanted to highlight towards learning was learning as naturally as possible, It referred to how students could learn through coping with daily problems. In other words, the teacher had better let students find and solve their own problems. He strongly avoided the terms “keep spoon-feeding” for the students. He suggested facilitating students to develop their mind, instead of repetition.
This was in line with the way to test students. He did not like doing exercises which required him to copy from the previous notebook. Item tests challenging to exercise mind developing were expected. Self–assessment, however, was still in his mind although he used to do it in Junior high school. He
87 knew it was good but due to the limited time he seldom did it. Again, the assignment from productive subjects almost dominated his time:
… I often do it (self-assessment) but not in systematic way. Sometimes I am tired of joining many activities and doing assignment of productive subjects … not intensive yet …[I: December 7, 2006].
In order to develop his potentials, he thought that he did not have to manage a strict way of learning. Honestly speaking, he had not allocated one or two hours to intentionally learn English. Interacting with classmates in English in the form of chatting of joking during free time was also learning. Watching
English news on TV would improve his listening skill. He pointed out,” … so learning takes place anytime as long as it rises sincerely from self awareness without any pressure no target … step by step I am sure I can …[II: February 3,
2007]
Realizing good intrinsic motivation Yonas had, supporting learning atmosphere with completed earningl facilities and sources and limited-funding parents, he thought that he did not have to take an English course outside the school even though he knew that students who joined it would have better achievement than those who did not. He had a strong belief that the power was on the willingness to learn, to make progress. In spite of taking courses, the result would less successful if they were not diligent.
In short, Yonas had formed his concepts in learning English which he might not have realized if he had such.
88 c. Putri’s personal concept
The last participant was Putri, an easily-smiling teenager who was always accompanied by her classmate every time the researcher met her at school. She took Electronic Audio Video Department in Yonas’ school. Se was the only participant who was still in grade 10 while the three others were in grade 11. Her teacher proposed Putri as one of the participants of this study due to her capability in speaking English had already been recognized during the orientation program for new students. No wonder she was chosen one of the debate club members.
Putrid looked far different from her female classmates but she appeared easy-going chatting and joking with them. Her teacher also shared the same feeling as most students were from rural area or suburb, but she was from the city
. The way she called her parents indicated that she was from a well-to do-family.
In spite of the same school as Yonas, Putri was taught by a different English teacher. The first and second classroom observation was conducted in the same room as Yonas. The classroom was intended for English class only with several electronic media ready to use.
During the observation, the creativity and high English proficiency her teacher had was obviously seen. She was relatively new in this school but she had experience to teach in one of the outstanding English course in Yogyakarta. She managed the classroom activities successfully focusing more on oral practice in pairs, in groups, and individually. The classroom atmosphere looked more lively indicating all the students actively participated in the learning process. The teacher spoke English fluently and the students seemed easy to follow her lesson .
89 Two periods of English class passed quickly; Joy and fun were reflected in the students’ faces.
The interview was conducted in the corner of the school canteen as her friends always stayed with her. Several informal meeting’s however had been conducted before the recorded interview was done. Like other participants, Putri was also busy. She had to join debate preparation training as the debate contest was soon held. In addition, she had afternoon classes for productive subjects. The informal meetings usually lasted a few minutes during the break.
Being the second child of a spouse - farming engineer and business woman, Putri was grown up in an educated family who had great awareness towards the importance of learning English. The fact that last year both decided to live separately did not prevent Putri to keep on learning. She proudly told her supporting family background when a question related to whether her parents encouraged her to work in a foreign country was asked.
They supported much… when my Daddy was still with us, I was so lucky to have a father whose English proficiency is very good. He is a farming engineer, often visits foreign countries. He speaks English well so he always encourages his children to master English. My mom is also a business woman who often deals with foreigners , consequently she also learn English. (I : February 1, 2007)
Because of her limited time the recorded interview was only one time so additional information was obtained through informal meetings.
Before entering this vocational school, Putri had attended qualified schools and she lived in a neighborhood where most parents sent the children to an
English course which was quite popular in Yogyakarta. She was indirectly
90 benefited from this environment in which competition among playmates functioned as a driving force to learn English better as she declared:
When I was in elementary school, I was interested in taking an English course because of my playmates. They liked English and they proved to be very good at English. I then joined it too. After that, we promised to learn competitively... Who got the best mark in the classroom. The competition to reach the best motivated me to learn more and more [I: February 1, 2007].
More excitingly, there were often English contests held at her school. No wonder she was motivated to learn more seriously. Personally speaking, she had no other goals in learning English but enjoyed learning with fun. Anything related to
English was enjoyable. Songs, movies, and novels contributed much to improve her Englsih.
This was not surprising as in her deep consciousness she realized the advantages she must have got. For Putri English was a need, just like something to eat every day. She believed if one wanted to succeed, he or she should master
English, it must be greatly demanded. This was in line with her dream to be a business woman working in a foreign country since it sounded much nicer.
Personal perception based on her personal experiences strongly affected her choice of life for the future.
Different from Yonas, Putri viewed taking English course was important.
She had experienced attending it for four years with a progressive test in each level. She shared her feeling:
Yeach … I enjoyed it very much, twice a week, in each level I had totake a progressive test which made me more motivated. Extremely different from the English class at school.in elementary school English was just introduce so it was very simple [I: February 1, 2007].
91 Further, she argued that English classes at school mostly focused on theories provided with formulas then students were asked to make sentences as she had in
Junior High School. Therefore, she felt she preferred English classes in her recent school (Vocational High School) to the one in the Junior School. She commented what English class should be like as she often did in her neighborhood:
…(rather than learning theoretically)…practically, in order to catch ‘the sense’ we must talk to people who are like native speakers. That is a must. I used to have a neighbor…I mean my friend’s neighbor who was from Netherlands. His English was good but he could not speak Indonesian. I often played with him and enjoyed chatting together [I: February 1, 2007].
She was proud to have an English teacher who also taught in one of the English course institution. She sometimes brought English magazines and what made her satisfied with her teaching was that the teacher provided a room to express freely to practice English. The classroom observation had proved that many various classroom activities were intended to enable students to use English and be actively involved in the learning activity.
Debate club was also another factor she enjoyed studying in this school.
Observing her join debate training in one afternoon made it obvious that she spoke English fluently with good pronunciation. She did not know when the observation was conducted. She admitted she had been working hard to maintain native like proficiency. Practicing over and over was the key. She said,” I used to train my self almost everyday. I had a great intention. I must be like native- speaker therefore, when I talk to foreigners, I won’t be nervous [I: February 1,
2007]. She added that she needed to browse internet to search for suitable materials. She sometimes got idea in Indonesian version to master the content of the topic debate then was translated into English. Her debate tutor would have a
92 look and corrected. Finding the authentic materials in English, however was also done. She relied on her intuition and guessing to decide whether a text or an article went in line with the topic. If it was related, she printed out then she learnt it trying to understand and eventually she talked to herself pretended she was acting for debate. She believed that fluency resulted from regular practice:
I just practice and practice, I like joining debate training, actively talking. It seems to me I am getting more and more fluently in speaking. So when I am in debate action everything suddenly flies from my mouth…. runs smoothly [I: February 1, 2007].
Fluency, of course would not come suddenly. There were many factors underlying it. She not only joined debate training but at home, she often talked to herself in front of the mirror. She watched English movies to easily understand spoken English in certain context. She read English novels to enrich vocabulary and she enjoyed singing English songs. She thought that those things were important to achieve high English proficiency. Surprisingly. She valued English songs not only from the beauty she head but also for the spirit the songs had. This was an evidence showing how deep she appreciated one of Queen’s songs entitled
We are the champion which was often heard at the competitions:
I know it very well, that song is so nice. It light spirits to keep on fighting for a victory. Not just let us be a loser. I have ever sung on the stage but not so often. I think it useful to promote self-confidence in front of the audience. [I: February 1, 2007].
Her critical thought towards English/ Western movies indicated that she had positive attitudes towards speaking-English culture. Here was her comment:
Yeach, how lovely they live, when they sing, they can express it freely, both song and lyric are so touching….the ideas of the films are great in variety. Unpredictable, how smart they wrap the message. I do not mean to underestimate our national films but when we compare… I think we lack many more…[I: February 1, 2007].
93 She learnt many expressions through films. That was, how she eventually came to a conclusion by noticing a small expressions uttered by one character then responded by others through a certain action. This story might show a complete illustration when she was watching an English movie
(at that scene) … there was a person saying ‘shut up’ and the others then kept silent, nobody talked. Oh I just learnt that ‘shut up’ means kept silent or do not talk. It is only a simple expression but little be little my vocabulary keeps increasing. As I often watch it, it becomes more and more [I: February 1, 2007].
Putri had such a strong motivation to reach her dream that she still could be positive thinking in her hardest time. For example, during debate training her tutor only gave simple outlines about the topic then let the students find more related materials to enrich their perspective. At home, she was to make a summary of what she was going to talk in debate contest. This was not easy for vocational students. The next meeting she was supposed to consult it with the tutor. She made an honest confession that her tutor often got angry to find many mistakes she had made, let alone when she forgot to do homework. Strangely, she was not discourage, instead teacher’s anger stimulated her basic instinct to show that she could do better. The following was her confession:
I see … if the trainer is angry, she will mock me, underestimate me. She says ‘your English is not good enough.’… hearing this made me awake. Well… wait I’ll prove later that my English is good. This motivated me [I: February 1, 2007].
Actually, the teacher was not angry. The debate tutor knew very well that those who joined English debate had strong motivation and relatively better English proficiency. It was just a strategy to straighten the motivation to fight against difficulty. Putri seemed smart to respond this. And her persistence and patience
94 resulted in her tutor appraisal. She said proudly,” So I often train at home, my
English is getting better. I get appraisal from her. And this compliment drives me to do training more often [I: February 1, 2007].
In spite of compliment from her tutor and other debate members, she never had a feeling hat she was the best. She always felt that she needed to improve. She had decided to take a higher level English course. Again, limited time prevented her as she complained that it was her only restriction:
Restriction… let me see. Actually I want to join English course again, in…(mention one of the outstanding English course in Yogyakarta). I really want to add more but there was no more time due to the densely scheduled school activities. Now I still feel that my English is not sufficient yet. It needs improving. I am getting confused how to do that. [I: February 1, 2007].
A pat from her confusion, Putri was sociable enough in that she viewed that the success of learning English was not primarily for herself. The real success was when she could share with others. Help others as she often did with her classmates and neighboring kids:
Yes, often (helping others). My classmates ask me how to say this in English. I am happy too help them, also the kids in the neighborhood who ask me to show how to do the English homework [I: February 1, 2007].
Putri found learning English interesting therefore she was interested in conducting long life English learning. She would never stop learning even if her dream to work in foreign country comes true because learning English had been part of her life.
Learning from each individual concept of learning English, it is clearly seen that the concept of learning English is in line with the spirit they have decided to enter this school. They view learning English as the strategic
95 competency to find jobs and to develop their potentials. More practice is preferred to improve their speaking ability.
2. The contribution of their concept to the success of learning English
Having conducted the research and analyzed data, the profiles of each participant’s concept in learning English is attained. It is necessary to discuss to what extent their concept contributes to success in language learning.
Parallel with the spirit the student decides to study in vocational school, their goals in learning English support to reach their dreams to easily get jobs when leaving the school. Gardner & Lambert: 1972) identifies this goal as the instrumental orientation, that is, they have a desire to learn English to achieve some practical goal. Sri, for example views learning English at school is important to achieve the passing grade in the National Examination. It is realistic as for most vocational student English is the second monster, which prevents them from graduation after mathematics. The desire to pass the passing grade has been a driving force to learn English. It is what Dece and Ryan (1985) categorize as extrinsic motivation. English is learnt not because of interest in the activity but in order to arrive at some instrumental end. Dea, Yonas, and Putri, however, have slightly different opinions. They view learning English has promising careers in the future. Well paid jobs are usually offered for those who can speak English.
This raises their motivation not only to learn to serve the tests, but more importantly, to be able to use it for real communication. It predisposes to act in a certain way. Realizing this, they find that learning English should be practiced. In spite of the limited English, they actively find opportunity to interact with
96 speaking English people including native speakers. It is a real learning and it is believed to be more successful in that they do not focus on what is language but on how to use the language. The research shows the attitude change of Dea. At first, she felt unsure and worried to initiate conversation with tourists she met in
Borobudur Temple. Seeing other friends easily chatting with them, she finally joined them by throwing her inhibition. She just has precious lessons that interacting with native speakers is not as hard as she thinks before.
The same thing happens to Yonas, no matter how little he knows, he proves to have a courage to initiate conversing with native speakers. His experiences have shaped his confidence and stimulate to learn how to pronounce correctly and to produce and meaningful utterances easily understood.
Putri benefited from her family background finds that English is learnt to maintain native like competency to actively participate in a real communication in the work place. That is the ideal goal of learning English. Varied in degree, Dea,
Yonas, and Putri’s motivation to learn English belongs to what Gardner (1972) calls the integrative orientation. It refers to a desire to learn English in order to interact and identify with members from the second language community. Of course, students with this orientation will demonstrate greater motivational effort in learning than those with an instrumental orientation.
Even though Sri believes that students need to interact with native speakers and classmates to practice English, she has not practiced yet because she feels unconfident and afraid to make mistakes. Her interest to learn English, amazingly, appears when one of her teacher identifies her potentials but she never realizes that she has. She shares the feeling that English is badly needed for job
97 seeking. For Sri English certificate, a legalized evidence, telling that the owner of the certificate is good in English is sufficient to compete to get jobs. Accordingly, the way Sri manages to learn English is quite different from the other three.
She tends to focus on grammar so note taking is important in case she has to refer when doing grammar-exercises. Sri is not a person to blame. The concept building is also affected by the way the teacher leads the classroom activities. The avoidance of her own English teacher to be observed proves that Sri’s story telling what English learning-teaching process is like every day might be true, which is characterized by condition in which errors are frequently corrected. A set of exercises are presented, done by the students, and then corrected. The teacher finally explains the right rules hoping that students will learn from mistakes they have made. The next condition is that students experience a limited range of language discourse types like role-playing, greeting, presenting, telephoning, and so on. Again, Sri is not innocent when she admits that she does not know how to interact or initiate conversing with native speakers. Besides, her personality which tends to be introvert is obviously captured from the very beginning she is involved in this study.
Despite sharing the same school as Sri and relatively the same family background, Dea is benefited by some factors. The election of the candidate
‘Siswa Teladan’ no wonder has a big pressure for her to perform better, including when she is supposed to practice English in front of the classroom. The positive response from her classmates also builds her confidence. Her willingness to interact with speaking English people is resolved through an outdoor activity visiting Borobudur Temple where native speakers are easily found, extra
98 curricular activity she joins in the form of English debate club, and a playmate to whom she can practice her English.
The fact that learning English is a hard job is not in dispute. Learners’ attitudes, however, play significant role at the centre of their language learning process as it assumes that attitudes to language condition language learning behavior. Both Dea and Sri know that English is very important as it is an
International language. In the learning process, they encounter problems and restrictions. The persistence to keep on learning in spite of difficulties they have shows that they have positive attitudes towards learning English. It is in line with the theory suggested by Mc Combs (1990) that attitudes and beliefs about the self and the learning environment can influence a student’s tendency to approach, expend effort in, and persist in learning task on a continuing, self-directed basis.
Sri proves that her serious efforts and interest arrives at her understanding even though she feels that she is much affected by the teacher. Like or dislike towards learning English much depends on the way the teacher presents the materials. Dea responds the difficulty in learning English by suggesting that learning should be conducted step by step from the simplest one then added constantly and continuously. It is not wrong when the focus of learning is mainly on the grammar rules. Learning starts from what is ‘considered’ easy or not complicated then given a set of exercises to ensure that the leaner has accomplished it and continuously climbs up with the spirit ‘the higher the more complicated’. Such a way of learning is successful applied in the traditional instructional setting.
In a setting where learners are required to show the proficiency to use
English for real communication, it will not work well. A wide variety of
99 vocabulary and structures (which might be considered complicated) should be exposed when a variety of discourse types are introduced through the use of ‘real- life’ materials such as English correspondence, manuals for electronic machines, newspapers, or television broadcasts. This corresponds with the specific goals of the vocational schools. English, which is part of the compulsory curriculum elements, must contribute to achieve the specific goals. For example, they can make on application letter to respond the job vacancy advertised in English, they are able to maintain professional-development in their department, and they can enrich with science and technology to develop themselves in the future. In terms of secretary as Dea belong to, English is required if she wants to be a professional secretary that is, how she learns English to handle foreign guests, to make reservation, or to negotiate with foreign companies. It is expected that other departments will also adjust the learning English according to their own fields.
Yonas and Putri having better learning environment view learning English is not just a matter of gaining certificate. For Yonas, ability to interact with foreigners and to understand content subjects, which are closely related to
English, is the main goal. Besides, prestige and pride are important factors.
Recognition from teachers or friends that his English is good enough strengthens his motivation. Oxfords and Shearin (1994) list this as one of the reasons for learning English. That is, showing off to friends. It does not mean that he wants to show his ability to his friends proudly. The fact that he gets recognition after the others know that he can communicate well in English results in pride which drives him to keep on learning. He also values his senior who always talks with him in
English sounds prestigious.
100 Putri who has been famous for smart English debater and grown up in a speaking English family no wonder has set up solid concepts in learning English.
English is learnt to maintain native like-competency to actively participate in a real communication in the work place. Learning from her family background, her systematic English course she has taken for four years, and the classroom activities she has in her recent school makes it sure that the concepts she is trying to establish are highly contributive to the success. What makes her more excellent is her tough personality. It is proved when her debate tutor ‘gets angry’ with her after finding many mistakes she has made, she is not discouraged. It even stimulates what Oxford and Shearin (1994) propose as one of the reasons for learning English, that is, personal challenge. With her hard intention, she expends her effort and persists in learning at home to show that she can perform better. She is able to turn her ‘teacher’s anger’ into a positive challenge to exercise herself.
Such an attitude derives from her personal experiences having competitions among friends and joining English contests.
Her established concept is also clearly portrayed through her opinion that learning English is a need, just like something to eat she does every day. This is in line with the result of Ramage’s (1990) study indicating that continuing students tend to be intrinsically motivated therefore; she becomes more motivated to learn
English. As evidence, she still has a desire to take English course at higher level in spite of ideally communicative learning teaching process she has at school.
The admission that English is closely related to productive or content subjects and responded by bilingual content teachers contribute much to the success in learning English. In Indonesia English functions as a foreign language
101 which is primarily learnt only in the classroom. It plays no major role in the community. Borrowed from Krashen’s (1982) terms it can be said that English here is formally ‘learnt’, not ‘acquired’ as the students are not exposed to samples of the second language, which they understand. Rather, Indonesian students must learn forms and rules consciously.
The new policy issued by the government, which encourages content teachers to use English in their classes can add time for language learning. The students are benefited by more exposures of real life materials, which might be useful to maintain self-professional development in the future. In addition, they experience to use language for real communication such as giving instructions, managing classroom activities, making report, or presenting their project.
Those phenomena are well demonstrated by the participants. Sri indirectly learns English when she operates MYOP to finish accounting tasks. Dea practices her English when the teacher asks her to make a telephone call to cancel an appointment. Yonas increases his ability to read the manuals when doing programming projects and so does Putri. The last two participants belong to the departments in which sophisticated technology is mostly dominated. Students are conditioned to understand English manuals. Otherwise, they will fail to meet the competency of their vocational skills.
Realizing the shortage of learning time at school, they need to maintain self-learning outside the classroom through watching English programs including movies, listening to English program via radio, singing English songs, and reading
English magazines or novels. Those things promote indirect learning, which enables student to acquire, that is, an unconscious process to pick up the language.
102 It is believed that natural and fluent communication results from acquisition. The more student acquire, the more fluently they speak English. Putri and Yonas have totally proved this. Dea is still in the process and she is fully aware of this factor.
Amazingly, Yonas has a critical thought viewing the student position. Old paradigm illustrating student as an empty bottle and the teacher is responsible to fill it with his or her expertise should be shifted. It is not sufficient just to ‘spoon- feed’ student as he or she is not an empty object. Student is a subject who has innate potentials. Any program provided at school including English learning teaching process should be dedicated to develop student’s potentials. Teacher is no more the god who knows everything. His role to be a facilitator can enhance student to explore and learn new things, which nowadays open sources for learning are easily accessed via internet. This concept really contributes to learning autonomy in which students are responsible to manage their own learning. They do not rely much on the teachers but still respect them as part of positive attitude building. If this concept is broadly implemented, the dreams to have generations who are autonomous, self-fulfilling, and creative will soon come true.
103 CHAPTER V CONCLUSION
In order to present a summary of the previous discussion, this chapter presents three sections, namely: (1) Conclusions, which summarizes the analysis results as the answers of the research questions. (2) Implications, which propose some significant ideas, or which might invite other researchers to investigate more through their study. (3) Recommendations, which suggest what to do as a follow- up of the research or improvement made in the current study.
A. Conclusions
Having finished doing the research and analyzed data, the results, which answer the research questions, were obtained. The first question, which is aimed at revealing the vocational school student’s concept of learning English, is answered by the construction of each participant’s language learning concept in the form of the profile of individual student’s learning concept. The interpreted narratives reflecting their learning practices based on their concept are the answer of the second research questions.
Realizing the complexity of the phenomena related to vocational school, which comprise about two hundred different departments and vary greatly in each quality, it is impossible to generalize, which is not the purpose of this current study. Learning English, which is categorized as adaptive subjects in vocational school, has the same outlines for all departments. Adaptation and adjustment, of course, depend much on the teacher.
This study can be viewed as an attempt to reveal any thoughts, opinions, feelings, ideas the vocational student has reflected in their learning practices.
104 Through this project in the forms of informal meetings, interviews, and reflections the participants are given opportunity to tell their own stories related to what learning English means to their life, how they feel, and how they make progress. It is the process in which the researcher and the participants work together to reconstruct their concept which they might not realize if they have such. This supports them to reconstruct their concept more clearly and critically. Eventually better perspectives in learning English appear to lead them develop their potentials.
In line with the specific characteristics of the vocational school and a long procedure of the study involving the student-participants, and me the multifaceted conclusions are presented as follows. Firstly, the student-participants are assisted to reconstruct explicitly their ideas, thoughts, feelings, and opinions through a sequence of informal meetings, interviews, and reflections. The meanings of what they have been doing in learning English are revealed which enable them to evaluate and to decide what to do next to optimally develop their potentials.
Secondly, as clearly seen from the interviews and informal meetings triangulated by a sequence of classroom observation and home visit, and cross checked with their English teachers, the vocational student’s concept in learning
English are affected by some factors. They are personal experiences before entering the vocational school, the school facilities, the quality of the teacher and the way the teacher leads classroom activities, and the family background.
Thirdly, the concept of learning English goes in line with the typical characteristics of the vocational school, that is, learning English to easily find jobs
105 as soon as they graduate. Therefore, practice-focusing learning is expected rather than theory-based teaching.
Fourthly, most concepts they have shaped contribute to the success in learning English and the rest needs empowering. The concept they conceptualize indicates that learning English means more than just attending regular classes at school. It can support them to actualize themselves to be more autonomous and self-fulfilling learners. At the end of the study, all the participants admitted that through this study they became more confident and felt sure what they should do to learn English effectively. Attitude’ changes appeared during the process of reflection.
B. Implications
The study on vocational school student’s concept in learning English has resulted in the formulation of each participant’s concept and the contribution to their learning success as discussed in chapter IV. Some important issues, which are not directly connected with the research problem, however, inevitably appear.
The issues concern with the improvement of teacher’s professional development, the availability of the school facilities, and the positive attitude building for the students.
The improvement of teacher’s professional development is a must as the existence of teacher in Indonesian instructional settings is required, especially for
English teachers who hold the key role to shape student’ attitudes towards English learning at school. At vocational school located in places where there is less likely to meet English native speakers, teacher is the only model from whom student can
106 get exposures and experience how English is used for real communication.
Professional teacher is expected to create dynamic and various classroom activities to provide more practice.
The second issue is addressed to the government to fully aware of the funding shortage most vocational have. Allocating budget to support the availability of the facilities both public and private school is encouraged.
Investment in vocational school is a strategic policy as such schools have produced ready-to work employees, which in turns strengthen this nation to compete with foreign employees.
As shown in the discussion that learning English is a hard job. Persistence and commitment are primarily needed therefore attitude building for vocational student is necessary.
C. Recommendations
Some recommendations on what to do to follow up or improve the study are suggested as follows: (1) Teacher needs to know the student very well including their potentials to wisely accommodate in the learning teaching process.
A wide variety of classroom activities exposing real life English uses in different types of discourse is encouraged to enable student practice English. (2) It is advisable to do regular process of reflection with the student to help them reconstruct what they have in mind. Through this process, student is expected to have better perspectives in learning English. (3) Research on how competency based curriculum related to the English learning teaching is implemented at vocational school is encouraged. It will figure out to what extent the vocational
107 student achieves the basic competency needed for basic communication in the workplaces. It will also provide effective feedbacks for the teacher to evaluate and improve teaching strategies to facilitate student learn English successfully.
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111 APPENDIX 1 OBSERVATION DATA
DEA 1 Participant : Dea Date : Tuesday, November 16, 2006 Time : 12.20 – 13.05 Place : SMK X Sleman Name of Teacher : Mr X Grade : XI Department : Perkantoran (Administration) Number of Students : 38 (37 females, 1 male) Subject : English (Relative Clauses) Light : Sufficient Air : Well Space : 9 x 7 Physical Condition : Each student is sharing one table with a classmate, facing to the blackboard in front of the class. There are five rows of chair with an aisle of about 80 cm between two sets of chairs. The door is at the front-left side of the class.
No Activity Teacher Students Circumstances 1 Opening Greet ss Respond T Some ss are still talking, some are preparing things.
The class is less Tell what he is going to Pay noisy, but the present. attention next-door class is noisy. Ss on Write the title of the lesson the back row and make a summary on the Take note are trying to board. concentrate.
Rel. People Things S Who Which O Whom Which Prep. Whom Which Poss. Whose Of which
2 Presentation Ask the difference between Answer and T speaks in people and thing, and their respond English then positions in a sentence. actively in translates into English and mother tongue, mother sometimes he tongue. speaks Indonesian.
112 Ask ss about clause and how Respond T often checks it works. and some ss’ make jokes. understanding and walks closer to ss.
Write examples on the board Respond by T holds his and ask what the position of answering book. the underlined words by orally Ss look addressing ss’ names. confused and discuss in pairs.
Give more examples and let Try to Realizing that ss find the answer. concentrate ss still get on the form confused, he and translates them meaning. into mother tongue.
Ask ss to take notes and Copy on the It starts raining. prepare exercises on the notebook. While doing the board. exercises, they are talking and laughing.
Ask ss to answer orally. One T encourages ss answers in to answer and doubt. write it on the Some laugh board. He stops at her. them from laughing.
Show the clues how to Pay T warns ss answer such questions attention against possibly tested on the exam. and copy it. important features he has just presented.
Let ss ask what they do not One asks T apologizes understand. about missing it and ‘preposition shows examples al object’ to explain it. (incorrect examples) 3 Closing Make a short summary orally Prepare to T warns ss to Promise to give more have keep studying at exercises on the next another home. meeting. class.
113 Commentary: During the class the teacher focused only on the explanation about grammar and how it works, so teacher-centered classroom is visible. It seems that the teacher thinks that grammar exercises and how to answer them correctly in the test are important. He did not relate how this structure might be used in real communication and encourage students to find more examples related to their department (Office administration). The way he elaborated how to combine two sentences using relative pronouns did not make sense in that students got difficulty identifying which refers to Subject and which refers to Object.
SRI 1 Participant : Puji Date : Tuesday, November 16, 2006 Time : 13.05 – 13.50 Place : SMK X Sleman Name of Teacher : Mr X Grade : XI Department : Accounting Number of Students : 38 (35 females and 3 males) Subject : English (Paired Conjunction) Light : Sufficient Air : Well Space : 9 x 7 Physical Condition : Each student is sharing one table with a classmate, facing to the blackboard in front of the class. There are five rows of chair with an aisle of about 80 cm between two sets of chairs. The door is at the front-left side of the class. No Activity Teacher Students Circumstances 1 Opening Greet ss Respond T Some ss are ready , some are preparing handout. Check ss’ attendance Respond T The class is quiet and serious.
Tell what he is going Pay attention They have to present and check already done the if ss have read the exercises too handout before.
2 Presentation Ask what paired conj. Answer in mother T speaks in are. tongue and Javanese and mention the tells jokes
114 examples
Explain one by one Pay attention and T uses by reading the look at the incomplete handout handout sentences to let ss guess
Focus on concords Respond actively Ss look thinking between Subject and in English. seriously Verb
Ask why using is or Give the reason Sometimes the are answers are right or wrong.
Highlight which part Pay attention Ss are so serious determines the verb that they nod their head trying to understand
Always reminds ss Pay attention It seems that ss that such things are fully trust T often tested in the T often checks exam ss’
Let ss ask questions No questions It seems that ss understand it.
Ask ss to do Read and give They have done exercises individually reasons why it is it at home, the then read in turns so answer is right but the reason is wrong. Many are correct
Clarify ss’ answers Practice in turns Some ss are busy Correct correcting mispronunciation
Ask ss to write the Correct mistakes The rest are answer on the board Repeat the right preparing their pronunciation turns
Let ss analyze the Two by two they The exercises are answer do to combine two sentences using Pair Conj.
115 Make a short Respond and It seem that ss summary orally in show the reason still get confused mother tongue facing complex sentences. 3 Closing Pay attention T warns ss to keep studying at home.
Commentary: From the beginning until the end of the class T talks much about grammar explanation and its exercises. To ensure ss’ understanding they are not only to answer correctly but also to explain why it is so. The class is less noisy; ss are busy correcting and preparing the answer. Yet, T sometimes corrects ss’ mistakes in pronouncing some words.
YONAS 1 Participant : Yonas Date : Saturday, November 18, 2006 Time : 08.30 – 10.15 Place : SMK Y Yogyakarta Name of Teacher : Mr Y Grade : XI Department : Computer Network Technology Number of Students : 32 (22 males and 10 females) Subject : English (Introducing English Software: Tell Me more) Physical Condition : The English laboratory is large and completed with 35 computers, TV, LCD, laptop, magnetic whiteboard, Saloon and private office for the teacher. The light and ventilation are sufficient; two air conditioners make this room more comfortable. The seating arrangement enables the teacher to monitor all students.
Opening: · T tells the program and the advantages of this software · T leads through server and LCD · T gives instruction in English but mostly in mother tongue · T walks around to check ss
Presentation · T shows the program and how to do with it · T asks ss to read the text accompanied with visual images then answer the questions · T checks the mistakes and none of them got 9 or ten. · T leads ss to do a set of written different exercises such as finding synonyms, antonyms, completing, rearranging words, dictating, crossword puzzles, describing images.
116 · T tells ss how to show the results. · T leads ss to practice guided pronunciation begun with pronouncing phonemes, words, and sentences.
Closing · T asks ss to enter another room to do the reflection · T asks ss’ opinion after attending that class · T promises to do the same activity next time with different topics.
Students · This is the first time they have seen that program · They come into the lab happily · Having a seat, they pay close attention to the T’ instructions and do what T asks them to. · They look serious, their eyes are focused on the screen while their hands are busy clicking · Some laugh widely seeing the images, some whisper to each other, some smile realizing they have made mistakes, some look unsure and just clicking the same things. · One student missed one instruction and soon was retold by the T · During the exercises, they are actively involved with the program. There are many types of exercises available on this program. They can do them according to their learning pace. On the male row, noise is heard, they are discussing and giggling. · During the pronunciation practice, ss are busy imitating phonemes, word and sentences. The class is getting noisier but they enjoy practicing over and over. · During the reflection ss comment: it is good, modern, interesting, not boring, happy, funky, and expensive. They want more practice.
Commentary: All the students looked happy trying to work and practice through the English software. Everybody got involved in the learning process. T functioned as facilitator and helped students if necessary.
DEA 2 Participant : Dea Date : Tuesday, January 30, 2007 Time : 12.20 – 13.50 Place : SMK X Sleman Name of Teacher : Mr X Grade : XI Department : Perkantoran (Administration) Number of Students : 36 (35 females, 1 male) Subject : Dialog on hobbies
117 Physical Condition : The same as the first observation
1. Opening · T greets students and create jokes. · T reminds what ss are supposed to do
2. Presentation · T calls a pair of students to practice dialog on hobbies in turns. · T scores for each pair. · T pays close attention and sometimes corrects mispronunciation. · T shows facial expressions by nodding his head, frowning his face, smiling, and using gestures
3. Closing · T highlights the most common errors. · T advises ss to practice more.
Student’s activities · Preparing with the student next to her. · Asking the expressions to the others. · Watching the pairs who are practicing. · Clapping when the pair are successful. · Laughing when silly mistakes occur.
Complimentary: The teacher had assigned the topic of the dialog before the pair practiced it in front of the classroom. Students enjoyed learning in that way. Some looked nervous but many of them were confident enough. They used different expressions and managed to pronounce them well.
PUTRI 1 Participant : Putri Date : Thursday, February 1, 2007 Time : 08.30 – 10.15 Place : SMK Y Yogyakarta Name of Teacher : Mrs G Grade : X Department : Electronic Video Audio Number of Students : 28 (13 females, 15 male) Subject : Present Perfect Tense Air : Fresh enough Lightning : Sufficient Electronic equipment : TV monitor, fan, OHP, tape recorder, VCD player Physical Condition : Each student is sitting in their own chair without tables, facing to the whiteboard in the front of the class. The aisle
118 between two chairs is about 80 cm. There are five rows of chair. The door is at the back of the rows.
1. Opening · Teacher shows VCD and some novels. · Teacher initiates dialogs related to movies and novels using ‘Have you read / watched the movie? · Teacher writes the questions on the board. 2. Presentation · Teacher keeps asking students with different questions. · Teacher explains ‘Present perfect tense’ briefly. · She asks students to make questions by providing the verbs. · She asks them to open the textbook then do the exercises. · She walks around to monitor student’s work. · She divides the class into two groups. Group A were given pieces of paper containing questions to ask group B. · After interviewing, they report it one by one in front of the classroom. · The second turn is vice verse.
3. Closing · She makes a summary. · She gives homework
Commentary: From the beginning, the teacher spoke English fluently to ask, to give instructions, to give comment and feed back. She was also well- prepared. All students actively participated in the learning activity.
YONAS 2 Participant : Yonas Date : Saturday, February 3, 2007 Time : 08.30 – 10.15 Place : SMK Y Yogyakarta Name of Teacher : Mr Y Grade : XI Department : Computer Network Technology Number of Students : 32 (22 males and 10 females) Subject : Speaking Air : Fresh enough Lightning : Sufficient Electronic equipment : TV monitor, fan, OHP, tape recorder, VCD player Physical Condition : Each student is sitting in their own chair without tables, facing to the whiteboard in the front of the class. The aisle
119 between two chairs is about 80 cm. There are five rows of chair. The door is at the back of the rows.
1. Opening · Teacher greets students and calls a roll. · He tells the learning objectives. · He prepares a video.
2. Presentation · He asks a volunteer to draw two pictures. · He gives the introduction of the story. · He asks students to watch the video without sound. · He gives a list to complete in pairs. · He asks them to watch again with sound. · He initiates conversing and asks them to practice asking and answering. · He gives a piece of paper to write on. · He orders students to ask the others. · Students are asked to report in front of the classroom.
3. Closing · Teacher gives feedback and comments. · He also makes a brief summary.
Student’s activity · Responding the teacher actively. · Answering in turns. · Practicing ask and answer. · Reporting in front of the classroom one by one. · Listening to the video
Commentary: The teacher was creative to use a video to facilitate students practice English rather than learning rules.
SRI 2 Participant : Sri Date : Thursday, February 15, 2007 Time : 11.15 – 12.00 Place : SMK X Sleman Name of Teacher : Mr X Grade : XI Department : Accounting Number of Students : 38 (35 females and 3 males)
120 Subject : Dialog on agreement and disagreement Light : Sufficient Air : Well Space : 9 x 7 Physical Condition : The same as the first observation
1. Opening · Teacher greets students. · Teacher tells the topic. · Teacher distributes handouts.
2. Presentation · Teacher asks students to read it one by one. · Teacher asks them to answer. · Teacher asks them to explain the reasons. · Teacher walks around to hear student’s answers. · Teacher discusses some important points. · Teacher gives feedback to student’s answer.
3. Closing · Teacher reviews about agreement and disagreement. · Teacher gives some assignments
Student’s Activity · Responding actively to the teacher. · Reading the handout curiously. · Answering in chorus. · Actively expressing their own ideas, some agree but some do not. · Laughing and commenting against other’s opinions.
Commentary: The classroom atmosphere was dynamic and interesting. Students competed to express their opinions. Interaction between teacher and students or among students was visible.
PUTRI 2 Participant : Putri Date : Thursday, February 22, 2007 Time : 08.30 – 10.15 Place : SMK Y Yogyakarta Name of Teacher : Mrs G Grade : X Department : Electronic Video Audio Number of Students : 28 (13 females, 15 male) Subject : Preferences Air : Fresh enough
121 Lightning : Sufficient Electronic equipment : TV monitor, fan, OHP, tape recorder, VCD player Physical Condition : Each student is sitting in their own chair without tables, facing to the whiteboard in the front of the class. The aisle between two chairs is about 80 cm. There are five rows of chair. The door is at the back of the rows.
1. Opening · Teacher uses real objects to elicit dialogs · Teacher initiates dialogs related to the objects using ‘Which do you prefer?
2. Presentation · Teacher keeps asking students with different questions. · Teacher explains ‘Preferences’ briefly. · She asks students to make questions by providing the nouns · She asks them to make a dialog on preferences. · She walks around to monitor student’s work. · She asks them to practice in pairs. · She leads an open discussion related to students’ lives.
3. Closing · She makes a summary. · She reminds students to practice more
Commentary: The teacher could create learning activities which enhance students to use English, not just theory.
122 APPENDIX 2 INTERVIEW DATA
DEA 1 Interviewee : Dea Grade/ Department : Two / Secretary Day / Date of interview : Thursday / December 7, 2006 Time : 04.00 – 05.25 pm. Location : Dea’s verandah in Sleman
The following interview was conducted after the first class observation. Q1. Do you find studying English easy? A1. I think it is easy to learn English. I like English but I can … a little Q2. You speak English a little, never mind, but then what makes you interested in learning English? A2. English is international language, I want to…er ..learn to speak English. Q3. Oke Dea, menurut kamu apa sih tujuan belajar Bahasa Inggris itu? A3. E… ya belajar bahasa Inggris supaya kita lebih bisa mengerti bahasa Inggris dan pengetahuan kita itu bertambah bukan hanya yang simple-simple yang kita ketahui, dan juga bisa mempraktekkan Inggris. Q4. O.. begitu, jadi dengan Inggris itu kamu bisa mendapatkan pengetahuan yang lain misalnya apa? A4. Hem… misalnya apa saja ya tentang Bahasa Inggris itu terus hem bagaimana e …… macan- macam dan yang bisa kita gunakan sehar-hari. Q5. Kapan kamu bisa menggunakan Bahasa Inggris sehari-hari? A5. Saya kan ambil jurusan sekretaris, Inggris sangat perlu buat menunjang karir besok. Banyak tugas – tugas yang … harus pakai Inggris kayak menemui tamu asing, melakukan telepon atau surat-surat bisnis Q6. Dea, kenapa dulu milih jurusan sekretaris? A6. Kalau dulu masih belum tahu sekretaris itu gimana Bu, tapi … langsung milihnya kok tertarik sama sekretaris . Kan cuma ada tiga jurusan, kalau Akuntansi kayaknya nggak mungkin, saya rasa kemampuan matematika saya tidak sampai lo. Q7. Begitu, bagaimana dengan jurusan penjualan? A7. Tapi kalau yang penjualan nggak tertarik. Q8. Jadi begitu melihat jurusan sekretaris terus … tertarik pada sekretaris? Padahal tugas-tugas sekretaris itu erat hubungannya dengan Bahasa Inggris kan? A8. Ya …iya makanya aku senang belajar Inggris, meski sulit, kayaknya aku bisa lo meski tertatih – tatih. Banyak sekali manfaatnya jika aku bisa Inggris…bisa cas cis cus …bisa komunikasi sama bule … wah bangga ya rasanya, meski cuma dari desa tapi kita nggak ketinggalan donk. Q9. Iya sih … kita juga senang nglihatin para murid aktif bicara sama bule …emang belajar Bahasa Inggris sangat mendukung untuk mencapai tujuan sebagai seorang sekretaris . Lalu selain untuk berkomunikasi, untuk apa lagi sih kamu belajar Bahasa Inggris Dea ? A9. Supaya bisa mengembangkan diri misalnya kalau kita ketemu sama orang-orang yang lebih pendidikan lah atau lebih dari gitu lho atau ketemu orang-orang asing gitu, kita bisa nyambung atau bisa komunikasi dengan mereka jadi tidak kuper, dengan bekal Inggris kita jadi pede ndak minder deh, aku yakin itu …tapi ya aku harus kerja keras donk apalagi ibuku sampai banting tulang …kerja diperumahan …sore gini belum pulang. Q10. Des, kamu sering membuka internet ? A10. Pernah sekali, tapi belum begitu donk banget, habis belum diajarkan di sekolah saya. Q11. Lain waktu perlu dicoba lo …biar kamu bisa chatting pakai Inggris. Oh… ya Des, apa manfaat yang bisa kau peroleh ketika berkomunikasi dengan orang luar ? A11. Ya bisa untuk lebih mengembangkan lagi bahasa Inggris , e… untuk mempraktekkan
seberapa jauh kita bisa berkomunikasi, terus ya kita bisa lebih menambah wawasan, kan ngobrol dengan orang luar negeri bisa dapat cerita tentang negeri mereka itu seperti apa? Bisa beda atau sama dengan kita …pasti menarik sekali, ngomong langsung sama mereka …tapi kadang mereka sulit dimengerti…e ngomongnya cepet sekali …ya aku cuma senyum
123 kalau nggak donk. Q12. Oh …… gitu. Selama ini sudah mencoba bertemu dengan Native speaker atau tourist untuk mempraktekkan Bahasa Inggris mu ? A12. Ya. Waktu di Borobudur itu, tapi cuma ngomong simple-simple aja, habis bersama teman sekelas kan harus gantian , Pak Prapto sering ngajak kami kesana agar kami berani mempraktekkan … aku senang sekali apalagi kalau diajak photo bareng. Q13. Kamu tanya apa saja? A13. Tanya namanya siapa, terus dari negara mana? Q14. Bagaimana respon mereka? A14. Ya …. Mereka baik ternyata, gantian nanya namaku, asalnya…kan kujawab aku dari Tempel…terus tanya lagi What is the name of the temple? Aku bingung lalu aku ingat …. oh rupanya tourist itu nggak bisa mbedakan antara temple dan Tempel … wah aku tertantang untuk njelasin bu, dengan kemampuan Inggrisku yang sangat minim…wow lumayan dia donk, lantas kita trus ngomongin bola kan waktu itu masih jamannya bola Bu. Q15. Wah asyik sekali ya, apakah kamu tahu banyak tentang sepak bola? A15. Sebenarnya sih enggak, aku cuma ngobrol-ngobrol do you like football gitu lho, tapi temen lainnya pada nyambung dan bersahut-sahutan …rame sekali diselingi gelak tawa…kadang temenku ada yang ngledek…kalau udah praktek gini bu aku jadi merasa wah …vocabku masih minim…aku ingin ngomong banyak tapi gimana ya …aku mudeng perkataan mereka tapi ketika harus menjawab …aduh sulit amat ya sak kecekele trus tak bantu dengan gerakan tangan …lucu ya …mereka manggut-manggut … he he… donk atau bingung ya terserahlah. Q16. Terus bagaimana perasaan ketika habis ngomong - ngomong sama turis , Des? A16. Ya seneng lah. Sebelumnya sih kalau mau ketemu sih wah gimana nanti kalau ndak bisa ngomong, gimana gitukan takut-takut … terus ya udah ikut-ikutan aja …lihat temennya pada asyik ngobrol, kok kayaknya gampang bangat nyari turis lalu ngajak ngomong langsung …ya udah saya nyoba-nyoba ama temen-temen. Ya……… nggak begitu sulit. Bagiku ini pengalaman yang sangat mengesan, meski Inggrisku sangat minim…tapi aku berani nyoba dan mereka tidak menertawakan aku…aku jadi terdorong untuk belajar lebih serius lagi. Q17. Tampaknya kamu enjoy banget ya Des, apakah kamu juga menemukan kesulitan atau masalah yang lain yang cukup mengganggu? A17. Cuma sulitnya kalau pas ketemu sama turis yang tidak begitu ramah, ada lo …baru mau nanya saja dia udah kasih kode pakai tangan nggak mau No, thank you katanya …ya apa boleh buat kubiarin aja sambil berharap ketemu sama turis yang mau diajak ngobrol. Aku kira itu wajar, orang kita aja kan ada yang seneng ngobrol, ada yang cuek …ya nggak apa – apalah. Q18. Bagus deh kalau kamu bisa menyadari hal itu, tapi asyik juga kan bisa praktek Bahasa Inggris. Kalau di sekolah sering praktek sama temen-temen nggak ? A18. Nggak, sebenarnya sih pingin, tapi tu khawatir dikatain nggaya sama temen lainnya. Q19. Kalau sama gurunya? A19. Mungkin kalau nyapa-nyapa itu aja, tapi kalau pas pelajaran beliau sering ngajak komunikasi … kadang kalau murid nggak donk ya diterjemahin dikit Q20. Ada nggak guru non Inggris tapi mengajarnya pakai pengantar Bahasa Inggris, misalnya guru kearsipan atau guru yang mengajar kesekretarisan? A20. Ada seperti guru computer itu juga sedikit-sedikit berbahasa Inggris, terus guru … budaya kerja, dan sebagainya itu juga pernah. Q21. Bisa kamu ceritakan sedikit? A21. Iya mereka memperkenalkan istilah-istilah tertentu dengan bahasa Inggris, memberi perintah atau menanyakan sesuatu …tapi baru sedikit-sedikit dan pelan. Itu aja masih diterjemahkan …jadi kaya dua bahasa, cuma ketika menerangkan materi yang sulit ya tetap bahasa Indonesia. Q22. Menurut kamu misalnya guru Computer mengajar Computer pakai Bahasa Inggris , cukup membantu tidak atau malah tidak mudeng? A22. E e e cukup membantu soalnya komputernya itu juga dengan Bahasa Inggris jadi bisa klop lah termasuk cara bacanya, dulu aku baca undo ya [undo] padahal yang betul kan [andu] terus page set up ya kubaca apa adanya, banyak lo manfaatnya termasuk perintah – perintah yang ada ketika kita menjalankan computer.
124 Q23. Oh begitu ya. Sejauh ini kalau Desi mengoperasikan computer sering kesulitan nggak dengan istilah-istilah yang ada dalam computer itu.? A23. Ya masih belum semuanya mengerti. Q24. Kalau masih ada yang belum mengerti, apa yang kamu lakukan, terus mencoba atau bertanya? A24. Ya sering tanya juga sama guru …tanya ini fungsinya buat apa! Q25. Pernah nggak nyoba …ah mungkin ini artinya begini terus diterka sendiri dan mencoba. A25. Nggak, takut salah, kadang takut rusak apa error lah…mending sabar dikit nanya guiru atau teman. Kalau ada hubungan dengan fasilitas sekolah aku harus hati-hati kan, kalau rusak …payah ntar buat repot ibuku kan.
Wawancara kepotong sebentar ada neneknya hendak menyajikan minuman R: Eh mriki-mriki mbahe Nggih-nggih mbah, nuwun mbah, nggih. Si: Saking pundit R: Muntilan. Si: Muntilan!
Q26. Des tadikan sudah jelas bahwa tujuan belajar Bahasa Inggris itu supaya besok jika bekerja jadi sekretaris itu bisa lebih baik , terus apa usaha kamu untuk mencapai tujuan itu agar bisa menguasai bahasa Inggris ? A26. Ya ikut ektra di sekolahan. Q27. Seminggu berapa kali? A27. Hanya satu kali. Q28. Siapa pemandunya? A28. Dari luar , namanyaMbak Ery, temennya pak Prapto. Q29. Apa yang dia ajarkan? A29. Kalau kemarin tu diajari yang cara debat terus ya percakapan sehari-hari gitu, juga kalau ngomong sama turis itu harus gimana gitu. Q30. Apakah kamu belajar banyak dari mbak Ery? A30. Ya lumayan. Q31. Apakah kamu mendapat kesempatan untuk mempraktekkan bersama beliau dan teman sekelas? A31. Ya dia ngomongnya pakai bahasa Inggris terus, otomatis kalau dia tanya ya kami harus menjawab pakai Inggris juga kan. Q32. Kalau salah pengucapannya terus bagaimana? A32. Ya dibenarkan, kalau … ya pronounciation tu paling susah ya Bu, kalau menurut saya kalau mengucapkan itu lebih susah, agak susah!. Q33. Agak susah ya, apa yang kamu lakukan untuk mengatasi kesulitan pengucapan? A33. Ya ngomong sendiri ketika latihan di rumah, ya salah nggak papa … tapi nanti kalau ada gurunya kan bisa dibenarkan. Q34. Apakah mbak Ery atau pak guru yang lain sering membetulkan bila kamu keliru mengucapkan? A34. Iya …mereka sangat membantu, nggak cuma sama saya, tapi saya sangat dihafal sama mereka. Q35. Sudah berapa lama ikut kegiatan ekstra Bahasa Inggris? A35. Di kelas satu udah 2 semester. Q36. 2 semester! Banyak dhong. Efektif juga ya. A36. Ya. Q37. Pernah nggak disuruh praktek tugas sekretaris misalnya telephone dalam bahasa Inggris. A37. Belum, kalau yang ektra itu nggak. Q38. Kalau debat sudah? A38. Ya. Latihan yang kelas 2 ini latihan debat tapi pak Prapto nya masih sibuk banget jadi belum sempat mulai. Q39. Lalu apa yang kamu lakukan bila belajar bahasa Inggris dirumah? A39. Nanti misalnyaada baca-baca buku itu ada bahasa Inggrisnya juga lumayan seneng. Q40. Apa kamu suka baca cerita-cerita dalam bahasa Inggris? A40. Belum, habis sulit carinya, di perpustakaan kebanyakan buku tentang sains yang berbahasa
125 Inggris, ada juga tentang computer … tapi nggak begitu tertarik. Q41. Kalau misalnya tak bawain kumpulan cerita konyol Nasreddin yang berbahasa Inggris gimana? A41. Ya boleh, pasti lucu ya. Saya pernah baca tapi berbahasa Indonesia. Q42. Yang versi Inggris lebih seru lagi sambil menikmati ceritanya tanpa sadar kosakata bertambah banyak, …terus untuk melatih pengucapanmu, dirumah sering ndak kamu mendengarkan lagu-lagu Inggris? A42. Oh lagu-lagu Inggris ya lumayan suka Q43. Siapa penyanyi favoritmu ? A43. West Life, saya suka lagu I have a dream, My love dan banyak lagi deh. Sambil dengerin saya suka menirukan …dan juga takperhatikan cara ngucapnya….oh ternyata begitu to cara pengucapannya. Q44. Apakah keuntungan mendengarkan lagu-lagu bahasa Inggris itu Des? A44. E e e e keuntungannya bisa lebih mengenal dan memahami lagu Inggris, keindahannya itu, bagus kata-katanya, liriknya gitu. Q45. Liriknya ! Menambah perbendaharaan kosakata juga ya? A45. Tentu, karena senang dengan lagunya kita jadi penasaran pingin tahu artinya, lebih penting dari itu, kita kan bisa dengar nyanyinya itu gimana terus pengucapannya gimana. Q46. Itu sangat membantu sekali ya! A46. Iya, terus saya tahu oh…… itu yang bener pengucapannya kan dari orang dari luar negeri langsung ya. Q47. Des, jika kamu mendengarkan lagu berbahasa Inggris apakah kamu sering menjumpai kata- kata tidak tahu artinya? A47. Oh ya sering banget. Q48. Bagaimana cara mengatasinya? A48. Kalau pas ada kamus ya nyari kamus tapi kayak tadi denger lagu. Lagu yang disetelin sama Pak Prapto tadi artinya apa ya juga buka kamus, temen-temen juga tadi. Q49. Er … jadi misalkan ndak tahu artinya itu nyari di kamus? A49. Iya, Kira-kira ndak tahu banget. Q50. Jika tidak ada kamus gitu? A50. Ya mungkin………. Q51. Pernah guessing? A51. Guessing. Q52. Menebak, mungkin artinya kira-kira begini. A52. Pernah juga kalau katanya tu kalimatnya apa mungkin pasnya apa gitu. Q53. Jadi dengan modal kata yang sudah ada oh …….mungkin ini artinya ini gitu dan cocok guessingnya, begitu ? A53. Ya seperti itulah yang sering kulakukan, habis nggak mungkin kan buka kamus terus. Q54. Des ketika belajar disekolah apa yang paling menyenangkan dalam belajar bahasa Inggris? A54. Yang paling menyenangkan? Q55. Paling banyak membantu kamu didalam belajar bahasa Inggris? A55. e e e Supportnya dari pak guru juga. Q56. Support ya terus apa lagi , fasilitas sekolahan? A56. Fasilitas sekolahan jarang digunakan, kalau lab itu jarang digunakan. Q57. Jarang digunakan!, maksudmu? A57. Ya mungkin kalau ke lab itu kalau dengar belajar listening itu baru ke lab kalau Inggris. Q58. Terus kalau listening kamu di suruh apa? A58. Denger soal-soal ujian yang lalu, latihan juga, belajar soal-soal itu. Q59. Bagaimana dengan pengajaran speakingnya, Des? A59. Kalau dikelas pakai bahasa Inggris. Q60. Oh, kamu disuruh menjawab gitu? A60. Iya… Ya sering bisa dan berani menjawab, ya kalaupun salah juga nggak papa. Q61. Sampai seberapa jauh pak gurumu membantu kamu mudeng belajar bahasa Inggris? A61. E e e ya lumayan jauh juga Bu. Q62. Lumayan jauh itu maksudnya gimana? A62. Kalau misalnya kita tanya juga dibantu nanti di jelaskan. Q63. Dan kamu paham dengan penjelasannya itu? A63. Ya.
126 Q64. Apakah kamu bisa mengerjakan tugas-tugas atau PR bahasa Inggris sendiri? A64. Bisa, itu suruh bikin surat lamaran ada contohnya itu satu itu juga belum buat terus bahasa Inggris tu bikin surat invitation, surat undangan. Q65. Bis a membuatnya dengan melihat contoh-contoh itu. A65. Ya simple yang sedikit aja. Q66. Apa dorongan, motivasi dari dalam kamu sendiri sehingga kamu seneng sekali belajar bahasa Inggris? A66. Ya, saya ingin lebih mengembangkan pengetahuan dan ilmu saya tentang bahasa Inggris supaya bisa mengerti bahasa Inggris itu seperti apa dan e e e ….. manfaat dari kita belajar bahasa Inggris tu perlu saya pikir manfaatnya itu tinggi sekali jadi saya terdorong untuk lebih banyak belajar. Q67. Jadi manfaatnya cukup banyak sekali ya? A67. Ya jadi akhirnya tu untuk masa depan kan juga bisa lebih menambah wawasan , iya tu bahasa Inggris kan sekarang sudah bukan barang apa, sudah tidak asing lagi kan jadi ya saya rasa harus bisalah sedikit-sedikit untuk bahasa Inggris jangan sampai nggak ngerti sama sekali. Q68. Ya dengan bahasa Inggris akhirnya kita bisa mendapatkan pekerjaan yang lebih baik, kita dapat gaji yang lebih baik, masih adakah tujuan yang lebih tinggi daripada itu Des? Misalnya jika kita pintar bahasa Inggris orang lain itukan tidak semena-mena kepada kita., tidak meremehkan kita. Itu sempat terpikir juga? A68. E e e e Sempat juga kalau sebenarnya kalau kita bisakan, bisa juga membantu orang jadi orang itu tahu kita itu sebenarnya bisa lebih gitu. Q69. Itu dorongan dari dalam, terus apakah dorongan dari luar? A69. Dorongan dari luar maksudnya? Q70. E e e dari pihak sekolah, dari pihak keluarga atau teman. A70. Ya kalau dari luarkan saya pinginnya lebih pinter, lebih bisa, jadinya besuk bisa ya bisa bisa bersaing, bisa mengangkat nama keluarga juga dan……….. Q71. Tuntutan dari jurusan sekretaris? Sebagai sekretaris yang handal dengan kemampuan bahasa Inggris yang cukup kompeten? A71. Ya sangat mendorong sekali, bahasa Inggris itu untuk sekretaris itukan untuk menangani ya misalnya kalau kita bekerja sebuah perusahaan untuk instansi kan tamunya tidak selalu dari dalam negeri bisa luar negeri jadi ya kita bisa memberi kesan baiklah pada tamu -tamu itu kalau kita bisa menangani tamu dengan baik terus menerima telephone dari luar dengan bahasa Inggris yang baik juga itukan nanti bisa menambah nilai, memberi nilai lebih pada tempat kita bekerja. Q72. Sekarang tentang sumber belajar ya, apakah kamu sering mengakses internet untuk mencari bahan – bahan atau istilah kerennya surfing di internet? A72. Internet, belum pernah. Kalau buka sih pernah sekali tapi ya belum intensif. Q73. Di sekolah belum dikenalkan …… atau memang jarang pergi ke warnet? A73. Belum diajari. Q74. Untuk sumber dari buku-buku yang lain, apakah kamu sering mendapatkan buku – buku pelajaran yang non Bahasa Inggris tapi berbahasa Inggris? A74. Kayaknya belum, ya hanya buku Inggris e…. pernah buku tentang computer tapi tebel dan sulit. Q75. Bagaimana dengan artikel-artikel atau tulisan –tulisan dalam bahasa Inggris seperti di majalah? A75. Di perputakaan ada, itu majalah-majalah yang semuanya bahasa inggris itukan ada Bu. Q76. Apakah nama majalah tersebut? Dialog? A76. Apa ya……..kayaknya bukan itu lo. Q77. Hello! A77. Iya. Q78. Kamu suka baca majalah itu? A78. Sering ya, cuma baca-baca. Q79. Bagian apa yang paling kamu sukai? A79. Paling disuka tu mungkin cerita-ceritanya, cerpennya.
Wawancara kepotong sebentar buat minum Si : Dahar unjukkan Bu, nggo! R : Inggih-inggih nggo. Mbok ampun tho mbahe, matur nuwun inggih-inggih.
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Q80. Sudah pernah membaca cerpennya sampi selesai? Apakah judulnya? A80. Pernah, tapi judulnya saya lupa. Q81. Nggak papa tapi bias mengikuti ceritanya? A81. Bisa sedikit-sedikit. Q82. Misalnya ada kesulitan langsung buka kamu s atau sementara dibiarkan dulu? A82. Ya sementara dibiarkan dulu nanti kalau ingat oh ……. Ya pas tu bahasa ini nggak atahu artinya baru kita lihat kalau ada kamus. Q83. Jadi cukup membantu ya majalah-majalah itu , selain cerita bagian manalagi yang suka dibaca? A83. E e e…… yang suka dibaca tu kayak surat-surat pembaca gitu. Q84. Mengapa surat pembaca? Apa yang ingin kamu dapatkan dari bacaan itu? A84. Iya suka membaca itu karena pingin tahu aja apa sih yang ingin disampaikan oleh penulis surat tersebut? Maunya apa? Caranya gimana nulisnya? Kan saya juga bisa belajar? Gitu. Q85. Wah … kamu bisa tambah kosa katanya juga? A85. Bisa tambah kan mungkin ada yang belum pernah kita ketahui bagaimana ini, kata apa artinya. Q86. Bisa menebak juga, artinya mungkin kurang lebihnya seperti itu e……… itu sangat bagus kok untuk pengembangan dan menambah wawasan. berapa seringkah kamu pergi ke perpustakaan? A86. Kalau perpustakaan disekolah lumayan sering. Q87. E……. selain keperpustakaan sekolah kamu juga sering kan ke perpustakaan daerah ya? A87. Iya, daerah. Q88. Apakah kamu disana juga sering menemukan buku-buku berbahasa Inggris? A88. Sering, tapi tebal-tebal banget itu jadi ya……… Q89. Males baca? A89. Iya sih . Ada yang males tapi penasaran juga lo, pingin-pingin baca, pingin… Q90. Bagus, ada baiknya dicoba, ntar kalau sudah terbiasa enak juga lo, saya dulu ketika jadi murid juga bermula dari iseng baca – baca eh lama kelamaan kok jadi merasa butuh ya! Dirumah punya kamus? A90. Punya, ada kecil. Q91. Meskipun kecil yang penting kan punya ya ! Des, orang tuamu sering nggak mengingatkan agar kamu belajar bahasa Inggris supaya bisa gini-gini atau mereka ndak tahu sama sekali? A91. Ya tahu kalau saya kan sering belajar. Kemarin ikut lomba di Dinas Pendidikan wawancara Inggris gini gitu kan saya juga sempat tapi e…… belum berhasil. Q92. Lomba apa itu? A92. Siswa teladan itu lho Bu. Q93. Asyik donk, …siswa teladan, berapa orang perwakilan dari sekolahmu ? A93. Dua, yang satu kakak kelas. Q94. Bagaimana wawancara Inggrisnya? A94. Wawancaranya cuma your family, terus disekolahan itu untuk membantu kelas itu seperti apa gitu? Q95. Apakah kamu bisa menjawab dengan lancar pertanyaan itu? A95. Iya, ya bisa yang family lumayan. Q96. Siapakah pemenangnya? dari sekolah mana? A96. Kakak kelas mbak Rani, Rani Sintawati, juara satu tingkat kabupaten. Q97. Kalau kamu pelajaran-pelajaran yang lainnya juga bagus? A97. Ya, Alhamdulillah. Q98. Rangking berapa dikelas? A98. Semester satu urutan 1, semester 2 ranking ke-3, tapi kemarin cuma ranking 4. Q99. Dalam belajar bahasa Inggris itu yang paling penting itu apa menurut kamu? A99. Kalau menurut saya pertama ngerti artinya dulu. Q100. Vocabulary nya ya? A100. Ya artinya dulu, terus baru pengucapannya, belajar pengucapannya sedikit-sedikit. Q101. Terus dalam belajar bahasa Inggris itu gimana sebaiknya, serius atau santai-santai atau gimana? A101. Kalau saya santai kalau serius banget malah nanti jadi pusing jadi bingung juga jadi ya santai tapi serius.
128 Q102. Santai tapi serius ya! A102. Iya. Q103. Selama ini apa yang menjadi hambatan kamu dalam belajar bahasa Inggris? A103. Belajar bahasa Inggris mungkin masih belum menguasai banget, pengetahuannya belum luas, belum mengerti tentang ……… belum mengerti lebih jauh tentang bahasa Inggris dan sama penerapannya dalam sehari-hari itukan belum. Q104. Apakah maksudmu dengan penerapan sehari-hari? A104. Iya atau kurang prakteknya, praktik bahasa Inggris itu masih sedikit. Q105. Bagaimana usahamu untuk bisa menambah praktik bahasa Inggris? A105. Iya kalau saya memang disekolahan itu suka bercanda sama temen-temen itu pakai bahasa Inggris gitu tapi temen-temennya , alah gaya banget pakai bahasa Inggris ya gitu tu. Q106. Oh begitu tanggapan mereka, tapi tidak semua kan? A106. Cuma iseng-iseng gitu –gitu, sebenarnya jadi gimana gitu. Jadinya takut sama temen- temennya pada bilang gitu. Q107. Oh, tapi kalau praktek sama pak guru berani nggak? A107. Pak Prapto! Wah beliau sibuk sekali Q108. Tapi sudah pernah mencoba? A108. Belum….he he he Q109. Lain waktu dicoba ya, kalau materi pelajaran disekolah bisa dipahami dengan mudah? A109. Pelajaran disekolah ya mudah memahami pikirannya. Q110. Kemarin sewaktu saya observasi, sedang membahas Who, Whom, Which , paham nggak? A110. Iya, pak guru menjelaskan lantas memberi contoh, terus dikasih latihan kadang ya diberi PR. Q111. Bagaimana dengan pengajaran reading? A111. Reading? Membaca, kalau bacaan itu mungkin ya masih tentang pengucapannya ya. Q112. Baca keras ya? A112. Iya, disuruh baca dan dibetulin pengucapannya Q113. Kalau membaca pemamahan atau reading comprehension bagaimana? A113. Memahami bacaan sudah, kalau memahami tentang bacaan itu maksud dari bacaan itu apa gitu, ya dipandu, ditanya synonym atau antonym, lalu ide utama per paragraph apa gitu. Q114. Apakah sesudah murid-murid lantas diberi diberi soal begitu? A B C D atau ditanya satu- satu. A114. Kan kalau bacaannya pasti diikuti dengan soal –soal isian, tapi kadang ya suruh milih jawaban . Q115. Sudah bisa cara menjawabnya? A115. Ya tinggal cari dibacaan, atau kadang harus menyimpulkan sendiri. Q116. Sekarang buku pegangan siswa, sekolah menyediakan untuk murid atau murid membeli? A116. Beli! Bukunya ada Bu, tapi yang bantuan dari Dinas ya ada diperpustakaan, kalau pas cocok materinya ya dipakai, ka nada yang nggak cocok juga. Q117. Seperti apa bukunya? A117. Tapi coret-coretan. (Sambil menunjukkan bukunya) Q118. Kamu sering langsung mengisi di buku ini? ( sambil membuka-buka buku) A118. Iya Bu dan ini ya Bu, kan sudah milik sendiri jadi bebas mau diisi yang penting nggak nyontoh temen, pak guru juga pakai buku ini kok. Q119. Bagaimana dengan tata bahasa Inggris atau grammar? A119. Kalau grammar masih kesulitan. Masih belum mengerti lebih luas tentang grammar itu. Masih bingung kemudian juga sempat latihan itu juga bingung. Q120. Bagian manakah yang menjadikan bingung? A120. Misalnya tentang …….. pemakaian apa…….. terus jika disusun harus gimana gitu. Q121. Terus kalau ulangan disekolah soalnya berupa pilihan ganda atau isian? A121. Abcd, tapi ya belum maksimal banget, rasanya tuh, masih banyak yang harus kupelajari biar berhasil, pinginnya sih menguasai banget. Q122. Biasanya nilainya dapat berapa? A122. Kemarin dapat tujuh. Q123. Teman-teman yang lainnya? A123. Teman-teman yang lain dapat tujuh, enam. Q124. O ya sekarang kita ngomong – ngomong tentang attitudes atau sikap. Sejauh ini apa pendapatmu tentang orang-orang yang berbahasa Inggris maksudnya orang pemakai
129 bahasa Inggris misalnya dengan orang Australia, dengan film-film yang anu itu berbahasa Inggris itu gimana, Des? A124. E…… mungkin dari kehidupan sehari-hari ini sudah berbeda. Q125. Maksudmu ? A125. Maksudnya pola kehidupannya mungkin sudah berbeda sekali, kalau dari film-film itu ada juga yang bisa membantu dalam belajar bahasa Inggris tapi kebanyakan film dari luar negeri itu mempengaruhi, bisa mempengaruhi kita juga. Gaya hidup, tata pergaulan, mode baju. Q126. Kalau begitu kamu agak nggak suka dengan budaya mereka termasuk pola hidup on time, disiplin, tidak bertele-tele, kerja keras? A126. Kalau yang gitu saya ya suka-suka aja, tetap positif dan juga ternyata e…….. mereka tu lebih- lebih maju atau lebih dari kita gitu lho Bu, cuma untuk gaya hidup mereka yang bebas yang aku rada nggak setuju. Q127. Apakah karena berbahasa Inggris mereka lebih maju dari kita, atau ada factor-faktor lainnya? A127. Saya pikir ya nggak juga dari bahasa Inggris itu, sosial, ekonomi dan juga budaya kan sangat berpengaruh, apalagi pendidikan mereka jauh lebih maju dari kita. Q128. Kira -kira menurut kamu seorang murid akan bisa belajar bahasa Inggris dengan baik jika ada apa gitu? A128. Kalau misalnya ada fasilitas-fasilitas yang mendukung untuk lebih belajar , bisa belajar lebih tentang bahasa Inggris. Q129. Fasilitasnya bisa berupa apa? A129. Fasilitasnya mungkin bisa berupa didatangkan orang-orang yang bisa mengerti lebih jauh lagi tentang bahasa Inggris terus nanti murid-murid bisa langsung berkomunikasi dengan orang itu. Q130. Haruskah Native speaker maksudnya penutur asli misalnya orang bule atau bisa juga orang Lain seperti mahasiswa jurusan Bahasa Inggris atau guru lainnya? A130. Ya bisa juga orang lain yang penting ngajak ngomong dan praktek bahasa Inggris. Q131. Apakah kamu pernah mencoba usul ke sekolah seperti itu? A131. Belum, Q132. Belum! He e… kayaknya perlu dicoba ya, atau mungkin kamu punya temen dirumah yang mau diajak ngomong Inggris? A132. Punya bu, sama temen di desa itu. Q133. Didesa terus dia sekolah dimana? A133. Ya udah kuliah di Amikom. Jurusan Manajemen Informatika. Q134. Apakah dia dia pinter bahasa Inggris? A134. Ya lumayan kalau main-main gitu terus sms kalau sms itu pakai bahasa Inggris terus ngobrol- ngobrol juga pakai Inggris. Q135. Wah asyik sekali ya. A135. Iya sangat senang dan membantu sekali sehingga semakin terdorong untuk terus berlatih dan belajar. Jadi nggak cuman teori tapi juga, juga praktik. Q136. Kayaknya untuk wawancara hari ini sudah cukup banyak, lain waktu kita sambung lagi ya. Terimakasih banyak atas kerjasamanya A136. Sama – sama, saya tunggu cerita Nasreddinnya bu, bisa dititipkan pak guru kalau saya pas di kelas, atau bu Nur ke sekolahku habis pulang sekolah jam 2 siang di kantin ya lebih baik.
DEA 2 Interviewee : Dea Grade/ Department : Two / Secretary Day / Date of interview : Thursday / February 22, 2007 Time : 02.02 – 02.32 pm. Location : Dea’s classroom after school
Q1. Apa yang membuat kamu seneng dengan Bahasa Inggris? A1. Yang membuat senang tu e … kita bisa dapat lebih banyak pengetahuan tentang bahasa
130 Inggris itu sendiri terus kita bisa menambah kan sekarang ada pelajaran Bahasa Inggris kan sudah menjadi suatu pelajaran yang wajib disetiap sekolah jadi kalau belajar Bahasa Inggris itu ya bisa membantu kita dalam belajar untuk e … menunjang kehidupan apa? Membantu dalam hidup juga sangat bermanfaat. Q2. Terus menurut kamu karena seneng dalam bahasa Inggris kamu jadi senang belajar Bahasa Inggris ? A2. Ya lumayan, mulai senang Bahasa Inggris juga lebuih senang belajar Bahasa Inggris, pelajaran Bahasa Inggris tapi juga masih banyakkesulitan-kesulitan. Q3. Apakah kesulitan yang paling dirasakan? kesulitan dalam bidang apa? A3. Mengenai grammar-grammar itu terus sama kosakatanya masih kurang. Q4. Apa yang engkau lakukan untuk selalu menambah kosakata? A4. Mendengarkan lagu-lagu dalam Bahasa Inggris, kalau ada baca-bacaan kalau pas mau ya baca. Q5. Untuk meningkatkan kemampuan listening apakah yang selama ini kamu lakukan? A5. Meningkatkan listening? Ya itukan bisa lebih e … memahami dulu tentang kata-kata kosakata terus kalau yang mendengarkan misalnya lagu-lagu. Q6. Pernah mendengarkan siaran-siaran dalam Bahasa Inggris? A6. Pernah. Q7. Di TV atau di radio? A7. Di radio, kalau di TV. Yasika itukahn setiap hari minggu itu Inggris terus. Di TV juga TVRI itu ada acara Fun with English itu lho Bu. Q8. Apakah kamu sering mengikuti acara itu? A8. Ya sering, bagus kok, variatif sekali kadang ada quiz nya lo Q9. Ketika kamu mendengarkan siaran dari radio, apakah kamu bisa langsung memahami atau bagaimana cara supaya kamu bisa menangkap pesan melalui radio itu? A9. E … kalau mungkin sedikit-sedikit sudah tahu artinya ini terus nanti ada yang belum ya kita kira-kira artinya seperti gini jadinya bisa nyambung. Q10. Kalau yang di televisi? A10. Yang ditelevisikan malah lebih enak, yang di TVRI itukan sudah ada tulisan-tulisan itu tho Bu. Q11. Apakah tulisan itu cukup me mbantu? A11. Kayaknya malah lebih asyik untuk e … acaranya itu menarik kok kan kalau ngomong juga sudah ada …. Teksnya. Jadi bisa lebih happy nanti artinya mungkin sedikit-sedikit sudah ada yang ngerti artinya apa terus yang lainnya juga tinggal kira -kira itu artinya jadi bisa pas. Q12. Kemudian untuk reading? Apakah cara-cara terbaik yang membuat kemampuan membaca kita itu semakin cepat? A12. Ya mungkin belajar dulu salah-salah sedikit nggak papa nanti kalau misalnya kita dengar kalauorang lain ngomong oh ternyata yang lebih benar itu yang kayak gini nah kita memperbaiki terus kita baca lagi. Q13. Itu kalau reading aloud ya? Bagaimana dengan pemahaman bacaan? A13. Kalau pemahaman mungkin kita masih ya masih salah-salah tapi itukan nggak terlalu Bu, terus nanti kita bisa baca, bisa dipahami, sedikit-sedikit tapi bisa cari kamus atau apa? Q14. Kemudian kalau untuk speaking Des? A14. Kalau speaking karena aku jarang dipraktikkan jadi kalau buat speaking itu masih agak susah pronounciationnya? Pengucapannya ya, jadi masih sedikit malu atau mungkin kayaknya masih ragu-ragu buat speaking itu ya. Q15. Apakah yang harus kau lakukan biar speakingmu itu bisa meningkat? A15. Ya e … bisa lebih belajar dari temannya misalnya kalau kita denger-denger orang itu kayak gitu, apa seperti apa gitu ngomongnya terus kita bisa latih kita ngomong misalnya e … kita ngomong sendiri juga bisa walaupun salah-salah nggak papakan terus nanti kalau bila mungkin ya e dipraktekkanlah. Q16. Praktikkan ya. Jadi harus praktek langsung? A16. Ya. Itu yang paling pentingkan dipraktekkan kalau cuma sendirikan paling ya nggak bisa! Gitu. Q17. Selama ini misalnya anu Desi berbicara langsung dengan Pak Guru atau dengan temannya sering nggak koreksi, eh ini itu maksudnya apa? Wah ini bacanya kayak seperti ini. A17. Selama ini sudah tapi ya sedikit sekali paling kalau pas di kelas, pinginnya sih ada yang ngoreksi, jadi saya tahu yang betul kaya apa?
131 Q18. Kalau kelancaran berbicara Inggris gimana? A18. Kalau speaking masih awal-awal jadi belum memperhatikan salah benarnya yang penting kita berani ngomong dulu gitu. Q19. Untuk writing, sering dilatih disekolah? A19. Ya didekte gitu terus buat surat lamaran, memo tapi ada contohnya lalu di minta mengembangkan diri sesuai kemampuan. Q20. Kalau membuat kalimat-kalimat sederhana dirumah sering nggak mencoba sendiri? A20. Kalimat sederhana pakai Bahasa Inggris, ya pernah lah Q21. Terus kamu tunjukkan ke orang lain biar dikoreksi atau cukup diri sendiri? A21. Bagusnya sih dikoreksi orang lain biar tahu benar pa salah, tapi nggak saya tunjukkan, cukup buat diri sendiri. Ntar kalau kebetulan aku baca dan ada kesamaan dengan tulisanku atau pas ada keterangan grammar ternyata kalimat yang kubuat sudah benar atau kalau salah ya tak betulin, kan yang penting aku sudah mencoba. Q22. Lain kali sehabis membuat kalimat sederhana atau mungkin kamu hendak membuat catatan harian berbahasa Inggris yang tidak terlalu pribadi bisa kamu tunjukkan temanmu minta dikoreksi, siapa tahu dengan itu kamu bisa belajar banyak. A22. Ya, bagus juga ide itu. Q23. Nantikan kamu mendapatkan feedback, menurut kamu mana yang lebih didahulukan dalam belajar Inggris, soalnya banyak kan yang harus dipelajari. A23. Kalau pertama mungkin untuk vocabnya dulu Bu, terus kosakata kosakata tentang Bahasa Inggris terus yang dasar-dasarnya tentang Bahasa Inggris itu lho Bu, soalnya bahasa Inggris itu tu kayak gimana kan awal-awalnya kan belum, misalnya kita belum kenal sama bahasa Inggris ya diperkenalkan dari kecil-kecil yang mana dulu sudah itu baru ditambah-tambahin. Q24. Terus sampai seberapa jauh yang bisa kamu rasakan peran guru dikelas didalam meningkatkan kamu belajar Bahasa Inggris? A24. Kalau peran guru sejauh ini lumayan membantu juga soalnya kita juga di e … selalu diminta buat tanya terus kalau nggak ada yang belum jelas ya ditanyakan bisa kalau ada sesuatu itu bisa, kalau ada yang ingin disampaikan ya disampaikan sama guru terus nanti bisa dibantu. Q25. Misalkan guru mengadakan ulangan sampai seberapa kamu merasa bahwa dengan ulangan itu kamu jadi merasa bisa terus terdorong maju lagi, apa test nya terlalu mudah atau terlalu sulit itu bagaimana pendapatmu? A25. Kalau pendapatku ya kalau ulangan itu e … juga tergantung tapi ulangannya tentang apa diberi petunjuk. Terus nanti kalau mungkin saya bisa ya saya yakin bisa mengerjakan ulangan tapi kalau misalnya bab ini belum terlalu menguasai terus ada ulangan nanti juga bisa bingung juga. Q26. Ketika kamu tidak bisa mengerjakan ulangan, apa yang engkau lakukan? Engkau mengulangi lagi pelajaran yang kemarin atau e … biarlah aku nanti ikut pelajaran berikutnya? A26. Ya kalau bisa e … apa yang kita belum bisa itu kita ulangi lagi, kita lihat dulu yang belum bisa itu dan di apanya terus nanti kita bisa pelajari lagi setelah itu nanti kita bisa minta tolong ke guru atau siapa terus lebih memperdalam tantang bab itu lalu kita pelajari yang selanjutnya. Q27. Dan pak gurunya bersedia untuk membantu atau memberi her pada setiap akhir bab? A27. Iya tapi kalau Paik gurunya yang sekarang ya misalnya kalau her-her itu nanti dibelakang setelah semuanya selesai pada akhir semester. Q28. Ya, Oh ya dulu pernah cerita berbicara sama native speaker ya? Sesudah itu apakah kamu ketemu sama turis lagi nggak? A27. Belum. Q28. Bagaimana usaha kamu untuk tetap PD di dalam berbahasa Inggris? Kan kemarin pas pelajaran speaking kamu ngomongnya cukup PD. A28. Ya kita percaya aja kalau yang kita pelajari yang kita utarakan itu benar, tapi salah benarnya nantikan yang penting kita berani dulu, terus disitu jangan takut salah. Q29. Jangan takut salah? A29. Iya, kalau nantikan kalau sudah berani kalau ngomong apa ya ngomong dulu nggak usah pikirkan ini salah ini benar jadinya tidak terlalu kaku atau gimana ya. Q30. Terus kemarin pas pelajaran speaking e …kamu maju dengan percaya diri, apakah persiapan yang engkau lakukan? A30. Kalau kemarin sebelum maju itu ya cuman tentang e … ya hobi terus ya tanya apa yang
132 akan ditanyakan tu tentang waktu, tempat, hobinya apa segala macam, ya persiapannya tentang e … tentang kata tanya itu terus kan kita belum tahu teman yang maju itu hobinya apa jadinya itukan secara acak dan tidak terduga. Lagian juga nggak langsung, misalnya teman kita itu nggak tahu teman kita tu hobinya apa jadi tiba-tiba aja nggak ada pikiran terus. Q31. Jadi kamu menyiapkan kira-kira pertanyaan yang kemungkinan besar muncul, terus kamu tulis lalu kamu hafal? A31. Nggak nulis, nggak apa-apa, cuma dikira-kira lalu saya latihan dirumah sendiri. Iya, kira- kira apa terus nanti kalau misalnya e … pikir-pikir dulu kira-kira kalau hobinya ini terus nanti kira- kira tanya apa saja, pokok-pokoknya itunya apa. Q32. Menurut kamu, apakah sukses belajar itu hanya disekolah? Hanya cukup belajar disekolah? A32. Tidak, wah ya nggak cukup, kan seminggu cuma tiga kali, masih kurang banget. Q33. Apakah yang kamu upayakan untuk memaksimalisasi pembelajaran Bahasa Inggris di luar sekolah? A33. Yang diupayakan ya mungkin kita lihat siaran-siaran tentang dari luar negeri dengan bahasa Inggris itu terus nanti kita bisa cari informasi-informasi lain kan punya. Q34. Sampai sekarang belum sempat cari bahan bacaan melalui internet? A34. Belum. Q35. Kendala -kendala apa yang membuat kamu tidak berani ke internet? A35. E … mungkin belum mengerti internet itu apa gitu? Ya pernah sekali tapi cuma sebentar dan belum tahu banyak Q36. Bagaimana perasaanmu setelah kamu membaca buku cerita yang aku berikan itu? A36. Wow… ya lucu, terus bisa juga memahami kata-kata walaupun ada masih dikit-dikit yang belum ngerti tapi bisa diterka ini maksudnya gini jadi intinya tahu juga. Q37. Apakah kamu pernah mengukur kemampuanmu sendiri dalam Bahasa Inggris misalnya aku belajar ini terus aku mengerjakan soal tentang ini, e … ada soal 20 aku betul 19 gitu pernah? A37. Pernah, pakai buku pelajaran terus dicocokkan di sekolah. Q38. Apakah kamu mengerjakan sendiri? A38. Iya. Q39. Bagaimana perasaanmu setelah dicocokkan ternyata dari soal 10 kamu bisa menjawab dengan betul 7 atau 8 soal. A39. Ya seneng juga ternyata udah kita bisa e … udah mampu 7 kan udah lumayan jadi nanti kalau yang lain kali bisa lebih teliti atau lebih dipahami lagi. Q40. Berarti mengukur kemajuan belajar sendiri itu sangat perlu ya? A40. Iya, kalau banyak yang salah kita bisa koreksi, kalau banyak yang benar berarti sudah mudeng kan jadi pingin belajar berikutnya. Q41. Pada waktu pelajaran speaking, ketika ada sepasang murid pada maju yang lain pada di Belakang, menurut kamu apa yang sebaiknya dilakukan oleh siswa-siswa lain yang sudah dapat giliran maju? A41. Ya harus memperhatikan yang maju, jangan ramai sendiri, nanti kalau misalnya yang didepan itu ngomong apa kalau ada yang salah nanti bisa disampaikan terus e … kalau misalnya bisa juga bisa menambah misalnya kalau ada sesuatu yang di ucapkan sama yang didepan kita belum tahu tentang apa nanti kan kita bisa nambah informasi lagi. Q42. Bisa belajar lebih? A42. Iya, menghargai orang lain juga kan. Q43. Menurut kamu siswa seperti apakah yang dikatakan berhasil dalam belajar bahasa Inggris? Gambarannya seperti apa? A43. Yang bisa menggunakan Bahasa Inggris itu untuk kemajuan dirinya sendiri dan bisa juga membantu orang lain dalam bahasa Inggris tapi juga bisa pokoknya kalau merasa udah bisa Bahasa Inggris terus tapi bantu temannya kan jadi e … ada juga anggapan orang wah itu udah bisa bahasa Inggris jadinya ngajarin temannya yang lain gitu. Q44. Apakah kamu sudah melakukan itu sama teman-temannya? A44. Belum, masih sungkan, dikira sok tahu. Q45. Apa iya? Jangan – jangan cuma perasaanmu saja.(tertawa) A45. Kenapa ya, soalnya nanti takutnya kalau sama temen- temen kan orang-orang beda-beda pendapatnya kalau misalnya kita ngajakin ngomong bahasa Inggris terus nanti ah gaya terus yang lain ada juga yang e welcome kalau kita mau ngajak tentang bahasa Inggris itu ada yang welcome ada juga yang ah sok inggris, sok begitu jadinya masih takut-takut.
133 Q46. Terima kasih, saya rasa sudah cukup banyak, lain kali kita sambung lagi. S46. Terima kasih juga.
SRI Interviewee : Sri Grade/ Department : Two / Accounting Day / Date of interview : Thursday / February 22, 2007 Time : 02.32 – 03.40 Location : Sri’s classroom after school
Q1: Apakah kamu suka belajar Bahasa Inggris? A1: Iya. Q2: Apakah yang membuat kamu suka belajar Bahasa Inggris? A2: Bahasa Inggris itu bisa menambah wawasan, dalam belajar itu kan ya sekarangkan tiga mata pelajaran itu harus mencapai berapa targetnya itu biar lulus, ya bahasa Inggris tu sebenarnya tu saya tu wah sulit banget gitu untuk dipahaminya tapi ya … sedikit demi sedikit dipelajari ya ternyata ya lumayan mudah. Q3: Apakah yang menjadikan mudah? A3: Ya pertama itukan suka sama pelajarannya dulu, langsung soal gurunya tu cuman caranya nerangkannya yang beda-beda jadi kadang mudah kadang mudah diterima kadang nggak gitu lho.Tapi tu kebanyakan sekarang tu suruh ngerjakan soal dulu baru ntar dijelasin tapi ya bingung. Q4: Bingung! A4: Ya. Q5: Kalau pas bingung itu apa yang kau lakukan? A5: Ya cuman diskusi sama temennya kayaknya oh! ini pakek yang mana? Q6: Apakah yang dilakukan guru ketika tahu banyak siswa yang bingung? A6: Kadang gurunya itu keliling tanya, tanya ini ni maksudnya gimana? Q7: Gurunya suka berbahasa Inggris? A7: Ya pakai sedikit-sedikit. Q8: Sedikit-sedikit, bagaimana dengan guru Inggris ketika kamu di SMP dulu? A8: Di SMP dulu tu malah diterangin dulu baru jawab jadi yang kelupaan bisa ditanyain langsung ya apa tu nggak terpaku pada artinya itu, jadi ini materinya tu pakai apa , apa tu itu lho Inggris told itu ya pakai yang ini. Jadinya tu pas. Q9: Apakah dia berbahasa Inggris terus di kelas? A9: Iya. Q10: Temen-temennya termasuk kamu juga menjawab pakai bahasa Inggris kah? A10: Ya. Bahasa Inggris. Q11: Beruntung kamu dapat lingkungan yang bagus ketika belajar di SMP. A11: Tapi dulu kurang minat gitu lho Bu, kan masih ngerasa terus sulit banget. Q12: Jadi saat itu tu kamu merasa bahasa Inggris itu sulit jadi kurang begitu minat? A12: Iya. Q13: Sejak kapan kamu merasa bahasa Inggris itu agak-agak perlu? A13: Ya sejak SMP tapi udah kelas tiga udah mau lulus. Q14: Kamu bisa memeriksa kenapa kok dulu aku merasa gampang kok justru dikelas tiga tidak dikelas satu? A14: Mungkin anu itu lho penyampaiannya itu bisa langsung paham tapikan pas kelas satu atau kelas dua itukan gurunya itu nggak begitu mudah pahamnya gitu lho Bu? Q15: Apa yang mempengaruhi kamu belajar Bahasa Inggris? Menurut kamu guru bahasa Inggris yang bagus itu yang bagaimana? A15: Ya maksudnya itu ya pakai bahasa Inggris tapi ya pakai Indonesiannya juga jadi misalnya belum tahu artinya itu oh berarti ini artinya ini. Jadi sedikit -sedikit tapi jelas. Q16: Apa tujuan kamu mempelajari bahasa Inggris itu? A16: Ya supaya bertambah ilmunya itu bertambah kan juga bahasa Inggris tu banyak kan diperlukan di dalam pekerjaan atau apa. Q17: Di bidang manakah bahasa Inggris itu sangat membantu?
134 A17: Banyak banget Bu, itu istilahnya hampir semua istilahnya itu pakai bahasa Inggris? Q18: Maksudnya istilah-istilah banyak yang pakai bahasa Inggris? A18: Iya. Pakai bahasa Inggris jadi yam au nggak mau kan harus tahu juga tentang bahasa Inggris itu. Q19: Terus selain istilah-istilah dalam bahasa Inggris? Apakah peran bahasa Inggris yang penting dalam jurusan akuntansi? A19: Terutama kalau besok lulus, kemampuan bahasa Inggris sangat perlu buat cari kerja. Rata- rata siswa smk habis lulus kan nyari kerja, saingannya berat kan. Kalau punya seritifikat bahasa Inggris kan lumayan. Q20: Pernah nggak guru-guru akuntansi mengajarnya pakai bahasa Inggris? A20: Pernah. Q21: Siapakah ? A21: Bu Nafi yang kayaknya lagi pergi. Q22: Mereka pengantarnya pakai bahasa Inggris? A22: Ya bisa misalnya tu istilah-istilah bahasa Indonesia kan dia diteranginya dalam bahasa Inggris. Q23: Sampai seberapa jauh itu membantu kamu didalam memahami materi itu? A23: Ya banyak deh membantunya. Kan juga besuk ada ujian nasional akuntansi tu istilahnya pakai bahasa Inggris semua langsung pakai yang computer Myop itu juga bahasa Inggris semua. Q24: Terus kesulitan-kesulitan apakah yang selama ini kau rasakan? A24: Misalnya tu pas buat kalimat itu lho Bu, susunan kata-katanya itu lho Bu, kan membingungkan yang nggak dong tu yang susunan itu, terus kalau paling ya kata-katanya itu belum tahu artinya kan masih cari dikamus. Q25: Keitka mengalami kesulitan pada susunan katanya apa yang kau lakukan? A25: Ya paling buka-buka catatan atau tanya siapalah, guru atau teman. Q26: Jadi pada waktu-waktu luang ka mu bertanya pada guru atau teman terus gurunya langsung menunjukkan atau menyuruh kamu untuk baca buku tertentu? A26: Paling tu dikumpulkan dulu pertanyaan-pertanyaan baru jawab setelah mengerjakan soal jadi jelasnya tu setelah menerjakan soalnya, pas mengerjakan itu mah belum dong. Q27: Jadi setelah mengerjakan malah bisa dong, bagaimana kamu menjelaskan kenapa kok justru setelah mengerjakan soal kok baru dong? A27: Ya mungkin belum tahu wah ini caranya pakai yang mana, tapikan cuman dikasih soal dulu baru dijelaskan. Q28: Jadi cara gurunya begitu ya, terus nanti bisa dongnya itu apakah setelah kamu mengerjakan betul atau mengerjakan salah terus dicocokkan gurunya, gurunya memberikan umpan balik penjelasan lagi atau bagaimana? A28: Ya dicocokkan tapi ya banyak yang salah berarti besuk kalau anu caranya misalnya soalnya ini jawabnya itu yang kayak gini. Q29: Adakah tujuan lain yang bisa dicapai dengan bekal kemampuan bisa belajar bahasa Inggris itu? Cita-cita pingin kerja dimana? A29: Pingin bisa fasih Inggrisnya terus kerja di akuntan, siapa tahu saya bisa nyambi melanjutkan kuliah. Q30: Jadi akuntan, apakah ada kakak kelas yang lulus SMK bisa langsung kerja jadi akuntan ? A30: Ya biasanya mulai dari pembantu dahulu, kan yang lulusan D3 atau S1 kan juga banyak yang akuntansi. Yang penting bisa kerja dulu, sembaranglah sambil menabung. Sekarang cari kerja kan sulit banget, banyak saingannya. Q31: Tetapi sekarang banyak toko besar atau home industri menengah yang mencari tenaga SMK jurusan akuntansi? A31: Ya memang begitu, kalau perusahaan besar kan ngambilnya dari lulusan Universitas atau D3. Katanya sih, kalau lulusan SMK banyaknya kerja di pabrik. Q32: Kalau dipabrik, apakah mereka kerjanya di produksi atau memang bagian akuntansi? A32: Tapi ya juga di produksi tho banyak kan yang misalnya lulusan SMK terima dapat di Elektronik atau apa. Q33:Apakah kamu nggak pingin langsung lanjutkan kuliah? A33: Pinginnya sih, tetapi kerja dulu saja. Q34: Apa alasan financial atau alasan pingin cepat kerja? A34: Ya mungkin karena ekonominya keluarganya nggak mau memberatkan. Kuliah sekarang
135 mahal banget, lagian nggak ada jaminan setelah kuliah terus bisa langsung kerja. Q35: Menurut kamu bagaimana belajar bahasa Inggris yang baik itu ? A35: Misalnya ada pelajaran itu kita tu benar-benar paham dan mengerti betul misalnya tu mengerjakannya itu ya betul-betul menurut kemampuannya sendiri tu paham betul gitu. Q36: Sebelum pelajaran diajarkan apakah kamu sudah menyiapkan besuk pelajarannya ini atau kamu belajarnya sesudah belajar disekolah terus nanti dirumah diulang? A36: Sebelumnya paling ya cuman baca-baca nanti kalau nggak bisa tanya kan dirumah diulang lagi. Q37: Ada buku paketnya ya? A37: Ya. Q38: Apakah pembahasannya secara urut lewat buku paket itu atau tergantung guru masing- masing? A38: Urut. Q39: Jadi misalnya sekarang bab tujuh jadi besuk bab delapan kamu sudah menyiapkan untuk bab delapan? A39: Iya, tapi ya cuma baca – baca, banyak gramma rnya sih. Q40: Selama ini belajar bahasa Inggris bagian mana yang paling menarik? A40: Ya bagian apa, ya sekarang tu yang lebih menarik lah. Nggak ada Bu. Q41: Maksud saya? Cara penyampaian guru atau materi reading, speaking , listening, atau mungkin writingnya? A41: Wah apanya ya? Biasa –biasa saja tuh. Q42: Apakah sering praktik listening pakai tape recorder? A42: Listening kadang-kadang tapi kalau udah mau akhir semester itu. Q43: Di kelasmu itu kelihatannya aktif sekali ya kalau diajar sama gurunya, Itu memang setiap harinya gurunya suka bertanya-tanya, terus anak-anak pada sering menjawab itu …. A43: Untuk jurusan akuntansi memang anaknya relative lebih aktif. Pas masuk dulu kan NEM mereka harus lebih tinggi dibanding jurusan lainnya. Jadi, nggak cuma pas pelajaran Inggris, wong gurunya belum ada, udah ada yang tanya. Mereka suka diskusi. Q44: Mereka pakai bahasa Inggris juga? A44: Ndak, pakai bahasa Indonesia, tapi ya sering pakai Inggris juga. Q45: Apakah gurunya selalu berbahasa Inggris? A45: Ya campuran, kalau pas menerangkan bagian yang sulit pakai Bahasa Indonesia biar muridnya mudeng. Q46: Bagaimana pendapatmu tentang cara guru mengajar di kelasmu ? A46: Saya setuju ngajarnya pakai campuran, ya kadang pakai bahasa Indonesia ya kadang bahasa Inggris jadi tahu artinya. Q47: Kesulitan-kesulitan apakah yang dihadapi sewaktu kamu belajar bahasa Inggris? A47: Ya misalnya susunan kata-kata itu, kalimat itu pakai yang apa tu belum dong. Q48: Maksudmu tenses? A48: Ya tensesnya itu yang harus dihafal dan vocabnya juga banyak yang belum tahu. Q49: Selama ini selain belajar bahasa Inggris disekolah juga belajar bahasa Inggris dirumah nggak? A49: Ya kadang-kadang. Q50: Bagaimana cara belajar dirumah, apa yang kau lakukan? A50: Ya cuman baca-baca bukunya bahasa Inggris kalau sempat itu ya di baca langsung maksudnya itu apa kalau nggak bisa ya cari cara. Q51: Berarti suka buka-buka kamus? A51: Iya, buat nambah vocab, lagian kalau baca nggak tahu artinya kan kurang sreg, penasaran ya terus buka kamus. Q52: Seminggu berapa kali belajar bahasa Inggris di akuntansi? A52: Dua kali. Q53: Dua kali! Menurut kamu itu cukup nggak belajar bahasa Inggris seminggu dua kali? A53: Ya kalau pas minat ya nggak cukup kalau nggak anu ya cukup. Q54: Apakah yang membuat kadang-kadang minat kadang-kadang nggak? A54: Ya banyak tugas-tugas akuntansi yang harus selesai, ditarget hari itu jadi nggak sempat belajar bahasa Inggrisnya. Q55: Apa yang sangat penting didalam mendorong kamu belajar bahasa Inggris? A55: Ya tidak begitu terdorong ya, cuman ya bersemangat terutama kalau pas mau ulangan.
136 Q56: Apakah latar belakang pendidikan bapak / ibu? A56: SD tapi entah lulus apa nggak, terus jadi tani. Q57: Bapak petani ibu juga tani? A57: Iya, mbantu bapak, kadang ya buruh pada tetangga, pas musim tanam atau pas panen. Kalau cuma bapak, nggak cukup buat keperluan. Q58: Bagaimana dengan kakak-kakakmu? A58: Nggak punya, cuma satu-satunya anak sendiri. Q59: Factor-faktor apakah yang bisa mendukung belajar bahasa Inggris dirumah, misalnya dirumah ada buku-buku, ada televisi, ada siaran radio? A59: Mungkin ya buku kadang pinjam di perpus itu yang bahasa Inggris, suka baca-baca di perpus, apa pelajaran yang mau dibahas besuk suka dibaca-baca. Q60: Apakah kamu suka buku-buku yang berbahasa Inggris? A60: Ya nggak banyak, tapi ya ada tho majalah yang pakai bahasa Inggris. Q61: Kapan kamu membaca majalah Inggris ? A61: Kalau cuman jam istirahat atau jam kosong nggak ada tugas. Q62: Bagian manakah yang sering dibaca? A62: Ya paling cerita-cerita. Q63: Bagaimana perasaaanmu setelah membaca cerita bahasa Inggris? A63: Awalnya sih rasanya sulit banyak kata yang nggak tahu, tapi karena sering dan pokoke dibaca terus, kok ya asyik ya ngerti dikit-dikit jalan ceritanya, terus jadi kepingin baca cerita yang lain. Q64: Di jurusan akuntansi bukannya buku-bukunya, modulnya pakai bahasa Inggris? A64: Bahasa Indonesia tapi ya masih diselipkan istilah – istilah pakai bahasa Inggris. Q65: Apakah kamu b isa memahami dengan baik istilah-istilah itu? A65: Ya gampang-gampang sulit, kan istilah itu erat kaitannya dengan materi akuntansi, malah] sering sulit nyari padanannya dalam bahasa Indonesia, lebih enak pakai Inggrisnya. Q66: Apakah kamu juga sering mendengarkan siaran-siaran diradio dalam bahasa Inggris ? A66: Pernah, buat melatih listening dan pemahaman, meski ya ..nggak tahu apa betul pa nggak. Tapi ndak ketung sedikit ya lumayan membantu bu. Q67: Apakah kamu sering melihat acara TVyang berbahasa Inggris ? A67: Ya kalau pas di TV yang debat itu lho. Ya kadang pagi pas libur, tapi sekarang udah nggak lagi. Q68: Apakah kamu ingin bisa debat seperti mereka? A68: Wah saya nggak pede, isin banget bu. Q67: Oh nggak PD, apa yang membuat nggak PDnya? A67: Paling ya takut salah. Q68: Takut salah! Ho o (sambil tertawa), selain itu apa? A68: Ya merasa kemampuannya itu kurang. Q69: Bagaimana kalau pas ulangan-ulangan disekolah? Q69: Ulangan ya Pede aja, kan nggak harus tampil dilihat banyak orang, lagian saya punya banyak waktu buat mikir, meneliti lagi kalau ada kesalahan, bisa dibetulin. Q70: Berarti kamu lebih cenderung senang membaca, mengerjakan latihan ya? Ada baiknya lain kali dicoba biar teman lain tahu kalau kamu bisa berbahasa Inggris. A70: Wah kalau tampil itu belum PD. Q71: Bagaimana jika pak guru menyuruh praktik maju di depan kelas? Sering nggak praktik berbahasa Inggris sama gurunya terus sama temannya? A71: Belum, kalau pelajaran ya di beri soal suruh mengerjakan terus diterangkan, kalau nggak mudeng boleh bertanya. Q72: Menurut kamu cukup nggak belajar bahasa Inggris hanya dengan baca buku, diterangkan ] guru lantas mengerjakan latihan?. A72: Saya rasa nggak. Kan nggak cuman teori tapi itu harus dipraktikkan tapi ya waktunya itu juga nggak ada atau belum sempat. Q73: Karena memang setelah pulang sekolah banyak yang harus dikerjakan jadi nggak sempat, pernahkah engkau bercakap-cakap dengan guru Inggris? A73: Ya pernah misalnya ada pelajarannya tu speaking, dialog gitu cuman itu. Q74: Kalau praktik sama penutur asli turis langsung, pernah belum? A74: Belum. Q75: Kalau bertemu turis pernah?
137 A75: Pernah. Q76: Apakah kamu tertarik untuk bicara dengan mereka? A76: Ndak, belum tahu maksudnya tu cara dialog-dialog itu. Q77: Menurut kamu bicara sama penutur asli itu penting nggak? A77: Ya pentingkan bisa tahu kalau aslinya tu pengucapannya yang benar tu seperti apa. Q78: Misalnya kamu baca atau mau praktik dialog untuk maju di depan kelas, tidak tahu cara membacanya apa yang kau lakukan? A78: Ya cuman ya misalnya kalau pas ada baca tapi kok sama ya diperhatikan misalnya pengucapannya yang benar tu sama temannya. Q79: Berarti kamu memperhatikan dan belajar dari temannya, ini tu dibaca dibaca we leave misalnya begitu? A79: Iya. Q80: Kalau kebetulan kamu diterangkan sama pak guru kamu sudah paham, kamu sering nggak menularkan pada orang lain? A80: Sering cuman ditanya caranya tu gimana. Q81: Terus kamu menjelaskan? A81: Iya. Q82: Apakah manfaat yang kamu rasakan dengan kamu menjelaskan pada orang lain? A82: Bisa lebih paham anunya itu mudah diingatlah kita tu selalu ingat maksudnya yang diterangkan, dan ya saya senang karena temannya itu bisa. Q83: Apakah dorongan dari dalam dan dari luar yang membuat kamu senang belajar Bahasa Inggris? A83: Dorongan dari dalam ya kita tu termotifasi untuk maju dengan adanya era globalisasi yang semakin pesat ini kan kita juga harus mengetahui apa Bahasa Inggris itu kan nggak hanya disekolah tapi di umumkan sekarang udah dipakai jadikan ya harus tahu Inggris itu. Q84: Apakah ada orang selain orang tua yang turut mendorong kamu harus belajar Bahasa Inggris,? A84: Dorongan dari luar tu pas waktu SMP, Nah gurunya yang di SMP itu lho bilang sama saya,” kamu tu kok punya bakat bahasa Inggris tapi kok nggak dikembangkan” Itu menjadi motivasi saya. Q85: Gurunya pernah bilang pada kamu langsung? A85: Iya, sewaktu istirahat saya dipanggil, dia kok perhatian ya sama saya, aku kan cuman murid biasa, juga nggak begitu aktif kayak teman lain. Dari dulu tu saya pendiam. Q86: Oh begitu, bagaimana perasaanmu setelah kamu dipanggil? A86: Jadi motifasi buat oh! kalau begitu saya tu harus meningkatkan bahasa Inggris saya. Q87: Kemarin pas lulus SMP berapa NEM Bahasa Inggrisnya? A87: 8,17 atau 8, 73 gitu. Q88: Kalau MTK nya? A88: MTK cuman 7. Q89: Saya kira cukup dulu untuk hari ini, lain kali bisa disambung lagi. A89: Bu, mbok udah saja lain kali nggak usah, banyak tugas wah akuntansi itu berat. Ma’af ya bu.
138 YONAS 1 Interviewee : Yonas Grade/ Department : Two / Computer and Network Technology Day / Date of interview : Thursday / December 7, 2006 Time : 01.30 – 03.00 pm. Location : Beside the School’s Hall
Q1: What is your opinion about learning English? A1: I think English is … so fun and interestingso we can … we can know the language …beside Indonesian and Javanese. And then we can use English..with our … our ..interconnection with someone who come to Indonesia from other countries. Q2: Do you think English is important for Vocational High School students? A2: Yes, I think that’s important because beside we can speak English, we can use it to find a job or to know the people in overseas country. Q3: Do you find hard learning English? A3: I think yes, Q4: In what way do you find hard? A4: Because I can’t speak English fluently about the spelling, grammar …about the other English Q5: But so far today you can speak English well and then what is your opinion about learning English at school? Do you find that learning English at school is very useful or not? Or contributive? A5: In this school the English class is good enough, interesting and my English teacher always makes the students give their opinion and make the students always think about how to talk. Q6: Kenapa sih kita harus belajar bahasa Inggris? A6: Yaitu karena kita juga selain mungkin setiap orang nasibnya berbeda jadi barangkali kita dituntut untuk bisa bahasa Inggris untuk berinteraksi dengan orang lain dari Negara luar atau kita dituntut untuk keluar negeri untuk tuntutan cari pekerjaan mungkin juga untuk mencari pekerjaan kita sendiri kita dituntut bisa berbahasa Inggris jadi bahasa Inggris itu penting, intinya untuk lebih interaksi kita ada orang tak kenal maka tak saying. Gitu ya …… jadi komunikasi kan intinya harus ada bahasa yang disepakati untuk bisa berkomunikasi. Kita sebagai pencetus informasi jadi orang bisa menerima informasi kita dengan bahasa yang sama dan saling memahami. Q7: Sampai seberapa pentingkah siswa-siswa kejuruan itu belajar bahasa Inggris sesuai dengan jurusannya? A7: Oh …… ya, kalau dari jurusan saya untuk kita masuk ke laboratorium itu hari senin dan selasa, untuk dari guru lab itu sendiri ada aturan untuk hari Senin itu diwajibkan berbahasa Inggris , jadi satu hari menggunakan bahasa Inggris terus hari selasa itu Javanese nya. Q8: Apakah penggunaan bahasa Inggris terbatas hanya untuk percakapan atau juga untuk menerangkan materi pelajaran? A8: Jadi hari senin untuk Inggris, untuk selasa bahasa untuk jawa, jadi kita misalnya dalam proses instalasi mungkin instalasi computer, instalasi software itu juga ada kotak-kotak dialog itu dari bahasa Inggris jadi kita perlu memahami apa intinya dari pesan yang ditampilkan computer dengan bahasa Inggris tersebut. Q9: Jadi maksudnya dengan mengetahui bahasa inggris itu memudahkan memahami manual- manual yang ada disitu dan karena setiap hari dipakai jadi sangat penting sekali ya. Disamping digunakan untuk komunikasi, untuk mencari pekerjaan, apalagi tujuan belajar bahasa Inggris ? Misalnya biar lebih tamp il PD, atau mungkin tujuan tersembunyi lainnya? A9: Ya sebenarnya ada ingin kita memberikan kesan dari kita sendiri wah dia kayaknya dia pintar banget bahasa Inggris untuk interaksi biasa dengan teman-teman kok sering ada, mungkin tidak seratus persen tu sering ada unsur-unsurnya Inggris kesannya itu beda sendiri jadi saya juga punya kakak kelas itu juga sering di OSIS itu ngomong-ngomong pakai bahasa Inggris dan juga pinter bahasa Inggris temennya mbak Nela. Q10: Oh… ya, dalam pergaulan bersama teman-teman itu mereka juga sering berbahasa Inggris? A10: Ya juga sering, saya juga sering ikut kalau saya itu image itu kayaknya suka debat dulu. Q11: Apakah kamu suka debat ? A11: Jadi meskipun tidak suka debat-debat yang terlalu gimana wah, tapi itu juga sering tanya- tanya pendapat, tanya apa itu juga this opo sering bahasa Inggris, do you know
139 about………… Q12: What is your opinion about …? Semisal itu? Jadi asyik sekali ya punya lingkungan yang sangat bagus didalam mendorong kita mempraktikkan Inggris ? A12: Namanya mas Dimas pakai itu ya kacamata anak bangunan itu sering sekali ngomong ke saya pakai bahasa Inggris sering sekali Bu. Q13:Apakah dia ngomongnya lancar dan bagus? A13: Ya lancar-lancar sekali jadi mungkin mereka juga terbiasa, mungkin pernah ikut debat kayak si mas Dimas itu ya soalnya juga sering sama bergaulnya dengan mbak Lela, mbak siapa yang juga sering menggunakan bahasa Inggris dalam komunikasi mereka itu. Q14: Kalau dikelas guru-guru non bahasa Inggris juga sering berbahas a Inggris? A14: Kalau dikelas untuk teori nggak-nggak Bu. Kalau di lab juga itu kalau misalnya ada hari menggunakan bahasa Inggris juga sering untuk pembukaan-pembukaan do’a, pembukaan penutupan. Q15: Jadi gurunya juga pakai bahasa Inggris? A15: Ya, penyampaian materi ada unsurnya bahasa Inggris gitu. Q16: Ehm……. Jadi asyik sekali ya. A16: Iya Bu. Q17: Hari senin itu pelajarannya apa saja, masih ingat? A17: Hari senin itu sistemnya di sini blok jadi satu hari penuh itu satu pelajaran di labolatoriu m ya. Q18: Sehari ful? Dari jam berapa? A18: Iya dari jam 07.00 sampai jam 15.00. Q19: Hebat ya, gurunya ganti-ganti atau cuma satu itu thok? A19: Gurunya ada, ada tida kalau nggak salah mengurusi, i……..ya ada tiga guru jadi nanti ada ada waktunya dari jam 07.00 sampai sekitar jam 08.30 itu ada nanti e…… apa ya istilahnya boleh juga pendahuluan, ada materi penyampaian dulu yang mau kita laksanakan untuk hari ini terus jam 08.30 sampai jam 12an itu mungkin biasanya ada ke presentasi dari siswa sendiri jadi siswa ditugaskan untuk mencari sebuah materi tentang materi hari ini. Q20: Oh begitu, apakah materinya harus berbahasa Inggris? A20: Nanti ada presentasi jugakan misalnya dari kalau kita tugas sendiri mencarinya di internet kebanyakan dan itu juga bahasa Inggris. Q21: Berarti para siswa harus memahami materi tersebut? A21: Jadi ya suruh dituntut baca terus habis itu gurunya juga menuntut jadi guru melontarkan pertanyaan ini, bisakah anda memahami itu intinya itu juga bahasa Inggris. Q22: Bahasa Inggris! Jadi sangat mendukung sekali untuk belajar Inggris , ketika presentasi dalam bahasa Indonesia atau bahasa Inggris? A22: Kalau misalnya ada materi udah tersedia bahasa Indonesia pakai bahasa Indonesia tapi kalau nanti bahasa Inggris nanti guru menanyakan juga Bahasa Inggris. Q23: Ehm……kamu beruntung sekali… jadi ini satu contoh lingkungan yang sangat mendukung sekali untuk belajar bahasa Inggris. A23: Ya……… iya jadi banyak unsure Inggris dilingkungan kami. Q24: Setelah kita merasa bahwa Inggris sudah menjadi kebutuhan untuk komunikasi, adakah tujuan selain itu yang erat hubungannya dengan kehidupan social? A24: Oh mungkin kalau misalnya saya udah lancar bahasa Inggris saya bisa-bisa menularkan ilmu saya ke orang lain yang mungkin bisa lebih membutuhkan, saya bisa-bisa ngajar seperti Bu Nur mungkin. Q25: Ehm…maksudnya? A25: Jadi intinya saya bisa bukan hanya untuk saya sendiri. Q26: Begitu! A26: Jadi mungkin ada orang yang lebih ingin-ingin mendalami bahasa Inggris kalau saya bisa mungkin saya ajari, saya ikut belajar dengan mereka, mungkin kalau istilahnya antara belajar dan mengajar itu lebih enak kita belajar bersama. Q27: Ide yang bagus, bagaimana tekhnisnya? A27: Jadi kalau misalnya mengajar ada kesalahan mungkin dari yang kita ajar koreksi jadi kita sama -sama belajar. Q28: Apakah cita-citamu setelah lulus? A28: Mungkin ya jadi programmer atau jadi-jadi lekerlak ya tuntutan dari apa, mungkin bukan tuntutan juga mengikuti apa yang sudah saya jalani sekarang, ……… di bidang computer
140 mungkin saya lebih bisa menggali apa ……… apa ya mempelajari dari mungkin bisa lebih buat program-program mengenai misalnya untuk penerimaan maha siswa baru atau penerimaan siswa baru, itu ada soalnya……………. Q29: Semua hampir tidak bisa dilepaskan dari Inggris ya? A29: Iya….. ya. Misalnya kemarin itu ada materi pemograman, oh …….. belum tapi untuk besuk keduanya ada materi pemogramman itu juga bahasanya ada bahasa Inggris. Misalnya pemogramman ada bahasa computer dan bahasa Inggris. Q30: Betapa pentingnya penguasaan Inggris ya? A30: Jadi dituntut sekali untuk bisa berbahasa Inggris. Q31: Apakah usaha yang sudah dilakukan agar pemahaman bahasa Inggris itu lebih cepat? A31: Yaitu tadi mengenai apa untuk lebih meningkatkan, saya lebih bisa berinteraksi mungkin juga saya untuk saya sudah tahu misalnya tadi mas Dimas teman saya itu dia untuk bahasa Inggris memang lebih agak lebih jadi saya juga sering mincing-mancing sendiri. Q32: Mancing-mancing dia? A32: Iya, mazncing-mancing jadi misalnya saya sering tanya duluan, mas tahu tentang ini nggak? Do you know about this? What do you think about this? Kemudian juga jawabnya komplit sekali jadi saya juga sering nanggap-nanggap gitu habis itu juga mengenai untuk materi- materi di lab itu sering guru memberikan siswa itu modul bentuknya bahasa Inggris jadi saya juga sering baca tu baca sering dengan teliti kalau misalnya ada kata-kata yang belum saya pahami mepet sekali saya nggak paham tanya temen nggak tahu saya menggunakan ada itu soft ware di computer itu transtul jadi saya juga sering dulu pernah SMP tu saya pernah buat yang namanya list e……… ya itu daftar kata-kata yang mungkin sering saya gunakan tapi saya belum tahu benar apa ya bahasa Inggrisnya ini, apa artinya gitu lho. Q33: Ditulis semuanya? A33: I……… ya dulu, sekarang tuntutan ya ada kesibukkan, ada apa, saya lupa semua he……he……he. Q34: Pernah menggunakan gues sing atau menebak kira-kira ini artinya begini berdasarkan konteks kalimat? A34: Pernah. Q35: Apakah kamu cukup waktu buat buka kamus? A35: Pernah, soalnya saya juga waktu itu saya e…….. sama guru di lab juga ngomong-ngomong beliau bicara dengan bahasa Inggris saya belum pernah mendengar sekalipun bahasa itu tapi saya sering menghubung-hubungkan oh……. Tadi, tadi yang didepan ada kata ini-kata ini jadi kontek kalimatnya tu saya sering memperhatikan jadi juga kadang-kadang benar juga. Q36: Cukup membantu juga hemat waktu kan? A36: Ya. Q37: Apakah kamu sering nggak mendengarkan siaran berita pakai bahasa Inggris atau ngomong- ngomong sama turis? A37: Ada, pernah saya sering di Metro TV kalau nggak salah itu saya juga sering mendengarkan meskipun ya tentang Lumpur lapindo, apa itu, juga orang tua saya juga sering ikut nonton. Q37: Oh! Mereka nggak ingin mengganti channel? A37: Nggak, Begitu…….. yah. Dan dengan bahasa Inggris terus dulu SMP pernah juga saya ada kunjungan ke Benteng Van Den Bergh pernah berjumpa dengan turis namanya siapa ya saya lupa, lupa saya pernah ngomong langsung, langsung ngomong saya padahal tu dapat bahasa Inggris saya dari kelas enam SD terus saya kunjungan kelas satu SMP Bu. Q38: Apakah yang kamu tanyakan waktu itu? A38: Ya masih sedikit saya baru tanya What’s your name? How are you? Ya itu ya tentang itu semua seterusnya juga senang sekali Bu, terus di borobudur juga pernah saya ngomong sama turis tapi ya saya juga heran kok saya berani-beraninya itu lho Bu. Q39: He he he saking pinginnya? A39: Iya padahal dengan modal baru berapa tahun saya belajar bahasa Inggris gitu lho. Q40: Apakah kamu punya perasaan aduh pokoknya saya harus berani gini dan kayaknya benar gitu? A40: Kalau-kalau ya , kalau misalnya berani ya sering ada pikiran apa yang saya katakan tadi benar apakah turisnya itu mau dhong kalau saya bilang gini? Q41: Tapi mereka menjawab dengan baik khan? A41: Ya,ya baik sekali. Q42: Apakah kamu mudeng juga apa yang dia katakan ?
141 A42: Ya…… ya. Q43: Selain buku tekhnik, apakah kamu juga sering membaca buku-buku cerita dalam bahasa Inggris? A43: Kalau dalam bahasa Inggris saya jujur jarang, jarang sekali. Untuk bahasa Inggris mungkin hanya untuk misalnya modul, ada terus misalnya ada tugas dari internet guru memberikan modul tu bentuknya bahasa Inggris saya juga anu tapi untuk dari SMP kelas dua itu saya juga tertarik sekali dengan bahasa Inggris jadi saya sering membaca bahasa Inggris sesudah membaca tu saya sering saya latih terus gimana saya cara ngomongnya gitu lho. Q44: Jadi secara pribadi melatih cara ngomongnya sendiri? A44: Jadi saya tu dikamar terus ngomong-ngomong saya keras-kerasin nggak papa ya ya udah nggak papa terus yaitu saya latih terus, saya latih baca-baca terus, kayaknya lama -lama ya suka.. Q45: Jadi suka seperti itu ya, itu permulaan yang bagus? A45: Ya, karena saya senang jadi terdorong untuk terus berlatih, saya yakin saya pasti bisa. Q46: Tapi terus misalnya tidak tahu suatu kata harus dibaca apa ya misalnya determine, apa yang kamu lakukan? A46: Oh ………ya. Kalau itu saya juga sering dulu kalau SMP tu ada guru enak sekali bu, jadi bisa tanya-tanya bu ini di bacanya apa ? terus langsung terus misalnya kita dari bahasa Inggris tahu bahasa Indonesia What is the meaning of this, apa……. Q47: Dan beliau di tanya langsung menja wab? A47: Iya langsung di jawab, enak sekali jadi terus malah guru bahasa Inggrisnya itu sering menggunakan lebih dari nggak hanya bahasa Inggris malah sering bahasa Jawa jadi bahasa Inggris itu sering dicampurkan dengan bahasa jawa jadi apa, ada kesan-kesan sendiri belajar bahasa Inggris gitu lho bu. Q48: Wah guru itu cukup mengesankan dalam menjawab ya? A48: Jadi malah lebih ingat oh bahasa Inggris nya ini artinya itu dulu gurunya bilang gini. Q49: Jadi disamping belajar Inggris disekolah itu juga aktif ya belajar bahasa Inggris di rumah? A49: Ya, sebenarnya senang. Tapi ya untuk ya misalnya ada kesibukan apa jadi nggak jadi terlaksana. Q50: Jadi nggak punya waktu karena terlalu banyak kegiatan, terus bapak ibu itu e….. latar pendidikannya itu apa? A50: Cuma lulus SD Bu. Q51: Oh! Lulus SD tapi apakah dia sering memberi perhatian khusus agar kamu harus belajar bahasa Inggris , harus belajar ini dan itu? A51:Nggak-nggak pernah, kalau duu dari SD sampai SMP tu orang tua saya nggak pernah ngijinkan saya les diluar itu nggak pernah Bu. Jadi kalau ada misalnya ada brosur-brosur dari les di luar tu nggak pernah saya tunjukkan ke orang tua Bu, saya mau ikut ini, ah nggak usah nanti kamu jadi bingung nanti ada tugas di les, ada tugas disekolahan malah bingung terus bayarnya juga nggak ada. Terus ya tu, saya nggak pernah kalau kecuali kalau ada sekolah sendiri mengadakan ekskul di sekolah malah nggak papa tapi kalau bayar sendiri nggak pernah, belum pernah sama sekali Bu. Q52: Jadi kamu melulu belajar dirumah sama di sekolah. A52: Iya …….. ya. Q53: Apakah dorongan dari dirimu sendiri untuk menguasai bahasa Inggris? bukan dari luar? A53: Ya selain tuntutan saya dari kejuruan juga untuk lebih memahami tentang materi-materi yang diberikan guru lebih mungkin bisa lebih paham bahasa Inggris saya lebih maju lagi tentang memahami materi atau penguasaan materinya terus pekerjaan juga dituntut mungkin besuk kan lebih globalisasi mungkin maju untuk menghadapi pasar bebas juga ada juga mungkin saya ingin jadi paskibraka mungkin do’a ibu juga. Q54: Tentu saya doakan menang, Apakah seleksi anggota paskibraka juga ada bahasa Inggrisnya? A54: Iya……..ya, mungkin kemarin itu saya seleksi juga nggak tahu bahasa Inggrisnya apa tapi di test itu cuma introducing my self. Jadi ya ditanya apa-apa sedikit tentang bahasa Inggris itu mungkin juga ada-ada sedikit bahasa Inggris yang mungkin salah juga mungkin tidak benar. Q55: Kalau perkara salah kan setiap orang ya, tapikan keberanian itu sudah satu dorongan tersendiri. Ada banyak orang yang tahu dan bisa tapi kurang berani ya nggak jadi lah. A55: Iya………ya. Dan saya juga mungkin saya lebih bisa paham terus mungkin juga kalau besuk adik saya bisa saya ajari lagi. Q56: Bagus, bisa bantu orang tua menghemat dana, dan pasti kamu lebih berkemb ang?
142 A56: Ya ……..iya. Daripada nanti adik saya belum bisa bahasa Inggris tapi nggak ada yang ngajari daripada les diluar bayar lagi. Q57: Seberapa jauh guru di sekolah membantu kamu memudahkan di dalam belajar bahasa Inggris? A57: Kalau … dari karena saya dulu dari kelas satu itu ada namanya bu Ana guru praktik dari kampus, dia disini tu baik sekali jadi beliau sangat teliti sekali tentang bagaimana siswanya pronouncing the wordnya. Q58: Bisa diterangkan sedikit cara dia membantumu? A58: Jadi ada koreksi oh don’t say this ya, jadi misalnya I don’t know jangan don’t now. Q59: Dia sangat care sekali ya? A59: Iya terus dari bapak Bambang juga jadi beliau juga sering untuk diri saya sendiri akhirnya dan sekarang pak Bambang lebih kayaknya lebih membutuhkan saya dari hal sekecil-kecil mungkin dari menghapus papan tulis, dari apa suruh ngambilin apa gitu pak Bambang sering sekali jadi ada kesan-kesan sendiri mungkin bisa buat motivasi untuk saya bisa lebih-lebih tertarik dengan belajar bersama pak Bambang terus juga ada BPR dari sini juga care sekali di dengar croasingnya sangat ada kesan-kesannya. Q60: Jadi ketika orang mengoreksi bahwa ucapan-ucapan kita tidak benar itu harusnya bilang begini sangat membantu sekali ya. A60: Iya. Jadi kita tahu mana yang benar gitu. Q61: Oh gitu ya terus kemarin kan pas pertemuan kira-kira tiga minggu yang lalu itukan pakai tell me more ya. Apakah pendapat kamu terhadap penggunaan tell me more di dalam pengajaran di kelas? A61: Oh baik sekali. Jadi untuk jadi siswa itu istilah di beri formasi nanti siswa juga mengulangi apa yang telah diterimanya dengan mengucapkan kembali informasi yang telah diterimanya itu meskipun malah itu kalau menurut saya itu dituntut jangan informasinya jangan ngeplek seperti tadi mungkin kita bisa mengemb angkan lagi apa yang bisa kita terima jadi tidak harus sama persis jadi kita bisa menambahkan komentar-komentar sendiri dan tetap dalam materi informasi yang kita terima jadi melatih siswa untuk lebih berpikir kritis juga lebih berpikir bagaimana penggunaan bahasa Inggris kalau misalnya saya bilang gini, mengucapkan gini gitu. Q62: Tampaknya kamu enjoy banget kemarin, bisakah kamu mengerjakan semua latihan yang disediakan? A62: Bisa, bisa. Kemarin saya pernah udah-udah semua, semua saya lewati saya ulangi lagi. Saya ulangi lagi-ulangi lagi itu kayaknya kemarin nilainya penuh Bu. Dilihat grafiknya tu saya perhatikan kemarin antara yang dari speaker dari computer itu sama speaker saya tu tidak terlalu jauh beda gitu. Q63: Itu berarti pronounciationmu hampir mendekati contoh yang diucapkan pada software itu? A63: Mungkin dari SMP tu saya juga pernah di coba tu speakernya ya hampir seperti itu Bu. Mungkin juga seperti itu ya melatih pronouncing kita jadi dilampau kita bisa seperti e……… dialog itu lebih. Jadi dialog bagaimana kita mengucapkan ini jadi khusus dalam kalimat seperti itu. Q64: Kemudian dalam listening, kamu merasa kesulitan nggak dalam memahami teks yang diucapkan langsung oleh native speaker? A64: Agak sulit, jadi mungkin saya masih sering bingung membedakan antara pengucapan kata yang hampir sama Bu. Meskipun itu berbeda sekali tapi sering hampir sama jadi dalam bahasa Inggris itu kan ada kata yang di baku, digabung gitu lho Bu. Q65: Maksudnya yang bacanya agak diseret? A65: Iya ya diseret itu maksudnya I cannot itukan misalnya digabungkan I can’t sering kita mendengar I can jadi………. Q66: Ice cream dan I scream yang semisal itu? A66: Iya ya. Kalau saya I will jadi I’ll gitu ya, sering nggak dengar kalau ada ‘ll nya. Kalau misalnya saya juga mendengarkan lagu-lagu bahasa Inggris juga agak susah Bu kayaknya, kalau suruh ngapalin kecuali kalau saya pernah baca teknya saya mungkin bisa mengikuti dikit-dikit Bu, la ini apa tadi, lha ini apa ya. Q67: Apakah kamu suka dengan lagu-lagu Inggris ? A67: Agak suka Bu, ya suka. Q68: Lagu apakah yang paling kamu senangi? A68: Kemarin ada lagu kesan tu bagus Live forever, dari Du ada juga My mind gitu.
143 Q69: Kalau lagu-lagu yang sweet memories, suka nggak? A69: Sweet memories! Q70: Lagu-lagu kenangan-kenangan berbahasa Inggris , seperti Feeling, Fernando, Mother how are you today? A70: Ya Bu ya ya. Terus lagunya Cellin Dion juga. Q71: Cellin Dion, My heart will go on , yang menjadi soundtrack film Titanic juga senang? A71: Saya tuh pernah menyanyikan itu Bu, SMP kelas satu sayakan tadi saya bilang modal bahasa Inggris dari kelas 6 SD kelas satu SMP saya udah berani tampil nyanyi itu. Q72: Tampil sendiri dan diiringi? A72: Ya, Ya diiringi Bu. Q73: Apakah kamu sering ikut nyanyi di gereja sehingga suaranya sudah tertata dan terbiasa menyanyi? A73: Iya....he e e sebenarnya agak fals Bu, tapi kan karena sering melakukan jadi agak lumayan. Q74: Berarti bagus suaranya, tapi lagunya Cellin Dion itu butuh kemampuan vokal yang nggak gampang, karena sering berganti tangga nada? A74: Ya saya memang besyukur sekali Bu kemarin ya apa diterima jadi paduan suara di kab. Sleman. Q75: Hebat donk, buat lomba atau upacara resmi? A75: Untuk Tujubelasan, jadi saya kemarin tu seleksi paskibraka tidak diterima ternyata ada panggilan lagi kesana seleksi paduan suara. Kemarin bahkan hampir sampai provinsi juga. Hampir sampai provinsi tapi nggak diterima juga, tapi juga test wawancara ada bahasa Inggrisnnya juga Bu. Q76: Jadi dimana-mana bahasa Inggris memang perlu sekali ya? A76: Iya, makanya saya semangat banget kalau pas pelajaran Inggris. Q77: Tentang sumber belajar, kamu kayaknya suka buka – buka internet buat cari bahan presentasi, sampai sejauh mana itu membantu kamu belajar Inggris ? A77: Mungkin dari teman-teman saya sendiri juga saya sering tanya-tanya iki artine opo, iki artine opo. Saya juga sering coba-coba di lab itu kalau misalnya ada waktu luang saya sering kalau dari rumah atau dari hari apa pas apa tu saya pernah mendengarkan kata ini tapi kok nggak tahu saya sering menggunakan transtull itu Bu, ini artinya apa tu saya tulis oh ya tahu tu ya sering gitu terus habis itu juga sering buka-buka kamus itu Bu, sing iki artine opo, iki opo. Juga pernah saya tu dipinjami Bibel itu. Q78: Oh ya, Pernahkah membaca Alkitab yang berbahasa Inggris? A78: Bahasa Inggris pernah itu Bu jadi saya juga agak bingung sebenarnya agak bingung tapi ya perlahan-lahan saya sering bandingkan antara yang bahasa Indonesia dengan bahasa Inggris itu saya banding-bandingkan jadi saya...... Q79: Bahasa Inggrisnya agak beda atau sama dengan teks yang sering ditemui disekolah? A79: Menurut saya agak berbeda jadi agak berbeda jadi lebih-lebih apa ya lebih banyak kata-kata yang tidak tahu Bu. Ya agak kuno sekali. Q80: Bagaimana dengan buku-buku teks berbahasa Inggris? A80: Iya ...... ya sulit dipahami ya Bu. Q81: Kesulitan memahami arti kata, biasanya apa yang kamu lakukan jika menemui kesulitan seperti itu? A81: Ya, kadang saya terus baca sambil menebak, kadang pakai transtool, kadang kalau pas ada waktu ya buka ka mus, saya juga sering iseng-iseng baca ada cuilan kertas yang ada bahasa Inggrisnya saya sering baca itu lho Bu. Q82: Keras membacanya atau cuma pingin paham teks itu tentang apa? A82: Iya tapi ya sering saya latih sekali meskipun nggak tahu itu penilaian orang gimana, apakah Inggris saya jelek atau bagus saya nggak tahu, tapi saya sering dengarkan sendiri Inggris saya seperti ini. Q83: Sering direkam nggak mas, terus ntar didengarkan lagi? A83: Nggak-nggak pernah. Tapi kalau misalnya saya juga kemarin beli alat seperti yang bikin player tu bisa untuk ngrekam saya pernah nyanyi-nyanyi bahasa Inggris tu ternyata ya agak lumayan hak hak (tertawa). Q84: Bagaimana penilainmu terhadap hasil rekaman suaramu sendiri? A84: Kok nggak terlalu jauh beda sama yang asli. Q85: Menurut kamu bagaimanakah belajar Inggris yang efektif yang pernah kamu alami?
144 A85: Kalau misalnya orang belajar itu sebaiknya sebenarnya tahu Bu Nur tadi alami sealami mungkin jadi bagaimana orang itu bisa menghadapi sendiri kasus-kasus dalam-dalam hidupnya dalam apa yang orang berikan ke kita. Apa yang bagaimana kita cara menanggapinya jadi tidak selalu kita tu di istilahnya di dulang terus gitu lho Bu, jadi terus di beri informasi-informasi kita suruh mengulanginya tapikan kita nggak tahu bagaimana kalau kita mau begini kita sulit menyampaikan lebih baik orang itu belajar dari apa yang mereka hadapi sendiri dalam kehidupan jadi benar sealami mungkin jadi tanpa ada tuntutan ya mungkin ada tuntutan tapi tidak terlalu banyak tuntutan jadi ada rasa pembebasan bagaimana dia bisa mengembangkan pikirannya. Q86: Termasuk mengembangkan kemampuan bahasa Inggrisnya ya? A86: Iya kemampuannya juga. Q87: Apakah kamu setuju dengan pandangan yang mengatakan bahwa orang Indonesia itu sulit apalagi harus persis native speaker itu, bagaimana pendapatmu ? A87: Saya kira tu salah jadi apa orang itu kalau misalnya mau berlatih dia bisa pasti bisa, hanya karena juga memang dipengaruhi Indonesia kan banyak sekali bahasa-bahasa daerah itu dia ya. Itu sangat berpengaruh sekali,saya juga mengakui saya masih medhok-medhok sekali. Q88: Untuk pronounciationnya? A88: Iya ...... ya untuk pronouncing itu masih yaitu dipengaruhi juga, jadi mungkin lidah kita tu masih bisa dilatih lah. Q89: Bagaimana cara melatihnya? A89: Ya.....ya baca gitu, baca dengan keras, kan lama kelamaan pengucapannya jadi mantab. Q90: Apakah belajar bahasa Inggris itu harus melalui kursus diluar sekolah, banyak orang berpendapat kalau orang mau pintar bahasa Inggris ya harus sampai nambah di tempat kursus? A90: Saya kira nggak harus, saya juga belum pernah mengalami kursus diluar tapi sempat yang saya tahu dari orang lain...di tempat kursus mungkin ya hampir sama dengan sekolah biasa ya Bu. Jadi paling nggak, bisa dengan lingkungannya, bisa mungkin dengan teman-temannya, bisa iseng-iseng bicara bahasa Inggris gimana terus saling mengoreksi mungkin bisa juga apa sering mendekati guru bahasa Inggris, sering ngomong-ngomong gini, sering konsultasi begini-begini jadi nggak. Saya kira nggak harus kursus tapi mungkin kursus itu hanya untuk mendorong kita bagaimana Inggris kita untuk lebih baik lagi, lebih mungkin juga misalnya ada saya nggak kursus terus teman saya kursus mungkin ya memang hasilnya mungkin lebih baik antara yang kursus dengan yang nggak kursus. Q91: Jadi kekuatannya tetap pada belajar sendiri, kemauan untuk maju? A91: Ya, ya itu yang paling penting, jika kita kursus tapi tidak rajin belajarnya ... saya kira hasilnya juga kurang sukses. Q92: Menurut kamu apakah yang harus diutamakan dalam belajar Inggris, menghapal kosa kata, grammar, atau yang penting berani ngomong dulu, benar atau salahnya urusan belakang? A92: Kalau saya ya kita memang penting menguasai gitu dalam pronouncingnya, tentang grammarnya mungkin juga penting soalnya bahasa Inggris memang susunannya sangat rumit sekali Bu, jadikan itu bahasa sebuah informasi kan juga harus tertata rapi dengan bagaimana supaya orang bisa mengetahui apa yang kita bicarakan kepada mereka tapi yang lebih baik tu kita paham apa yang ingin kita sampaikan ke mere ka jadi mungkin ada meskipun kita belum tahu bahasa Inggrisnya tapi mungkin kita misalnya nggak tahu yang ini tapi kita mungkin bisa mengganti dengan kata yang lain yang sudah kita tahu tapi masih dalam inti masalah yang ingin kita bicarakan ya. Tapi ma’af bu, bagaimana kalau wawancara ini dihentikan dulu, saya pingin agak santai dulu.Lain kali dilanjutkan lagi.
YONAS 2 Interviewee : Yonas Grade/ Department : Two / Computer and Network Technology Day / Date of interview : Saturday / February 3, 2007 Time : 01.00 – 01. 45 pm. Location : Beside the School’s Hall
Q93: Apakah grammar Bahasa Inggris itu sulit?
145 A93: Saya kira sulit. Sulit jadi ya mengenai seperti apa ya seperti tenses kan macam-macam banget, belum penggunaannya, kalau rumusnya sih bisa dihafal tapi konteksnya ... apalagi kalau udah perfect dicampur continous, terus ada ...itu present fiture perfect ...wah belum begitu mudeng. Q94: Untuk tenses itu memang agak bingung? A94: Ya tenses itu memang agak bingung ya terus perubahan waktu itu masih sangat bingung terus ya mungkin juga penting sekali Bu, grammar itu penting yaitu tadi seperti pembalap gitu bagaimana kita menata informasi yang mungkin kita bicarakan dengan orang lain seperti itu. Q95: Saya punya handout praktis tentang tenses disertai ilustrasi penggunaannya dalam kalimat dan situasinya, dilengkapi dengan latihan yang sangat efektif untuk menguji apakah si murid itu paham tau tidak. Enak lo wong ada kunci buat menccocokkan. Mau tak kopikan buat belajar mandiri? A95: Wah mau banget, tapi tidak merepotkan kan? Q96: Nggak sekali, aku dah mencobakan pada murid muridku, mereka bilang wah jadi tambah mudeng, bahasanya sederhana dan latihannya benar-benar menantang. A96: Kapan, bu Nur bisa kesini? Q97: Aku sering banget kesini, para pengurus MGMP kan sering rapat untuk kegiatan workshop. Oh ya apakah hambatan yang kamu alami dalam belajar Bahasa Inggris? A97: Kalau hambatan mungkin ada kesibukan-kesibukan saya dengan kegiatan saya yang lain di luar jam tapi sebenarnya di dalam kegiatan itu saya masih bisa interaksi dengan orang yang masih bisa saya ajak untuk mengenal bahasa Inggris juga jadi dari setahun ini saya kegiatannya paling banyak tu tapi senior saya yaitu Mas Dimas masih sering kalau ngomong pakai bahasa Inggris jadi tidak lepas dari bahasa Inggris tu tidak jadi...... Q98: Jadi belajar tu artinya dimana saja, kapan saja? A98: Iya, iya bisa. Q99: Apakah kamu selalu meluangkan waktu misalnya saya 1 jam atau 2 jam mau memperdalam bahasa Inggris gitu? A99: Kalau saya seperti itu jujur belum pernah Bu, tapi kalau misalnya muncul dari saya sendiri ada kesan, oh saya kok baca seperti ini. Seperti tadi Bu Nur ada tanya pernah belum mendengarkan berita itu sebenarnya jarang tapi saya kalau misalnya ada kok baca neng TV tu ada berita bahasa Inggris saya malah lebih fokus itu, saya nonton terus itu, saya ikuti gimana beritanya? Mengucapkan itu gimana? Terus dengan gambar tanpa ada kelihatan speakernya seperti apa? Saya kira itu melatih kita listeningnya juga. Jadi belajar tu apa kapanpun kita mau asalkan kita belajarnya intinya tulus jadi nggak ada paksaan, nggak ada target-target apapun jadi step by step tu kita pasti sedikit-sedikit bisa. Q100: Apakah kamu pernah misalnya mempelajari sesuatu kemudian kamu mngerjakan sendiri serentetan soal yang biasa tertera pada akhir pembahasan untuk ngetes apa kita paham atau tidak? A100: Kalau itu pernah, agak pernah juga sering tapi kalau misalnya saya terpaksa nggak bisa mengerjakan ini saya sering menunggu untuk bagaimana gurunya, kapan gurunya untuk mengevaluasi pekerjaan kita, untuk mengoreksi pekerjaan kita jadi pernah saya tanyakan dengan guru bahasa Inggris atau dengan teman yang lebih tahu itu juga pernah tapi saya ya senang sebenarnya mengerjakan soal-soal mengenai bahasa Inggris, mengenai jadi tapi kalau misalnya ada soal dari materi awal tapi terlalu ngeplek sebenarnya tu apa kurang mengembangkan pikiran kita, kurang menantang Q101: Oh, begitu. A101: Ya, jadi intinya kita tinggal soalnya ini di depan udah ada jadi kita tinggal nyalin gitu lho. Q102: Maksudku belajar mandiri yaitu kita membaca modul atau bab yang berisi bahasan khusus lalu disertai dengan latihan soal dan kunci jawaban. Setelah kita mempelajari bab tersebut lalu berusaha mengerjakan latihan tersebut .... kita cocokkan dengan kunci misalnya ada soal 50 ternyata kok betul 49, berarti kita dah memahami bab tersebut. A102: Jadi ada seperti parameter kita ya? Q103: Iya, saya dahulu belajar banyak dengan cara seperti itu, kalau menunggu dari guru kan waktunya sangat terbatas sekali. A103: Termasuk Bahasa Inggris juga ya? Saya juga sering melakukan tapi kurang teratur lagian kadang dah capek banyak kegiatan dan tugas untuk mata pelajaran kejuruan, ....jadi ya belum intensive lah. Saya punya buku cara cepat belajar Bahasa Inggris Q104: Apakah buku-buku seperti itu cukup membantu mempercepat memahami Bahasa Inggris?
146 A104: Iya... kan ada bagian yang cukup mudah dipahami sendiri tanpa harus diterangkan guru, saya kira kalau murid aktif mencari tambahan pengetahuan diluar akan semakin sukses. Q105: Ide yang sangat bagus, dengan keterbatasan waktu yang ada guru tidak mungkin mengajar semua aspek kebahasaan, ada banyak hal-hal yang bisa dipelajari di luar guru. Selama ini sudah pernah mencoba yang model-model belajar mandiri seperti ini A105: E...... pernah Bu, saya tu dulu SMP saya pernah saya tu lihat-lihat bukunya dulu itu baru kelas 2 mau naik kelas 3 tapi saya sudah lihat-lihat bukunya kelas 3 dan terus saya baca semua meskipun banyak yang saya nggak jelas tapi itu saya minta dibelin buku sama ibu saya tentang sebuah materi yang hampir sama dengan yang itu jadi saya baca-baca sendiri terus ya saya bersyukur juga itukan guru nerangkan saya udah sedikit mengerti juga. Q106: Bagaimana kesanmu pada saat itu? A106: Iya, ya jadi paling nggak sudah ada pancingannya dulu gitu lho Bu, jadi aku nggak blank sama sekali. Lebih enak mencernanya dan cepat memahami. Kalau pas materinya baru, aku belum tahu apa-apa sebelumnya tu jadi gimana, kayake sulit dan kemut kemut Q107: Maksudnya paling tidak punya sedikit modal dasar ya? A107: Ya modal dasar. Q108: Menurut kamu apakah itu sangat membantu? Dan apakah sekarang juga sering kamu lakukan? A108: Iya membantu sekali tapi sayangnya sekarang saya ndak pernah seperti itu Bu...... ya. Jujur saya nggak pernah Bu, la pulang ke rumah sudah malam, kadang kalau sudah nggak ada kendaraan umum saya pinjam hp teman untuk sms kakakku biar dijemput. Q109: Iya...... iya terlalu sibuk dengan kegiatan ekstra sekolah ... lalu bagaimana kamu melatih agar kelancaran bicara Inggris tetap meningkat termasuk memberikan jawaban secara spontan? A109: Oh...... ya tapi saya mau tanya dulu sama Bu Nur saya lancar nggak kalau untuk menjawabnya? Q110: Menurutku sih cukup lancar dan bagus artinya ketika saya tanya, kamu menjawabnya ya sesuai terus spontan. Saya tidak begitu menemukan kesalahan fatal, untuk tingkat siswa SMK yang hanya belajar di sekolah tanpa mengambil kursus diluar cukup bagus. A110: Makasih, Ya bener Bu menurut saya untuk itu saya dulu dari SD sampai SMP tu mungkin kalau misalnya dalam perkumpulan-perkumpulan suatu organisasi tu saya dikenalnya pendiam. Saya dikenalnya pendiam, mengeluarkan pendapat-pendapat nggak pernah saya ngomong tapi untuk sekarang ini disekolah ini lebih mengenal lagi bagaimana kita cara berinteraksi dengan orang lain jadi saya juga aktif di organisasi itu. Ya bersyukur sekali saya diangkat jadi ketua umum juga. Q111: Ketua umum, sebuah posisi yang cukup menantang donk, makanya kamu sibuk banget. A111: Ketua umum di sini ada organisasi namanya Balatera itu mengurusi pleton inti dan paskibraka di sini ya Bu. Paskibraka disini Bu, terus saya juga dituntut jadi setiap ada pertemuan, ada pertemuan rutin organisasi saya selalu terpilih jadi pemimpin. Memimpin bagaimana apa yang mau kita bicarakan dalam waktu itu, materinya apa dalam juga untuk melatih-latih misalnya ada junior saya untuk melatih baris ada koreksi apa itu langsung saya nggak tahu saya pernah langsung-langsung ngomong aja terus itu pernah waktu temen saya terkejut semua itu waktu disini ada kegiatan MOS (Masa Orientasi Siswa Baru) saya tu langsung komplain panitianya banyak sekali jadi langsung gimana kalau gini, gimana kalau gini. Saya juga kemarin belum lama ini Bu, saya juga sama guru bahasa Indonesia itu yang mungkin agak-agak nggak sopanlah gimana? Tapi saya itu mengajukan pertanyaan tapi agak sindiran gitu lho Bu. Q112: Bagaimana kamu menyampaikannya? A112: Pak kalau gini gimana? Jadi agak bertolak belakang dengan apa yang disampaikan tapi ternyata tapi nggak terlalu nyinggung banget Bu, jadi gurunya juga bisa ngikuti lagi, oh ya gini aja. Q113:Artinya ternyata kamu bisa menemukan ungkapan yang tepat, meski bertolak belakang kamu bisa mengkomunikasikan dengan baik. Buktinya beliau tidak tersinggung, begitu? Itu dalam bahasa Indonesia, Ntar di dalam bahasa Inggrispun akhirnya kamu akan bisa menemukan ungkapan-ungkapan yang tepat begitu. A113: Ya...... ya jadi ...... apa ya, oh jadi disini itu kalau misalnya saya mendengarkan informasi jadi disini tu udah mikirnya kayaknya macam-macam oh ini tu begini jadi ya diapain juga saya tu seperti menganalisa masalah gitu lho Bu.
147 Q114: Apakah hal tersebut juga terjadi pada waktu mau bucara Inggris? A114: Jadi terus kalau misalnya untuk bagaimana, kapan mau bahasa Inggris tu seperti tadi diawal Bu Nur itu saya tu jujur-jujur agak sangat-sangat kesulitan meskipun disini udah mau bilangnya apa tapi sering keluarnya tu susah gitu Bu. Q115: Jika terjadi seperti itu apa yang kamu lakukan kemudian? A115: Iya, iya jadi tapi saya sering cari-cari kata itu apa itu tadi istilahnya mengganti kata yang ingin saya ungkapkan. Q116: Strategi yang bagus biar nggak mogok pembicaraannya, tetap lancar. A116: Ya itu jadi mengganti-ganti apa yang kita ungkapkan. Q117: Seperti itu sering dinamakan avoidance jadi daripada kesulitan mengatakan “X” mendingan mengatakan “Y” tapi artinya sama dengan “X”. A117: Oh, ya saya sering melakukan hal itu Q118:Kemudian tentang materi pelajaran bahasa Inggris disekolah, Untuk jurusan TKJ (Tekhnologi Komputer dan Jaringan) muatan tehkniknya lebih banyak ya. Bagaimana pendapatmu ? A118: E...... itu sebenarnya kalau misalnya dari memang-memang tuntutan dari jurusan sendiri dituntut untuk murid untuk lebih memahami apa yang mereka hadapi kesehariannya besuk dan sekarang ini di latih jadi itu sudah sangat bagus tapi rata-rata hampir sama dari berbagai jurusan materinya hampir sama meskipun gurunya berbeda tapi hampir sama jadi udah ada modulnya sendiri terus meskipun gurunya berbeda tapi nantinya seperti tugas -tugas terus apa tu juga hampir sama. Q119: Hampir sama untuk semua jurusan? A119: Iya, untungnya kalau jurusan saya kan banyak mata pelajaran produktif yang berbahasa Inggris, jadi mau tidak mau ya murid harus belajar Inggris, jika tidak ...ya risikonya nggak mudeng. Q120: Apakah modulnya buatan guru sendiri atau pakai buku lain? A120: Ada buatan sendiri dari sekolah Bu dan jenis lain. Q121: Bagaimana dengan evaluasi, sering disuruh maju kedepan untuk presentasi atau mempraktekkan dialog atau ulangannya tertulis? A121: Sering saya dulu pernah sama PPl tu di Sanata Dharma sama Miss Dava tu pernah itu waktu itu saya harus ada tugas mempresentasikan mengenai ...... e our tree question ada...... ada satu kasus bagaimana kita mendapatkan uang dari kuis ini kita mau kemana, mau kapan, mau berapa lama tu ada, terus itu kok pas itu saya dipanggil di tuntut untuk ijin hari itu juga harus ijin jadi saya terus budal habis itu saya tanya lagi Bu apakah, apa saya masih harus maju lagi ya? Ya harus! It’s your...... Itu saya terus paginya ketemu lagi saya, saya dituntut lagi untuk maju ya udah saya maju itu pas ada Bu Retno saya maju sendiri tu saya langsung ya saya ngomong-ngomong apa adanya saya tu yang saya pikirkan kalau yang kemarin-kemarin teman saya sudah sudah opo, sebelumnya sudah ditugaskan untuk membuat karangan lebih dulu saya tu kemarin langsung dari pagi langsung suruh maju. Q122: Dan kamu berani maju? Bagus itu. A122: Jadi ya udah saya maju -maju aja gitu aja. Q123: Apakah kamu cukup percaya diri saat itu? A123: Iya, ya meskipun nggak tahu saya salah atau benar ada ya ta di belakang ada Bu Retno tu tapi ada kesannya sendiri gitu. Q124: Kalau ulangan harian biasanya tertulis atau lisan? A124:E...... ada ulangan tertulis biasanya ada mengenai reading, ada listening juga ada terus mengenai speaking juga ada jadi antara itu ada. Q125: Biasanya dapat nilai berapa? A125: Biasanya paling saya tu dapat paling tinggi terus, 9 pernah. Q126: Pernahkah ulangan tidak tuntas dan harus remidi? A126: Untuk listening saya malah nggak pernah dapat remidi, itu ya tepat untuk reading tu saya pernah dapat e...... pertama kali tu saya nggak tahu saya dapat remidi ya. Q127: Apakah ulangan tersebut mendadak jadi kamu belum persiapan? A127: Iya, iya mendadak sekali ya tapi itu rata-rata ya tetap 8,7. Kan kalau ulangan dibagi 4 aspek listening, speaking, reading, and writing. Q128: Apakah kamu pernah ikut test TOEIC?
148 A128: Pernah Bu, iya pernah pas kelas satu. Q129: Masih ingat dapat berapa skornya? A129: Sekitar e...... empat ratusan atau apa berapa ya atau...... Q130: Apakah sesudah itu pernah mengikuti test lagi? A130: Saya kenal TOEIC baru satu kali, di kelas satu aja, Ya langsung di tes t gini-gini, 200 soalnya Q131: Menurut kamu sulit nggak soalnya? A131: Menurut saya ya, dulu kalau-kalau menurut saya ya tergantung orangnya juga bagaimana bisa kita memahami soal bisa itukan ada juga listening. Bagi saya sih nggak begitu cuma harus sering diulang untuk melatih kepekaan listeningnya. Listeningnya jugakan nggak sulit asal kita bisa mencermati apa yang disampaikan speakernya ke kita bisa menangkap lagi, mengulangi lagi bisa cermat lagi, menjawabnya itu kemudian nggak sulit. Q132:Apakah kesenanganmu terhadap Bahasa Inggris termasuk senang pada orang yang menggunakan bahasa Inggris, budayanya pemakai bahasa Inggris, begitu bagaimana pendapatmu ? A132: Kalau orang-orang apa sudah bisa menjiwai bahasa Inggris itu sepertinya mereka sangat- sangat luwes sekali kalau misalnya ngomong bahasa Inggris jadi langsung ada misalnya dia ngomong-ngomong apa langsung dia tukan nangkapnya bahasa Inggris saja bisa jadi lo, paling ngggak ada-ada kesan dari orang lain tu wah gitu lho. Q133: Jadi orang yang bisa berbahasa Inggris kelihatan lebih bergengsi, gitu? A133: Ya. Ada ... ada wibawanya loh bisa gitu. Q134: Bagaimana pandanganmu dengan pemakai bahasa Inggris seperti orang Amerika, orang- orang Inggris ? A134: Saya malah tertarik sekali Bu, soalnya dari tadi saya ceritakan tu waktu kelas satu SMP di benteng yaitu tadi sebaagai contoh saya langsung aja ngomong What is your name? How are you? Langsung saya malah tertarik sekali. Q135: Jadi sikapnya positif sekali ya. A135: Kalau sikap saya negative, jelas saya nggak mau deketin mereka ngajak ngomong duluan, ngapain? Mereka itu enak diajak komunikasi lagi terbuka. Q136: Bagaimana dengan negaranya dan budayanya? A136: Ya, iya.. Malah tertarik sekali saya tu. Q137: Kalau besuk sudah lulus apakah kamu pingin kerja di luar negeri atau dimana? A137: Ya kalau itu ya mungkin di dalam negeri saja Bu. Q138: Nggak kepingin ke luar negri? Mengapa? A138: Itu ada, ada pingin juga kalau misalnya pingin ke Jepang atau ke mana tapi komputer tu lingkupnya itu kayaknya udah sangat luas sekali ya bisa menjangkau luar negeri, jadi nggak usah keluar negeri pun ... yang penting dapat kerjaan yang digaji layak dah cukup. Q139: Bapak kamu lulusan SD tapi tampaknya sangat memperhatikan pendidikan putra-putrinya ya? A139: Ya, ya itu kakak saya tu pertama itu sudah lulus D3 di apa tu Administrasi ...... itu ibu saya yang banting tulang banget Bu jadi ibu bapak saya tu buat gentheng tiap hari sampai malam, sering nglembur gitu lho Bu. Q140: Mereka lakukan dengan ikhlas untuk kemajuan putra-putrinya, apakah hal tersebut juga yang mendorong kamu belajar dengan lebih serius? A140: Ya iya lah sekarang buat beaya saya, untuk adik saya juga kakak saya juga. Q141: Menarik sekali ya kapan-kapan saya bisa sowan ke sana buat menambah persaudaraan. Mereka keberatan nggak? Maksudku mengganggu nggak? A141: Tidak, mereka orang desa masih lugu jadi senang menerima tamu. Tapi rumahnya dipojok desa berbatasan dengan gunung kecil, asyik lo kalau ibu mau kesana, kan liburan saya banyak di rumah. Q142: Ada orang yang berpendapat bahwa agar bisa berbahasa Inggris dengan baik maka sebaiknya belajarnya di luar negeri, bagaimana pendapatmu? A142: Kalau menurut saya untuk belajar bahasa Inggris tu di dalam negri kita saja cukup. Untuk apa belajar dengan sesama kita dengan sesama orang Indonesia saja cukup. Jadi kalau menurut saya belajar dengan orang as ing itu malah-malah kurang-kurang kita dapat kurang malah kurang berkembang jadi kita lebih cenderung meniru bagaimana lidah mereka jadi kalau misalnya kalau kita belajar sendiri kita mendengarkan dari sesama orang Indonesia yang bisa bahasa Indonesia dari kecil itu malah kita lebih bisa berpikir bagaimana mengembangkan
149 diri kita bahasa Inggris, bagaimana melatih lidah kita, bagaimana kita mengungkapkan opini kita juga mengenai, mengenai unsur Indonesia kita juga meskipun tidak terlalu apa, tidak terlalu kental dengan bahasa Inggris tersebut jadi bahasa Inggris tu di dalam negri saja cukup tapi asal bagaimana diri kita bisa mengembangkan diri kita dengan bahasa Inggris itu. Q143: Jadi kuncinya itu pada pengembangan dirinya ya? A143: Iya ... Q144: Cuman mengembangkan dirinya memang-memang perlu usaha yang sungguh-sungguh terus waktu lama, kesabaran gitu ya? A144: Ya tentu, jangan tergesa-gesa dan cepat putus asa, gagal dikit lalu mandeg ya payah ... Q145: Apakah kamu setuju dengan pendapat kalau sudah bahasa Inggris itu ada di tangan kita kan kita akan tumbuh jadi pribadi-pribadi yang memang handal ya? A145: Saya kira ya, dia PeDe nggak minder dan maju karena banyak informasi penting tertulis dalam bahasa Inggris dan dia tahu. Q146: Dan juga dibilang aja wah gitu ya? Bergengsi? A146: Ya, jadi kalau misalnya kita udah menguasai bahasa Inggris jadi dimanapun kita berada kita nggak perlu khawatir meskipun kita di luar negeri kita masih bisa berinteraksi dengan orang lain, bisa cari informasi ini jadi kita nggak terlalu terlihat bodoh di tengah-tengah mereka. Q147: Jadi nek kita kelihatan O’on itu dinegeri orang itukan nama bangsa kita mendapat image negative? A147: Iya dan kita harus kerja keras buat membangun image yang positive. Q148: Apakah kamu pernah mendengar tujian Pendidikan Nasional? A148: Belum Bu. Q149: Yang tertera di dinding .... membentuk manusia beriman, cerdas dsb A149: Oh ya,ya tapi nggak hafal bu, tahu maksudnya. Kapan – kapan saya bacanya. Q150: Buat memberi arah pendidikan kita, Saya kira sudah banyak informasi yang kudapatkan. Terimakasih banyak atas kerjasamanya. Lain kali saya hubungi lagi ya? A150: Ini sudah selesai wawancaranya? Sebenarnya saya masih ingin bertanya tapi nggak usah direkam ya bu? Q151: Oh dengan senang hati, Sapa tahu aku bisa share pengalamanku dan bermanfaat untuk pengembangan diri. A151: Ha itu yang kuharapkan, bisa belajar dari pengalaman orang lain. Makasih banget ya bu atas waktunya.
PUTRI Interviewee : Putri Grade/ Department : One / Electronic Audio Video Day / Date of interview : Thursday / February 1, 2007 Time : 14.00 – 15. 30 Location : Beside the School’s Hall
Q1: Apakah tujuan kamu belajar Bahasa Inggris? A1: Saya sih sebenarnya dulu punya kan, waktu SD yak .. tertarik ke ELTI nya gara-gara temen- temen saya tu juga …apa mereka …juga suka Bahasa Inggris lho. Untuk lingkungan saya tu juga suka Bahasa Inggris terus temennya biasakan, waktu di SD kalau ada yang ikut belajar Bahasa Inggris terus ikut-ikutan,kalau aku sih ikut-ikutan Bahasa Inggris terus temen-temenku tu mereka pada pinter-pinter Bahasa Inggris, terus ya kita udah janjian pokoknya harus saingan, yang paling bagus di kelas gitukan ya .Kita langsung jadi saingan, cara yang paling bagus nilainya harus yang paling bagus kayak gitu terus kayak jadi termotifasi buat belajar. Q2: Dari lingkungan sekolahnya ya? A2: Iya dari lingkungan sekolah, jadi termotifasi buat jadi lebih bagus lagi kayak gitu terus ada lomba-lomba ikut jadi kayak udah kebiasaaan dan sering kayak gitu jadi hasilnya udah nggak punya tujuan pokoknya enjoy aja sama Bahasa Inggris. Saya sih nggak punya tujuan ngapa- ngapain saya cuma suka Bahasa Inggris aja. Q3: Setelah kamu merasa enjoy, lalu apa yang akan kau lakukan dengan Bahasa Inggris mu itu? Apa yang bisa diraih dengan itu? A3: Kalau Bahasa Inggris aku punya cita-cita jadi Business Woman.
150 Q4: Business Woman, hebat amat donk! A4: Akukan di sekolah tehknik, itukan bisa cari kerja tu luas, apalagi Bahasa Inggris itukan penting banget kalau mau cari kerja kan pasti harus menguasai Bahasa Inggris , ya aku pinginnya bisa dengan Bahasa Inggris tu bisa dikirim ke Luar Negeri, bisa kerja di Luar Negeri kalau bisa pinginnya kayak gitu kerja di Luar Negeri gitu, jadinya pingin belajar bahasa Inggris pingin bisa kerja di Luar Negerikan enak gitu daripada di dalam Negeri bosan gitu. Q5: Bosen ya, …apakah peran dari orangtua sangat mendukung kamu untuk bekerja ke luar negeri? A5: Ya iya, setahun dulu sih masih ada ayah saya, itukan kebetulan juga latar belakang Bahasa Inggrisnya bagus papa sayakan itukan suka pergi-pergi. Alhamdulillah Insinyur pertanian kadang ke luar Negeri terus ya …Bahasa Inggrisnya bagus, makanya anaknya juga diarahin ke Bahasa Inggris . Juga biar menguasai Bahasa Inggris itu jadi sih ya sebenarnya karena mama saya juga wiraswasta, kadang berhubungan sama orang turis -turis jadi belajar Bahasa Inggrislah mama. Q6: Jadi memang sudah dari lingkungannya cukup mendukung untuk penguasaan Bahasa Inggris ya? A6: Ya, ya. Bagiku Inggris itu dah kebutuhan kayak makan sehari-harilah, lagian aku tahu banget orang kalau mau untung ya kuasailah bahasa Inggris, meski kepakai Q7: Berapa lamakah kamu ikut les di ELTI? A7: Aku les di ELTI dari kelas 3 SD sampai kelas 6 SD itu sudah lulus KIDS terus SMP nggak lanjutin lagi. Q8: Wah sayang sekali, mengapa kamu memutuskan berhenti? A8: Capek, kegiatan di SMP banyak, aku bisa praktik ma temen, guruku Inggris juga bagus, aku bisa ngikutin pelajaran Inggris tanpa sulit-sulit. Q9: Menurut kamu, orang yang berhasil belajar Bahasa Inggris itu yang seperti apa? A9: Kalau menurut aku sih yang berhasil belajar Bahasa Inggris itu mereka bisa Bahasa Inggris tapi mereka juga bisa e… memberikan pelajaran Bahasa Inggris itu untuk orang lain. Jadi nggak cuma untuk dirinya sendiri, untuk kesenangan dia sendiri tapi dia juga bisa e … membagi-bagi, mengajarkan Bahasa Inggris untuk orang lain, kira-kira agak bisa juga. Q10: Apakah kamu sering melakukan itu dengan teman-temanmu ? A10: Ya sering, itukan banyak temen-temen eh tanya Bahasa Inggrisnya ini apa kayak gitu aku sih suka-suka aja membantu temen-temen gitu terus tetangga-tetangga anak-anak kecil yang minta kerjain PR aku juga membantu. Q11: Ikut membantu! Bagus banget? A11: Iya, aku sih suka membantu Bahasa Inggris itu daripada matematika. Q12: Selain dari factor lingkungan, dari orang tua kemudian juga ingin berkompetensi. Faktor apalagi yang membuat kamu itu tertarik sekali dengan Bahasa Inggris? A12: Faktor apa, aku dulu suka nyanyi lagu Bahasa Inggris jadi kadang ngomongnya susah banget, oh ini apa artinya? Penasaran gitu suka nonton film-film dari luar juga jadi penasaran terus akhirnya ya udah belajar Bahasa Inggris biar kira-kira tahu itu lho, jadikan punya penyanyi orang-orang luar negeri, misalnya lagi ngobrol-ngobrol gitu kayaknya seru banget penasaran jadi pingin belajar biar tahu gitu. Q13: Berarti kamu sangat menaruh sikap yang positif pada orang yang me makai Bahasa Inggris ya? A13: Iya, mereka itu kok enak hidupnya, kalau nyanyi ya ekspresinya bisa plass, lagunya maupun liriknya tu berkesan…ide filmn ya juga bervariasi nggak cuma itu – itu aja, cerdas sekali mereka mengemas, coba kalau kita bandingkan dengan film kita … apa ya, ya nggak menghina tapi menurutku kurang gim,ana gitu lah. Q14: Setuju banget, diam-diam aku juga penggemar film Box Office lho (tertawa) … selain film- film apakah kamu juga sering membaca buku-buku cerita, novel atau artikel berbahasa Inggris? A14: Ya, dulu masih SD waktu masih les aku sering pinjam buku pelajaran ka kakku itu Bahasa Inggris semua cuma asal baca aja. Q15: Apakah kamu paham maksudnya? A15: Dikit lah, kok aku jadi suka Bahasa Inggris , jadi waktu itu tu terus mamah saya tahu langsung ya udah kamu ikut les aja, ikut sama temen-temen yang lain ya terus ikut les. Q16: Seneng sekali ya? Bagaimana perasaanmu ketika mengikuti les di tempat kursus?
151 A16: Ya enjoy banget, kan rutin 2 kali seminggu, tiap satu paket ada ujian kenaikan tingkat jadi aku semakin terpacu, beda banget lho ikut pelajaran di sekolah ma di tempat les. Di SD dulu kan Inggris baru pengenalan, masih sederhana sekali. Q17: Bagaimana cara kamu meningkatkan kemampuan listeningmu ? A17: Kalau aku sih dari film malahan. Q18: Dari film? Gimana caranya donk? A18: Iya, ka nada translaternya itu. Itu ada yang ngomong misalnya kira-kira aku tahu shut up gitu terus pada diam, oh berarti shut up itu diam misalnya kayak gitu, Cuma kata-kata yang dikit- dikit tapi kita kan bisa nambah vocabulary, dan karena sering … dikit – dikit kan jadi banyak. Q19: Nggak cuma listening tapi vocabmu jadi lebih kaya donk? A19: Kan di bioskop trans TV kan hampir setiap hari ada jadi kadang nonton itu sambil di denger ngomong apa, bisa nambah-nambah vocabulary, gaya bicaranya juga …wah hitung – hitung buat refreshing, capek sekolah sampai sore banyak kegiatan. Q20: Berarti kamu sering sekali nonton film-film berbahasa Inggris itu? A20: Ya lagu Bahasa Inggris juga, sambil menikmati keindahan lagu tanpa sadar bahasa Inggrisku tapi banyak kan? Bayangin kalau semua harus dihafal pakai rumus, ya soak deh kepalaku. Q21: Berapa banyak lagu yang sudah di hafal? A21: Banyak, ho… ho. Q22: Lagu jenis apakah yang kamu suka? Rock, Jazz, Memory, atau Klassik? A22: Apapun jenisnya, yang penting terasa nyaman di telinga dan ingin menirukan, nggak cuma lagu Bahasa Inggris sebenarnya plus lagu Indonesia. Q23: Siapa penyanyi favoritmu? Dan lagu kesukaanmu? A23:Sapa ya? E…. Jadi kalau ditanya lagu ini dan ini tahu nggak? Nggak tahu kalau misalnya dari Indonesia itu. Tapi kalau Inggris kadang malah hafal. Q24: Kalau yang suka lomba, pasti tahu lagunya Queen We are the champion. Apakah kamu pernah menyanyi dipanggung? A24: Ya tahu banget lah, bagus kok…buat memberi semangat bertarung agar menang, nggak cuma jadi pecundang. Kalau nyanyi di panggung pernah sih, lumayan buat latihan tampil PeDe di depan umum, tapi ya nggak sering banget. Q25: He e e….apakah kamu pernah ikut lomba menyanyi? Kudengar di kota sering ada ada lomba menyanyikan lagu berbahasa Inggris. A25: Pernah ikut lomba nyanyi juga tapi waktu itukan cuma iseng-iseng jadinya nggak juara tapi nggak papa. Q26: Apakah kamu pernah menjuara i perlombaan dalam Bahasa Inggris ? Kalau pernah menjuarai apa saja? A26: Waktu SD ada cerdas-cermat Bahasa Inggris dipercetakan Kanisius, aku ikut tu menjadi juara 2 ya terus SMP sih saya nggak ikut lomba atau apa ya mungkin soalnya nggak terfasilitasi dari guru, dari sekolahnya,terus di SMK ini ada debat Bahasa Inggris … ya saya ikut aja debat Bahasa Inggris ya nanti saya suka bahasa Inggris tapi nggak ada fasilitas atau apa Cuma di buat nggak Cuma pelajaran bahasa Inggrisnya kayaknya nggak puas gitu lho? Q27: Gitu ya, he ….. A27: Pingin coba-coba yang Bahasa Inggris ini. Q28: Persiapan-persiapannya apa yang dilakukan sebelum maju lomba debat? A28: Aku persiapannya biasanya aku ngulang-ngulang bahan gitu jadikan kalau debatkan harus cari bahan juga dari internet, dari berita itukan isu-isu yang ini …. Q29: Yang lagi ngetren, maksudmu ? A29: Iya ngetren makanya harus sering baca-baca berita, cari di internet itu tu dikuasai bahan- bahannya. Q30: Apakah semuanya dalam bahasa Inggris ya? A30:Iya. Iya ada yang versi Inggris tapi yang lebih ngerti itu Bahasa Indonesia dulu baru di Inggriskan sendiri, pokoknya udah ngerti bahannya, jadi misalnya kalau lagi berdebat itukan tahu maksudnya, dibawa kearah mana itukan tahu, kalau misalnya nggak tahu bahannya debatin apa kalau cuma berdasarkan tulisan doang! Nggak ada anunya …. Q31: Iya ya terus untuk memperlancar speakingnya kan e… kalau debat itukan tidak sekedar ini bahan kita hafalkan kan kadang-kadang harus ada improvisasi, harus ada …. aduh ini aku kok ditentang seperti ini lalu bagaimana strategiku untuk memenangkanku itu, selama ini apa yang kamu dilakukan?
152 A31: Kalau aku sih sering latihan aja, sering lakukan debat … itu lho itukan kayak gitu sering latihan debat, sering ngomong jadi kayak makin bisa makin cepet ngomongnya juga kok, sering latihan gitu, tapi kalau misalnya aku lagi debat gitu kayaknya gitu langsung keluar aja jadi tiba-tiba langsung sendiri. Q32: Heem…jadi mengalir saja dan terjadi begitu spontan? A32: Biasanya kayak gitu, jadi nggak-nggak belum mikir sebelumnya di depan tu udah-udah ada udah-udah di apa tu udah mau keluar ya dikeluarin aja jadi ngomong itu nggak-nggak …. Q33: Kemarin menang lomba di D.I.Y? A33: Iya. Q34: Tingkat provinsi ya? A34: Iya padahal baru pengalaman ke dua, pengalaman pertama di Kab. Sleman itu juara III itukan pertama kali ikut lomba … terus yang kedua tu baru di provinsi tu baru pengalaman ke dua nggak tahu nggak nyangka tiba-tiba jadi juara aku juga …. Q35: Untuk pelajaran-pelajaran yang dis ekolah itu , kamu belajarnya habis Bu guru atau pak guru menerangkan terus dibaca dirumah dengan sungguh-sungguh atau kamu nambah dengan buka-buka sumber-sumber di internet? A35: Ya kan kalau dari pelatih, trainernya tu bahan sedikit terus kita suruh cari sendiri, suruh dikembangin sendiri, e… dikasih garis besarnya ya terus suruh cari sendiri kalau aku sih habis dikasih PR itu kalau misalnya ada waktu kan juga di sekolah kadang-kadang pulang sore kalau ada waktu aku langsung cari terus tak tulis -tulis buat ngarang-ngarang sendiri nanti kalau misalnya udah selesai di kasih ke trainernya kalau betul ya udah. Q36: E … terus e sering nggak kau menjumpai Si trainernya itu bilang ini grammarnya kurang sedikit, ini kurang …. A36: Ya sering kadang dimarahin juga. Q37: Sering, atau cuma kadang - kadang? A37: Jadi kita di gembleng banget tu jadi kalau ada PR harus dikerjain kalau nggak dikerjain dimarah-marahin terus kalian tu pokoknya harus ulang, pokoknya digitu-gituin. Q38: He he he (tertawa) gimana e … apa pendapatmu jika ada trainer yang pokoknya harus menang-harus menang itu tu semakin menguatkan atau aduh bagaimana ini gitu? A38: Kalau aku sih … kalau ya kalau trainernya, kalau marah itu mesti di ejek-ejek dulu, direndah-rendahin kalian itu apa cuma apa Bahasa Inggrisnya pas-pasan lupa ngomong di jelek-jelekin kayak gitu pokoknya, direndah-rendahin dulu tapi akukan jadi wah aku jadi rasanya ‘oke’ kalau gitu aku tunjukin besuk aku Bahasa Inggrisnya pasti bagus, wong biasanya kayak gitu jadi untuk lebih termotivasi. Q39: Untuk motivasi? Kamu nggak marah terus ngambek? A39: Jadi sering latihan dirumah, kadang-kadang tiba-tiba jadi bagus lalu dipuji sama trainernya malah kalo makin dipuji ya makin sering latihan. Q40: Kalau latihan dirumah yang membimbing siapa atau ngomong sendiri didepan cermin? A40: Ngomong sendiri di depan cermin. Q41: Nggak ada orang yang mendengar? A41: Nggak ada. Q42: Pernah di komentari sama temennya eh kamu kok lucu sih gitu konyol sih gitu? A42: Ho o, kalau lagi debat itu latihan mesti kakak-kakak kelas yang ikut debat juga mesti bilang kamu genit banget ya kalau debat, ya kayak gitu. Q43: Kamu kelihatan sangat enjoy belajar bahasa Inggris. A43: Suka Bahasa Inggris jadi apa-apa yang menyangkut Bahasa Inggris ya enjoy banget. Q44: Kamu di SMK ini ambil jurusannya apa? A44: E … audio video electronika. Q45: Cukup menantang ya? Audio Video Elektronika … Apakah dijurusan itu memang banyak e … di tuntut penguasaan Bahasa Inggris? A45: E … sebenarnya nggak juga sih, nggak begitu cumankan kalau masalah industri ke industri misalnya kita ke audio video, kan biasanya kan energi itukan udah TDK terbuka mungkin gitu dan bukan di Indonesia aja jangkauannya udah di luar negerikan ya otomatiskan harus belajar Bahasa Inggris kan kalau misalnya mau naik ke jenjang yang lebih tinggi gitukan karirnya… Q46: Jenjang karirnya ya? A46: Jadikan harus menguasai Bahasa Inggris , ya kalau aku sih tetep harus di tingkatin terus nggak boleh kayak udah mengira bagus terus lebih belajar lagi.
153 Q47: Iya, terus selama ini ketika kamu tu baca-baca cerita di internet itukan otomatis kamu baca juga yang Bahasa Inggris? A47: Ya. Q48: Apa yang kamu lakukan ketika kamu menjumpai kata yang nggak tahu artinya? A48: Sering bagaimana itu katanya susah gitu kalau debat itukan susah banget aku sih cuman garis besarnya kayaknya kira-kira maksudnya ini langsung di print aja. Q49: Guessing ya? Maksudnya cukup ditebak aja? A49: Iya kan ada kata-kata yang harus di mengerti ada yang kira-kira garis besarnya ngomongin ini terus ya udah di print aja terus besuk sama trainernya di tanya benar nggak. Q50: Kalau untuk pronounciationnya, kamu kelihatan mantap sekali. Apakah kamu yakin setiap yang imgin kamu katakan itu, betul bahwa pengucapannya itu seperti itu atau kamu cuman intuisi aja? A50: Intuisi! Kalau aku ngomong itu cuman intuisi kalau misalnya di piker berapa salahnya kayaknya malah jadi nggak benar jadi berantakan gitu lho jadi aku cuman asal ngomong aja nggak tahu salah atau benar yang penting …. Q51: Ngomong aja? A51: Kalau aku sih gitu. Q52: Tapi lancar sekali kamu ya (sambil tewrtawa), aku mendengar maksudnya dari beberapa guru yang aku tanya tentang kamu , pengucapanmu juga bagus terus lihat dari respon teman- teman mu juga di kelas kamu juga aktif sekali ya, apa yang membuat kamu suka aktif dikelas? A52: Aktif! Waduh aku biasa aja sih aku. Q53: Partisipasi aktif bersama teman sekelas sewaktu observasi itu cukup bagus, sangat mendukung dan dinamis. A53: Oh ….bu gurunya juga kreatif, nggak cuma teori doing. Q54: Untuk temen-temen memang setiap harinya kalau pelajaran Bahasa Inggris seperti itu atau …. A54: Ya kadang-kadang, kadang kayak gitu dan nggak, kadang cuma teori-teori kadang ada praktiknya juga. Q55: Kalau teori-teorinya e …Kamu kalau pas ulangan nilainya berapa? A55: Ya … diatas sembilanlah. Q56: Diatas sembilan ya, Oh ! tinggi ya, sebagian orang mengatakan bahwa writing itu yang paling sulit gitu, kalau menurut kamu bagaimana? A56: Writing paling sulit! Aku mah speakingnya yang sulit, intonya kalau ngomong, kalau writingkan bisa disambil mikir, nyusun-nyusun apa kalimatnya tapi kalau ngomonkan langsung keluar kan jadi nggak malah aku lebih dulu malah speakingnya yang langsung ngomong itu. Kalau writingnya bisa dipikir sambil dipikirkan bisa ditulis. Q57: Apakah kamu sudah pernah melakukan penulisan diary dalam Bahasa Inggris untuk meningkatkan kemampuan Bahasa Inggris, kemampuan writingnya? A57: Nggak sih, kalau aku cuman kalau ngobrol sama temenku pasti nyeplosnya Bahasa Inggris ngomentari apa, ekpresinya pakai Bahasa Inggris jadi kayak udah …. Q58: Terus tanggapan temen-temenmu bagaimana? A58: Temen-temenku malah kadang-kadang ikut-ikutan juga jadi malah ya satu kelas tu berdialog campuran berbahasa Inggris kadang ada yang ngomong bahasa Indonesia. Q59: Kan sering ada kalau yang bisa Bahasa Inggris yang lainnya nggak begitukan ‘ah kamu Inggris -Inggrisan aja mbok nggak usah Inggris lah …. A59: Nggak. Q60: Apakah pendapatmu tentang belajar Bahasa Inggris disekolah? Di sekolah ini maksudnya bagaimana dengan gurunya, fasilitasnya, suasananya? A60: Aku sih bilang enak sih disini daripada di SMP aku dulu gitu lho, di SMP aku dulu nggak ada fasilitas yang berbahasa Inggris kan pokoknya Cuma English club. Itu Cuma kayak umum kayak pelajaran yang ada disekolah dipelajarin ulang tapi kayaknya nggak memuaskan kalau disinikan bisa gurunya juga ada yang dari LIA kaya Miss Ulfi itukan dari LIA juga. Q61: Mengapa kamu menyukainya? A61: Kayaknya sering bawain majalah-majalah bahasa Inggris kadang aku dikasih kadang aku suruh belajar kayaknya enak gitu lho, jadi kayak kita bisa berekpresi bebas di Bahasa Inggris itu nggak Cuma teori tapi kita juga belajar yang lain itu juga enak kadang debat juga. Q62: Belajar Bahasa Inggris itu ada yang dari listening, ada dari speaking, ada yang reading menurut kamu mana dulu yang lebih diutamakan?
154 A62: Aku yang lebih diutamakan, apa ya? Semuanya sih penting kok menurut aku. Q63:Tapi pasti ada yang diprioritaskan, misalkan kamu punya tujuan pingin bisa Bahasa Inggris terus sekarang yang aku lakukan yang lebih pokok yang lebih banyak saya pelajari adalah ini dulu gitu? A63: Aku nggak-nggak memberat apa-apa sih. Cuma kadang bersamaan aja kalau misalnya lagi writing, listening gitukan langsung diulang saya lagi writing dicoba diomongin terus dicoba ya pokoknya dicoba-coba gitu nggak terlalu memprioritaskan sering bareng-bareng belajarnya bersama-sama, sama pentingnya kalau menurut aku nggak memprioritaskan aja. Q64: Apakah kamu suka bercakap-cakap dengan native speaker? A64: Ya suka sih, waktu dulu dari orang Argentina datangkan kesini, kan terus temen-temenku ada yang tahu dari debat, terus disuruh sana kamu ngomong jadi pemandunya terus ngobrol- ngobrol sama orangnya. Q65: Bagaimana perasaanmu saat itu? Seneng nggak? A65: Ya seneng sih, temen-temenku nggak dhong tapi aku dhong. Q66: Kamu cerita apa saja sama dia? A66: Ya dia bilang e … cerita tentang sepakbola kan lagi nonton sepakbola. Kan ada class meeting jadi nonton sepakbola ya pokoknya cerita-cerita tentang sekolah ini berapa anaknya, berapa muridnya terus kok luas banget terus ada kerja sama dari, ya seputar sekolah ini juga sih. Q67:Menurut kamu cukup nggak orang itu biar berhasil dalam Bahasa Inggris hanya belajar disekolah? A67: Nggak, lah ya Q68: Nggak!Kenapa? A68: Kan disekolahkan biasannya cuma teori ya banyaknya tu dikasih rumus-rumusnya, terus apa buat kalimat kayak gini teori-teorinya. Cumankan praktisnya kalau biar terasakan harus ngomong sama orang yang kira-kira kayak native speaker, itukan harus ya mau lebih ya emang kan dulu aku juga punya tetangga, maksudku nggak ding tetangga temenku itu orang dari luar dari Belanda itu juga pinter Bahasa Inggris ya nggak bisa bahasa Indonesia lah kan aku seneng main ketempat temenku malah mampir kesitu suka ngobrol bareng. Q69: Kerap sekali ya? A69: Aku hampir setiap hari dulu itu biar latihan, pokoknya aku pingin seperti orang native speaker biar kalau ngomong sama bule yang lain itu nggak grogi. Q70: Iya, terus selama ini kalau kamu kalau diluar jam sekolah itu, bagaimana caranya belajar Bahasa Inggrisnya selain ikut debat, dirumah pokoknya? A70: Apa ya, belajarnya kadang yang debat-debat itu aku ulangi-ulangi lagi tak baca lagi sayakan misalkan lagi pingin ya pingin ngobrol kadang buku pelajaran baca reading sendirian. Q71: Apakah pengalaman yang selama ini kau lakukan yang menjadikan kamu tu lebih konfiden di dalam berbahasa Inggris? A71: Apa ya, kalau aku sih terima kritik aja, aku dulukan jelek ngomongnya nggak bisa waktu debat itu nggak bisa apa-apa lah, teorinya aja tahu, ngomongnya aja grogi-grogi gimana gitu makanya sering dikritik orang, kadang juga ngrasain kalah, juga pernah misalnya mendengar orang lain dikatain ama trainernya ‘kamu tu lebih bagus daripada Ana gitu’, kamunya lebih bagus pokoknya sering dibanding-bandingkan, sering ngrasain rasanya kalah gitukan malah jadi lebih pingin …. Q72: Tertantang? A72: Ho o, kalau kritik-kritik itu jadi kita memperbaiki diri terus kalau misalnya udah lebih baik orangnya juga oh kayaknya kamu ada kemajuan misalnya gitukan perasaan seneng terus pingin maju, cobalagi kayak gitu lebih suka nrima kritikkan harus diperbaiki terus orang lain ngrasain kemajuan. Q73: Tapi usaha kamu dirumah cukup bagus, maksudku sudah dalam jalur yang benar, dalam banyak hal, apa yang kamu lakukan hampir sama dengan pengalamanku sewaktu aku jadi murid. Cuma bedanya dulu belum ada internet, nggak ada lomba debat dan pengajaran Bahasa Inggris di sekolah lebih banyak pada grammar. A73: Masak! Q74: Iya, konfidencenya kemudian usahanya, keyakinannya bahwa Bahasa Inggris itu tidak cukup hanya dipelajari disekolah gitu ya. Jadi memang diluar jam sekolah kamu sering ke internet kemudian sering praktek sama temen, sama guru jadi memang betul itu konsepmu itu sudah mantap di dalam belajar Bahasa Inggris tinggal untuk pengembangan gitu lho, terus inikan
155 juga ada belajar mandiri artinya belajar mandiri. Tidak mungkinlah kita tergantung pada sekolah dan yang kau lakukan itu memang e … sudah tepat jadi dengerin ini, dengerin apa itu lagu-lagu, ngomong sendiri, ngulang-ngulang pelajarannya itu sangat bagus sekali itu, terus pertanyaanku selanjutnya adalah bagaimana kamu menambah perbendaharaan kata, karena vocab Inggris buanyak sekali ya? A74: E … aku nambahnya kadang baca novel bahasa Inggris , itukan untuk kata-katanya nggak tahu aku catetin terus tanya artinya kira-kira sama ya kadang tetangga yang bule, kadang ia tahu maksudnya itu apa kayak kiasan-kiasan gitu lho ya aku catetin semuanya terus tanyain kadang juga ada kamus, kamus bahasa Inggris. Q75: Kamua Inggris -Inggris atau Inggris – Indonesia? A75: Jadi Inggris thok, itu juga ada kata-kata yang kayak kiasan-kiasan kayak gitu, kalau misalnya aku nggak tahu kayaknya memang sering diucapin tapi aku nggak tahu gitu ya aku catetin terus diinget-inget kalau misalnya ada kapan-kapan mau ngomongin tentang hal ini ya aku coba omongin jadi seringnya kayak gitu jadi dicatet kalau ada waktu, kesempatan ngomong di coba omongin dipraktekkan langsung biar inget. Q76: Bagus itu … sangat bagus sekali kamu tumbuh dalam suasana yang kondusif untuk pengembangan Bahasa Inggris , disekolahnya bagus, kamu sendiri e … motivasinya dari dalam juga sangat bagus itu,terus selama ini apa e … hambatan-hambatan yang menyebabkan kamu di dalam belajar Bahasa Inggris? A76: Hambatannya apa ya, aku pingin sebenarnya pingin ikut les lagi, pingin les di LIA lagi pokoknya pingin nambah lagi cuman waktu yang nggak ada pokoknya apa, nggak bisa tu kebentur waktu sekolah kebentur kegiatan jadi nggak bisa gitu. Aku yang sekarang ini kayak Bahasa Inggris masih kurang terus pingin nambah-nambah lagi, tapi nggak ada fasilitas yang buat les kursus lagi itu nggak ada jadi bingung nambahnya gimana caranya kok cuma gini-gini kayak telat banget. Q77: Oh … terutama waktu ya? A77: Iya. Q78: Apakah disini pelajaran sampai sore-sore terus? A78: Iya Bu, aku kadang-kadang samp ai jam 6 sore, masuk siang tapi. Q79: Apakah dibuka kelas pagi di LIA itu? A79: Belum ngecek, tapi banyak yang kelas sore. Kan kalau pagi banyak yang sekolah. Q80:Apakah kamu sudah pernah mengukur, mengevaluasi diri sendiri, maksudnya kamu berusaha mempelajari satu bahasan khusus lalu disertai latihan soal, kamu kerjakan semua terus di cocokkan dengan kunci. Kamu hitung berapa prosentasi dari soal yang kamu kerjakan dengan benar? A80: Nyocokin sendiri? Kalau ya pernah sih tapi kalau sama itu gurunya. Kalau sendiri, nggak lah, mending buat latihan cuap-cuap,, pa baca lah. Q81: Apakah kamu dah tahu disekolahmu sekarang ada Self Acces? sebentar lagi mau di buka! A81: Aku belum tahu. Q82: Self acces, jadi disana tu sudah ada perangkat program yang ingin kamu pelajari, nanti kamu ngetes dirimu sendiri disana, jadi pingin listening ada, vocab ada, grammar ada, kurang lebih ada kayak modul, setelah kamu mengerjakan terus nanti dibaliknya itu ada kuncinya untuk mengetahui seberapa persen kompetensi yang kamu capai, besok setelah dibuka secara resi dicoba ya? A82: Juju raja aku belum pernah yang kayak gitu, tapi mau tak coba deh, kayaknya menarik. Q83: Itu pernah sekali dulu aku mempelajari satu pokok bahasan gitu, terus ada 100 soal itu ya nanti salah 3, salah … tapi puas karena kami tidak tergantung pada orang lain, jadi inikan kemandirian di dalam belajar. Iitukan termasuk dalam self assessment, jadi evaluasi sendiri. Menurut kamu apa yang harus dilakukan oleh seorang siswa supaya Bahasa Inggrisnya itu meningkat? A83: Kalau Bahasa Inggris biar bisa meningkat itu apa ya, kalau misalnya kalau pingin Bahasa Inggrisnya bagus ada niat diri sendiri untuk bisa bagus ya, ya bisa aja imperis of is okey … kalau ada niat ya, ada niat kuat belajar Bahasa Inggris pasti ya bis a lah, ada banyak fasilitas, ada banyak cara buat bisa ningkatin Bahasa Inggris itu, ada banyak gitu kita mau apa nggaknya tergantung dari kita juga, nggak pernah bosan belajar. Q84: Iya, ya. A84: Jangan ngerasa paling bagus terus nggak pernah bosan belajar lagi. Q85: Hem aku suka ungkapan itu. Kata-kata itu bagus “jangan pernah bosan belajar” ya.
156 A85: Ya. Q86: Selama ini memang belum pernah merasa ah kok lagi ndak mood belajar gitu untuk Bahasa Inggris ndak pernah ya An ya? A86: Ndak pernah hampir setiap hari nemui Bahasa Inggris nggak ketung nyanyi terus sayakan memang demen Bahasa Inggris kayaknya nggak pernah bosan, udah suka Bahasa Inggris. Q87: Iya, ya sudah menyatu. A87: Ma’af deh bu, temenku dah pada bete, kita dah janjian mau nonton pertandingan sepak bola, lain kali aja ya. Q88: Makasih banget ya atas kerja samanya. Semoga menang tim favoritmu.
157 APPENDIX 3 RESEARCH JOURNAL
Tuesday, November 7, 2006: Time 10.00 – 10.30. Having a permission letter from USD, I went to SMK X in Sleman to see the headmaster. I was warmly welcomed as I often consult with him about the activity in the Sleman English teacher association (MGMP). He is the chairman of the Sleman headmaster association (K3SK) who monitors MGMP activities including English. The serious attention to English and mathematics was clearly seen from his recent opinions when talking about MGMP activities. He used to be a mathematics teacher so he knows much about student’s difficulty in learning mathematics and he shared the same feeling as English. Knowing that I am the vice leader of the Sleman English teacher association. He really hoped that activities in MGMP would increase and improve teachers’ quality. In spite of the fact that I am not from his school, instead from his neighbor one which is relatively lower in quality, he allowed me to conduct the study here. He has encouraged English teachers in his school to join the master program held by LPMP but for some reasons it has not worked. In relation to the project here, he warned me against the rules. I must not disturb the learning teaching process. I should not select the participants who were in the third grade due to the heavy tasks preparing the National Examination. I had to manage the time in such away that I could only meet or talk to the participants including their teachers when they were free, after school or during the break. Being worried about the convenience of learning teaching process, the class room observation was limited to twice only. Finally he assigned one of the English teachers to accompany me.
Tuesday, November 7, 2006: Time 10.45 – 11.30 I directly met one of the English teachers in SMK X in Sleman as I had arranged to meet him before. I have known him very well as he is one of the active members in MGMP. He is friendly and quite helpful. He showed me the schedules in which I could do the observation. He asked me much about this study hoping that the following year he could join the master program. He was going to join it the previous year. Yet, he changed his mind due to the presence of his second baby. He also offered me to select the participants from his class completed with each background. He told me much about his students and their opinions about learning and teaching English. He was desired by many students. Many of the students I have known before said that he was more preferred as he was disciplined, hard-worked, and full of care. Before I left, we had made an appointment to do the classroom observation and chose the participants from two d ifferent departments; Secretary and Accounting.
Friday, November 10, 2006: Time 07.30 – 08.00 I visited SMK Y in Yogyakarta to ask for permission to conduct the study there. At 07.30 I met the headmaster after he had been walking around the classrooms to supervise. He was calm and serious. This school is the biggest and the richest one in Yogyakarta. Most of the students are from outside Yogyakarta. The raw in-puts are relatively smarter but they are not usually from middle-class family. Basically, he let me conduct the study in his school as long as it would not disturb the learning-teaching process. For the convenience, he assigned one of the English teachers who was by accident my classmate in the master program. We did not talk much as there were many guests waiting outside. I directly went to the room where my friend was waiting for me. I have been quite familiar with this room as it is usually used for MGMP meeting. We talked for 15 minutes to prepare schedules and the possible participants. It is such a big school that I have to be aware of the complexity and urgent changes if necessary.
Thursday, November 16, 2006: Time 11.00 – 14.30
158 I visited SMK X in Sleman. The observation was supposed to be at 12.25 pm. I came earlier expecting to meet Dea, a participant from the Secretary Department and Sri from the Accounting Department. I was lucky as I could meet Dea. She was free, after finishing her project she was allowed to leave the classroom. She was going to the library when the teacher stopped her to introduce me. She was thin and calm. When I talked to her in English, she smiled and answered. To avoid being inhibited I told her in Indonesian. I explained a little about my study and why I chose her as one of the participants. To my surprise she agreed accordingly and gave her phone number in case I wanted to contact her after school. She told me that she was interested in English but she still had difficulty. I had some time to make friend with her. She soon trusted me and asked for my phone number. The informal meeting ended as the bell rang for the second break. She hurriedly left me going to the mosque nearby after making an appointment to meet again. Being informed about the second participant from the Accounting Department, I rushed to the accounting classroom to meet Sri. I did not want to miss her because it was time for break. At first she did not appear. The teacher told me that she was shy and did not want to involve in this project. I tried to keep calm. Being sorry the teacher found another participant, Rina. She was introduced to me. I talked to her for a while. She was from the same regency as mine. She knew my husband very well as she was the classmate of my husband’s nephew. We had made an appointment to meet. I promised to give her a lift when the class was over. When we talked a little about learning English, I was so amazed to hear that she did not like English. She preferred mathematics to English. She told me that Sri was better than her. Other friends then helped me to find her. Finally, I came into her classroom. She looked uncertain and shy. Her teacher had told me that Sri was good at English but she was rather introverted. She seldom interacts with the others. Even when the others were cheerfully chatting, she was busy reading a book or writing on her notebook. Carefully, I told her about my study and the benefit she might get from this study. I avoid forcing her but I tried to convince her. Though she did not want to join this project, I could get her address. She did not object if next time I paid a visit to her house. At 12.25 I came to Dea’s classroom to observe the teaching learning process. I was sitting at the back row to easily monitor classroom activities. It seemed to me that the next -door classroom had no teacher so it was noisy. Ten minutes later however, the noise faded away as the teacher came. I could concentrate to observe then. After this the teacher asked me to join his class in accounting classroom in which Sri was there. He introduced me to her classroom. This class was far different from the secretary department. Many of them responded me by answering my questions in English and full of laughter. I then had a seat at the back row until the class was over at 13.55. When the class was over, all the students got out of the classroom. Dea, Sri and I met again. On the way to the gate both asked me many things, but Dea asked more. She looked so curious to know how I learnt English when I was at her age. She was eager to maintain accuracy and fluency. Sri just asked my identity but she paid attention when I responded to Dea’s questions.
Saturday, November 18, 2007: Time 07.30 – 11.00 Today I visited SMK Y in Yogyakarta to observe other participants. As usual I came earlier hoping to meet Yonas for introduction but he was still in the classroom having another class. I talked to the teacher while preparing a language laboratory to practice a special software program for English. At about 08.25 a crowd of students came inside and found seats. The teacher introduced him to me. He was tall and thin. He spoke English to me. Despite meeting for the first time, he soon trusted me. He talked much before the class began. We stopped talking to observe the learning teaching activity. After it was over, we met again to make an appointment. Realizing he still had other classes , I asked him to go back to the classroom. I was still sitting completing my record outside the laboratory when he suddenly reappeared and approached me. He told me that he did not have to attend the class as it was time for Islamic religion. He was free because he was not a Moslem. He asked me if I had more time to talk with him. Of course I agreed. We used another room in front of the laboratory under the teacher’s permission. He was so active talking in English fluently although I still found many mistakes. He felt confidence. He was eager to find a chance of interacting with speaking English people. He admitted he was so happy to be involved in this project.
159 He commented about my English and asked my experience. He also told much about his activity. It seemed to me that he enjoyed the school life. He never comes home after school. Rather, he was joining extra curricular activities at school until late afternoon. He was a real portrait of a vocational school student. I got much information about him including his family and his friends. He also asked me much about my family. We knew each other very well until he offered me to come to his house. He would have kept talking if I had not reminded him that he still had other classes as it was 11.00 a.m. I did not let him miss them. I promised to come again next time. He left me and I thought I had got a good participant to work with. He must meet the requirements of data finding; richness and accessibility. Hurriedly I left this school to have a race with the time to reach my school. I had to teach there at 12.00. It was hard to manage the time is the Local Personnel Institution (BKD) provided only 20% of working time for my study. In addition, I was responsible for the third grade students who soon had to take the National Examination.
Sunday, November 19, 2007 I sent SMS to Dea and Sri to meet them on Tuesday and Wednesday as I knew that their school would be the host for the Province Student Competency Competition (LKS) which is annually held. I planned to accompany the participant from my school. It was likely for me to have more time to interact with them, rather than waiting for nothing. Dea could not meet me on Tuesday because she was appointed the master of ceremony on that competition. I might have met her on Wednesday during the break. Sri did not want to school as it was holiday for non- participants and committee members.
Tuesday, November 21, 2007: Time 07.45 – 11.00 I visited Dea’s school to accompany my student. I also observed the way Dea conducted her duty. She was quite confident. I watched her but she did not know me. I was walking around in case I found her classmates or Sri’s. I could not help sitting firmly in the room. Luckily, I found some students talking cheerfully under the tree. I spoke English to them trying to make friends. Knowing that two of them were Dea’s classmates I asked them about Dea. One of them told me that Dea was diligent and hard worked. She was kind to every body but the others suggested not asking about Dea’s father. Her mother was a maid in one of the housing complex nearby. She was the youngest daughter. Her eldest sister worked in the city and was responsible for her school fee. She bought a mobile phone for Dea to easily communicate. Many of the classmates felt sorry for her. I was so involved in their story that I forgot their names. I had to leave them because at 11.00 I must come back to my school to teach the third grade. One of my colleagues was ready to replace me.
Wednesday, November 22, 2007: Time 07.30 – 12.00 Today it was time for arranging official travel and presentation for the LKS participants. I came earlier to Dea’s school. When my student was entering the room, I walked around hoping to meet Dea. It was a big school, however, at about 09.30 I met her. She was free so I asked her to go to the canteen. In order to establish good relationship we talked in Indonesian. She expected to have more time to practice her English. She acknowledged that her mother did not have much money to buy books. Her eldest sister sent her money every two months. Her mother worked so hard that it motivated her to study harder. She wanted to make her mother happier. I let her talk and tried to understand her. Her condition was not far different from my personal experience when I was at her age. Mine even was worse. Suddenly, she changed the topic of conversation. She asked me to tell her my impressive experiences when I was a student. I widely opened the well-arranged memory in my mind starting from the early time English was introduced to me. I often tell these to my students to raise their motivation. I remember every step I could manage and the real benefit of learning English for my personal life. My life changed greatly as my English was gradually improved. I am not what I were twenty five years ago. She paid close attention to me. For ice breaking I also included the stupid experience which made her giggle and giggle. It was so attractive that we should lower the volume, to avoid other canteen visitors turning around us.
160 Intentionally, I wanted to make her realize that she was much better than me. By continuous process of learning English for a long time she would maintain the success of learning English. The meeting ended as her friend called her to help to do something. Before she left, she asked me when I could see her again. ‘It is nice talking to you’ was the expression which raised my desire to examine deeply about her opinion and practice in learning Englis h.
Thursday, November 23, 2007. I had decided to meet Sri after school on Thursday. I had been waiting for about 30 minutes in front of her school but she did not appear. I attempted to ask the students I encountered but failed. I called her mobile phone while walking toward her classroom. The phone was off and I found nobody there. I had a sudden idea to visit her house but I changed my mind as I still had a class in a campus.
Friday, November 24, 20007. I come to Dea’s school during the break. She had given me her phone number but she forgot to tell me her address. Luckily, I met her and she draw a simple map and the easiest way to get her house. Actually she did not want me to visit her house. She was worried that her nephew and niece would disturb us. I convinced her that my personal visit was just to know her mother, not her house. If I knew it, I could visit her anytime.
Saturday, November 25, 2007. I could eventually contact Sri and I promised to come to her school today. When the bell rang. I kept watching students getting out of the gate. Recognizing her, I approached and invited her to have lunch. While having lunch, I let her talk anything she liked. However, she never started talking until I asked. Un confidence was visible from her face. One thing I would never forget was her answer to my question “how often do you learn English at home?” She told me that she learnt only when there was a test the following day. This time my target was only to set up good relationship with her. She was a different type person from my other participants. Even, she refused when our conversation was recorded. I could understand her. In order to make her comfortable I did not make note-taking. I paid attention also to what she said showing my emp athy I realized this was the process of making her perspectives about learning English better. Questioning and reasoning were slowly done to help her construct her thoughts. I was happy to answer her questions too. After the lunch we still talked for sometime. I offered her the lift but she preferred to come home by public transport. I felt she was better at this time than the first meeting. I was sure next time she would be recorded.
Friday, December 1, 2007. Today I sent Yonas an SMS to inform him that I was at his teacher’s house which was still in the school compound, the housing for school’s staff. I hoped I could meet him. I got no answer. I tried to find him. It was a very large school. Despite walking around for twenty minutes, I could not meet him. Surprisingly at 03:08 a.m on Saturday he answered me. He could not answer my SMS as the mobile phone was taken by his brother. Yonas only used it in the evening when his brother came home from work. He was so tried today that he soon went to bed early. He got up at 3a.m to prepare for PPKN test. Opening the mobile phone, he then sent me reply when I was attending Qur’an learning in Yogyakarta which is usually held at 3 in the morning. Here are the SMS.
From this, it proved me that he was a really diligent student. He managed to join many activities but still attempted to have good academic achievement.
Saturday, December 2, 2007. Today I attended the formal meeting in SMK Y Yogyakarta. After parking my motorcycle I walked toward some students who were sitting near the guard post. One of them greeted me and I responded in English. They smiled and asked who I was and why I were at their school English. I told them in English and soon we made friends. Two of them were debaters and
161 some of them were the third grade of Information Technology, the same department of Yonas. They knew him very well. He was a busy joining school extracurricular. He speaks English fluently but he did not join the debate club. One of them told me that there was a junior student (still in the first year) who joined the debate club. She was also my participant, Putri. I asked them about her. She was smart, kind to everybody and hard worked. She also showed her respect to the senior. After leave taking, I walked towards the room upstairs to have a meeting. Finding not all the teachers coming, I asked for permission to go to the Mosque. On my way there Yonas saw me. He hurriedly ran to approach me. He was so enthusiast to talk with me. He showed me a small room exactly in the front of the Mosque in which he usually stayed with his friends. It was the room for Internal Student Association (OSIS). If I wanted to meet him, he was often there after school or asked any student. He was sure that most students knew him. Before I left him, I promised to meet him on Wednesday after school.
Wednesday, December 6, 2007. On Wednesday I had to teach in Yogyakarta. As it was the end of this semester I could leave the school earlier. I went to SMK Yogyakarta in Yogyakarta. When I got his school, he was sitting and chatting in the room he showed me last Saturday. We then walked to the nearest meat ball kiosk. On the way he told me his learning experiences. While eating he kept telling everything and asking many questions. He respected me much from the way spoke. He is a Javanese and he knew very well to whom he spoke. I listened to him carefully. I could share his persistence in Learning English and his effort to find the opportunity to interact with speaking English people. Before leaving, we made an appointment to record “in-depth interview” on Thursday, December 7, 2007. He agreed and recommended me to wait at the OSIS room if he was still in the classroom.
Thursday, December 7, 2007. This time Yonas was ready as soon as I arrived at his school. Warm welcome, smile, and nice talks greeted me. I took him to Soto kiosk before the interview was conducted. I personally felt that he was really motivated to learn and to practice English. We then found a place near the school to have an interview. When it was over, it was hard for me to leave him as he a still wanted to ask many questions. I was going to take him home but still had another appointment with his friends. Realizing that during December I had free more time as I did not have to teach due to the semester test, after saying good bye to Yonas I directly flew to Dea’s house. Entering her village it reminded me of visiting my mother in law. The situation and people living in the surrounding were the same. Everybody was friendly and helpful. It was easy to find her house. People knew her very well and showed the direction. Even, when there was nobody at home, her neighbor called her grandmother who was helping making snack from cassava or ‘Slondok’. She greeted me in Javanese. Seeing from her house and the way her grandmother dressed conformed me the typical characteristics of Vocational Students. It was a small house with a bamboo bench in front of it. There was a verandah without a roof. Cassava tress were around it as the fence. Simplicity and originality were clearly portraits. I was sitting on the bench calling her. She answered that she come house late because she visited the local library after school, but she was on her way home at that time. I was waiting for her talking with her grandmother. I learnt much about Dea’s family background from her father. Her father left his family without any responsibility. Her mother was still working while taking care of her two grand children. They were nice children that her master let them play and stay with her after school. Dea had to cope with hard life. Fifteen minutes later I saw her walking down the lane. She was so surprised to see me but she was excited. She asked me to come but I preferred to sit on the bamboo bench. Knowing she had just arrived home, I offered her to find a kiosk selling soto or meatball. I gave her a lift and rode it following the different ronte. It was quite far from the main road and Dea had to walk before she could find the publick transport. We stopped at the kiosk selling soto. While eating, we talked many things. Despite the hard life, Dea had high motivation to change her life. She knew that English was one of the keys. I got much information about her learning experiences from this informal talk. I felt that Dea had trusted me, so I decided to come back to her house to conduct the interview. I did not forget to buy ‘gifts’ for her nephew / niece so they would not disturb.
162 The interview ran smoothly. When it was nearly over, a middle-aged woman with two cute children appeared with old bicycle, it was about 05.30 p.m. Dea introduced her mother to me, a powerful woman struggling herself for the three daughters being a house maid. She was good looking with fair skin. Her grandchildren were nice and spoke with Jakarta accent. They were left in the village as a their mother, Dea’s eldest sister, had to take extra work to support her younger sisters. Surprisingly, her elder sister was my former student at my school graduated two years ago. She came and met me by accident. What a coincident it was. Everybody was happy including the two children who were busy enjoying my gifts. I really hoped this project would benefit much on her. It was getting late so I said good bye.
Tuesday, December 12, 2007. Today I was at SMK Y in Yogyakarta. I was one of the committee for the KTSP workshop. I happened to meet one of Yonas non-English teacher. He teaches information technology. When I asked him about Yonas to cross check what he said in the interview, he told me in English that Yonas was good but not the test subject he teaches. However, he admitted that Yonas was active responding to his class. Noticing the way he used English to talk with me. Confidently, I felt sure that he could communicate in English when teaching in the classroom. He also told me that English was extremely essential to master his subject. During the break I met a new English teacher from SMK Y. She taught in the first grade. Before she was introduced to me, I found her actively responding to the presentation. She asked and gave good comments. Her English was fluent and accurate. She had been an instructor in one of the outstanding English courses in Yogyakarta before she taught in this school. Talking about my study, I could see from her facial expression that she was interested and offered me a help if I needed. She had a very good student as a participant. Even though she was still in the first grade, she joined the English debate club. The conversation stopped as she had to attend another presentation. During the lunch time I approached her again having lunch together and talking about learning-teaching experiences. I really met a junior teacher who tried hard to maintain self- professional development. She was easy-going, friendly, and eager to learn more. Her questions addresses to me were critical and qualified surprisingly, on our way to the mosque we met the student about whom she just told me. She was Putri (pseudo name), a slim girl with straight short hair. When her teacher introduced her to me, she shook my hands saying in English. Than she introduced her friends (three girls) one by one. She was a nice fellow I guessed. It seemed to me that she was ready to be involved in my project. She asked me what she should do and when I should meet her. She gave me recent phone number but she soon changed it. She promised to inform me any time she changed it. This was a happy day for me. I found no barriers among us, even when they frankly asked me to take them to the canteen. I liked their innocent expression. I am used to having such childish private students. Knowing this, the teacher apologized for their students. For me it indicated that they trusted me and it was the impressive introduction. We left them to continue the workshop. I was responsible for the first section and the next one was led by one of my colleagues. During the workshop, I was standing outside hoping to meet Yonas as I promised to bring him a handout about learning grammar completed with self-assessment. I walked downstairs to find him in the OSIS room but there was nobody. I comeback upstairs and noticed the participants of the workshop. I found Putri’s teacher serious doing the work. Compared to other participants, she was more active but she was quite humble. It might be the fact that she was still a junior teacher. The workshop was over at 04.00 but the committee left this school at about 05.00. On my way to the parking area, I saw Yonas. He hurriedly approached me. He just been meeting to discuss a project assignment with his friends. He was glad to receive the handout. I offered to take him home but he refused politely being afraid of bothering me.
Tuesday, December 19, 2007. Today I was attending an MGMP meeting at SMK Y in Yogyakarta to prepare the second workshop for English teachers in Sleman regency. Arriving earlier, someone waved her hands to me. I could not see very well from the distance. It was Putri, my last participant. She was chatting and taughing with her friends. They walked towards me, shook my hands and began talking in English. Looking from the performance, Putri was far different from her friends. Putri did not look
163 like other vocational students who were mostly from outside Yogyakarta. She tended to be recognized as a high school student. Her friends, however, were vis ibly from outside Yogyakarta. In order to create convenience among us, I asked them all not specifically addressed to Putri. I enjoyed chatting with them at the school canteen. I found Putri humble and easy to get along with others, even with different background. From the informal chat I learnt that Putri was really from middle class family. The way she called her parents “Papa” and “Mama” sounded strange for vocational school environment in general. Her father was a farming engineer who often visited foreign countries. He speaks English so he had encouraged his daughter to learn it since she was at the third grade of Elementary school. She was sent to one of outstanding English courses in Yogyakarta. She took all courses from level one until she graduated from Elementary school. She was accepted in a quite private Secondary school in Yogyakarta. Her mother was enter preuner who often associated with foreign visitors. She lived somewhere in Yogyakarta no here children in the neighbourhood were motivated to take English coueses. Even one of them was the child of native speakers. For some reasons, she did not live with their parents at present as they got divorce a few years ago. However, Putri still felt their warmth, she could wisely realize this. She lived in a boarding houses not far from her school. I decided not to visit her house or boarding house. While talking and laughing, I tried to understand her better. Putri and Dea were in the some boat, but both managed to maintain the success by learning English more seriously. I had been staying with them for our hour before I left them for the meeting.
Saturday, December 23, 2007. Today the committee had to meet again as the workshop needed intensive preparation. Today I found no students but I met Dea’s and Sri’s English teacher. I spent some time to recheck what I had obtained from the previous observation and interview. I could validate my data by informal talk like this.
Tuesday, December 26, 2007. I was supposed to give presentation about item analysis using network computer in SMK Y in Yogyakarta the day after. Today I had to prepare and check the laboratory. I was lucky because the technicians were taken from the teachers of computer and Network Technology. They were Yonas’ activity during preparation I got much information about Yonas’ activity during their classes. They were helpful and truthful. They sometimes spoke English and often asked me common expressions used for classroom language. I liked the way they improved their English.
Wednesday, December 27, 2007. This was the busiest day for me managing the workshop in SMK Y in Yogyakarta. However, during the break I still could meet Yonas to check whether he had learnt the handout I gave two weeks ago and to ask for direction to his house. He was so busy that he had no time to learnt it. Willingly, he drew a map of how to get to his house. I promised to visit it someday. Yonas was at school to have a meeting with his group. It was the end of semester one so he had no classes. During lunch time I just met Putri not more than fifteen minutes. I planned to have an interview with her. It was hard to manage the time as she was busy preparing the debate contest. I adjusted the time convenient to her. I happened to notice their English teachers joining the workshop. Putri’s teacher was quite excellent, she could conduct the analysis step by step as I showed in the presentation correctly. Again, the questions showed that she really followed the workshop . While many other participants were still new and unsure about this topics. Positive responses were also from Yonas’ content teachers who accompanied me if troubles were encountered during the workshop. Both noticed the way I used spoken English to manage the workshop. I was happy to know that both made some notes about common expressions. They proudly confirmed how to pronounce them. It implied that Yonas and Putri were under good qualified teachers. Dea and Sri’s teacher was busy serving the participants as he was one of the committee members.
Wednesda y, January 3, 2007. Today I had arranged to pay a visit to Yonas’ house. It was a small village in the East of Sleman. Getting to his village, simplicity was mostly dominated the society. Small huts with
164 smoke coming out from chimney indicated that brick-making home industries are the main sources to make a living for most people here + including Yonas’ parents. It took me fifteen minutes to get his house from the main rood by motorcycle. It must take longer on foot. I imagined how tired Yonas was after a full day school walking from the main road. It was not hard to find his house as it was at the edge of the lane. There were no other homes except a small hill. I was worried about the safety. If an earthquake suddenly happened causing landslide which recently occurred in Yogyakarta. I bet, this house must be the first target of destruction. My tension was broken when the dog’s barks welcomed me. Soon, Yonas appeared and let me in. All kinds of everything I found here reminded me of typical family background own of vocational students in general, not far different from the situation of my students. His parents kindly met me. We, than, had a talk in Javanese. It seemed to me Yonas lived in a quite harmony family despite fund limitation. His father was strongly religion but moderate. It could be easily seen from his views on social life. I got much information about Yonas family background. On my way home I happened to ask people nearby about Yonas. They knew him and told me that Yonas was good, polite and friendly.
Saturday, January 6, 2007. Having attended an evaluation meeting in SMK Y in Yogyakarta I went straight to Sri’s house. I made an appointment with her and we agreed to meet after lunch. Her house was not far from the town centre in Sleman. Again, her family background was just the same as Dea. However, she was lucky as she lived with her parents and she was the only daughter. We talked a lot on the bamboo bench in front of her house. In spite of being introverted, she kept answering my questions but refused to be recorded. Unexpectedly, she then asked me many questions (which are quite critical) about learning English. She was so enthusiast that I lengthened my visit. Her teacher told me that she always kept silent at school. This time I found her different. Maybe we were only two so she was secure enough to express her feelings. Before leaving, however, I could convince her to conduct recorded interview with her. She just smiled without nodding her head or I would not give up trying. I promised.
Tuesday, January 9, 2007. Today I attended the grand seminar for thesis proposals in campus. We reported, discussed and shared what we had done while paying attention to the comments from the supervisor to reflect what I had conducted. At least I fat that I was on the right track to arrive at scientific final thesis to accomplish my master program. I got new spirit to finish it soon. On my way home I visited MR. X’ house, Dea’s and Sri’s English teacher to validate the data. He was free in the afternoon so I was nicely served.
Thursday, January 18 , 2007. I came to Putri’s school. As usual we met in the canteen. I wanted to conduct recorded interview but she had no time as she had to join English debate training. She told much about her playmates when she was still in the elementary school. She was grown up in a supporting English learning environment. She also asked how I learnt English when I at her age.
Saturday, January 27, 2007. I was invited by BKD, a local department which handles personal affairs. One important thing was that the local government allowed only 20% of working time to finish the master program. It really bothered me.
Tuesday, January 30, 2007. I conducted the second observation in SMK X in Sleman. I met Dea to ask about the handout I gave her. We also arranged to do the second interview with her.
Thursday, February 1, 2007. Conducting observation in SMK Y and conducted recorded interview with Putri.
Saturday, February 3, 2007 Conducting the second observation in SMK Y and the second recorded interview.
165
Thursday, February 15, 2007 Conducting the second observation in SMK X
Thursday, February 22, 2007 Conducting the second class observation in SMK Y Yogyakarta. Visiting SMK X to conduct recorded interview with Dea and Sri.
Monday, November 22, 2007 Conducting a reflection process with Dea and Sri.
Tuesday, November 23, 2007 Conducting a reflection process with Putri and Yonas.
166 APPENDIX 4 CATEGORY OF INTERVIEW DATA (1)
A. Participant: DEA
1. The goal of Learning English · To understand the meaning of English words and how to pronounce them correctly. · Able to respond when being asked in English. · To know more about English to improve knowledge. · To maintain self-development and broaden perspectives about the world. · It is part of compulsory subject taught at school. · To support the future career as English is the international language. · Wants to be smarter, more capable so more competitive in the future. · To promote human’s dignity including the family.
2. Attitudes · Has a positive attitude towards learning in general and learning English. · Changes attitudes towards the native speakers (from negative into positive). · Likes English songs to enrich vocabulary and to practice pronunciation. · Enjoys English programs on Radios and Television. · Likes reading English magazines especially short-stories and letters for the readers. · Likes interacting with native speakers or speaking English people. · Knows that English is important. · Knows that learning English is hard but manages to do her best. · Knows that English should be practiced not only theory. · Tries to handle difficulties. · Realizes lack of practices at school. · Appreciates non-English teachers teach subject matters in English. · Has a positive attitude towards the role of the teacher as facilitator, e.g. correcting her mistakes in pronunciation. · Feels disappointed when her teacher is busy so he has no time to lead debating program. · Shows eagerness to read when offered by English story books like Nasreddin, fairy tales. · Appreciates the beauty and the lyrics of English songs. · Believes that pronunciation from native speakers is correct. (give high value). · Appreciates the teacher’s role to facilitate learning. · Does not like thick books in English but still wants to read it. · The most important about learning English is understand the meaning then how to pronounce. · Learning should be relaxed but not too serious. · Being shy and unsure to speak. · Willing to review what has been learnt and evaluate what has not been fully mastered then hopes the teacher or others to reinforce it. · Willingness to practice is prioritized, correctness and accuracy are important but having courage to speak is more important. · Don’t be afraid of making mistakes. · It is not sufficient to learn English at school to achieve success in language learning.
3. Motivation · Shows enthusiastic attending English class. · Tries to find opportunity to interact with native speakers and practice English. · Has instrumental orientation, learns English to support the future career. · Has integrative orientation, learns English in order to be able to interact with native speakers. · External motivation comes from non-English teachers, her play mate, E programs on
167 radio/TV, E magazines, and schools. · Has high intrinsic motivation to learn English to develop knowledge. · Realizes the advantages of learning English so the motivation keeps increasing. · English is a must if one wants to have better future, to get well-paid jobs. · Ability to speak English builds self-esteem, avoids being underestimated by others, able to help others so they know that we can do more. · Increases awareness that Indonesian student can speak English to maintain competitive power in the global market. · Being a professional secretary requires English proficiency to handle secretarial duties. The ability to communicate in English adds values on the employees and the workplace. · Eager to know what the writer wanted through letters for readers. · Likes English, likes learning English. · Keep motivating to handle difficulties in the process of understanding the text. · Learning English should be step by step started from the simplest one then added constantly and continuously.
4. Action · Practices English with friends, extracurricular teacher, native speakers. · Asks her teachers about the difficulties she encounters. · Tries to guess the meaning of words heard on TV or Radio, and seem on printed materials. · Joins English extracurricular at school. · Talks to herself to improve her pronunciation. · Reads English books at home (limited certain books). · Consults dictionary to know the meaning after guessing does not work. · Listens English songs, imitates the lyrics truing to improve pronunciation, tries to understand the meaning. · Visits school and public library. · Reads short stories from English magazines. · Learns without parents’ command-self-directed learning. · Joins the competition for “siswa Teladan” in which English. · Could answer the questions the interviews asked fluently. · Trying to compose simple sentences at home. · Makes good preparation when practicing a dialog in front of the classroom. · Reads the story provided by the researcher. · Conducts self-assessment limited to school text book.
5. Teacher’s role · The role of E teacher is significantly supported interacts to language learning. · The teacher helps to answer students’ answer. · Corrects students’ errors in pronunciation. · Uses English to communicate during classroom activity. · Being tolerant against student’s errors. · Tries to make students understand better. · Shows examples of letter then asks students to make letters. · The teacher let him express opinions and encouraged him to talk. · Non-English teachers speak English to teach content subjects. · Allows students to present in English. · Promotes self-learning by asking students to freely find materials through internet. · Teacher provides modules in English. · Teacher is so care and willing to improve his pronunciation. · Provides variety of classroom activities.
6. Student Interaction · Interaction with native speakers important and fun.
168 · Interaction with friends is good when she is overhead what and how they speak, indirectly she can learn better. · Interaction with E teachers to explain difficulties, to give exposure how English is used for real communication. · Interaction with non-English teachers helps her broaden vocabulary. · Interaction with English books and magazines gives exercises on negoziation of meaning. · Interaction with a more proficient English speaker (native or non native) is essential to enhance speaking practice. · Noticing other students who are practicing dialogs in front of the classroom are essential to identify errors, to give suggestion and to give exposures. The process of learning through interaction among classmates.
7. Handling Difficulties · Has difficulty in pronouncing English words. · Has difficulty in finding story books in English. · When finding difficult words, tries to guess first then consults with the dictionary. · Lack grammar and vocabulary. · Meaning is important to catch the many message of the text. · Lacks speaking practice. · Has not had simple sentences she writes at home corrected and revised, just hopes she can correct by herself when she finds similar sentences. · To avoid confusion of what to learn, E teacher should give hints / due what is going to be tested. · The teacher gives remedy at the end of the semester when all courses are over.
8. Learning Sources, Aid, Facilitates. · Language laboratory is not optimally used except for listening National used tests. · Has not been familiar with on time sources from internet. · English magazines are available at the school library. · TV and radios are good and significant resources for learning. · Non-English teachers teaching subject matter facilitates learning. · Film completed with the text facilitates learning. · Dictionary and guessing help her understand the text. · Interaction with friends noticing what and how they speak enhance learning, facilitates speaking ability. · Connection from teacher gives positive feed back. · English stories seems to be more effective to improve the ability of negotiating the meaning.
B. Participant: SRI
1. Goal · To broaden perspectives. · To achieve the passing grade in the National examination. · To learn the content subjects. · To get certificates in English to easily find jobs. · To speak English fluently so she might be able to work as an accountant and keep on studying.
2. Attitudes · Enjoys learning English. · Admits that English is hard to learn but after serious efforts she finds it easier. · Interest in English makes it easier to learn. · The role of teacher has real affects on learning. · Feels more comfortable to learn English in ………… school than in SNIT.
169 · Used to feel hard in learning English so she was not interested at first. · Feels that English is important when she was at the third grade of junior school due to the role of teacher. · Bilingual English teacher is better to support understandings. · Note taking is important to can suit when she encounters the problem. · Learns from mistakes she makes after doing exercise. · It is much easier to find jobs when one has a certificate in English. · Fells that nowadays it’s hard to find a job. · Admits that many VS graduates work in factories, nothing to do with accounting. · The most important thing in learning English is understanding. · Learning English at school focuses much on grammar. · TV nothing special in teaching English at school. · Listening practice is done only at the end of each semester. · Teachers speak English and Indonesian to promote understandings. · Feels hard when reaching the stories, yet keeping on reading, she knows the content a little and wishes to read more. · It’s easier to understand technical terms in English than in Indonesian. · Realizes that she lacks self-confident, fells in competent and makes many mistakes. · Feels confident only when having a test as she has more time to think and to control. · It’s not sufficient to learn English just by reading books getting explanation and doing exercises. · English should be practiced not in theory. · Is not interested to talk with native speakers as she does not know how to interact with them. · It’s important to interact with the native speakers so we know what the correct pronunciation is. · Sharing with friends makes her more understanding and happy because she can help others. · Fully realizes that she belongs to introvert person.
3. Motivation · English is important to learn to widen the perspectives. · She likes English so she motivates to learn and finds it easier. · She didn’t use to like English because she felt it was hard. · The way the teacher teaches in the classroom motivates learning. · English is needed to find jobs and to understand the content subjects, especially technical terms used in accounting. · Has a desire to enroll a college while working. · Has more spirit to learn English especially when having a test. · Her motivation to learn raises after she shares with others. · External motivation comes from her former English teacher who recognized her potentials but she did not realize that she got them.
4. Action · Does exercises before the teacher explains. · Discusses with friends of when having difficulties or asks the teacher or refers to the note-takings. · Keeps on learning step- by-step in spite of having difficulty. · Makes many mistakes when doing the exercises because of limited explanation. · Operates English software in MYOP. · Read the chapter she is going to study at school before it is taught. · Repeats what she has learnt at school when arriving home. · Sometimes learns English at home. · Learns English at home via reading.
170 · Read stories in English magazines during the break time. · Listens to English program in radio to improve her listening skill. · Used to watch English debates shown on TV during holiday. · Rarely practices her English in front of the classroom due to the limited time. · Practicing English is done only when dialogs in speaking. · Never talks to foreigners. · Learns from her friends how to pronounce certain words. · Often shares with others limited to how to do exercises.
5. Teacher’s Roles · Teacher explains first before giving exercises. This supports learning. · Many teachers use different strategies in teaching. · The teacher speaks English a little. · The former teacher always uses English. · Teacher walks around the classroom to ask the students. · The way the teacher teaches in the classroom much influences the way the student learns. · Non-English teachers use English for classroom activities. · To whom she consults the problem. · Presents lesson chapter by chapter respectively.
6. Interaction · Interact with her classmates to find solution to the problem. · Interact with teachers in English. · Interact with English soft ware for accounting = MYOP · Does not interact with foreigners.
7. Handling difficulties · Difficulty in learning English can be solved through step-by-step learning. · The way most teachers give exercises before explanation is confusing. · Discusses with friends, teachers or refers to note-taking when having difficulty. · Has great difficulty in making well-formed sentences and vocabulary. · Accounting assignments consume much time. · It’s hard to find the equal accounting terms in Indonesian.
8. Facilities, Learning, Sources · Explanation coming before the exercises facilitate learning. · Teacher used to speak English and her former students should respond in the ish. · Bilingual teachers facilitates learning. · The use of MYOP enhances her to learn English directly. · The text book facilitates learning at home. · The in put of accounting students are relatively better than those in other departments. · Refers to dictionary to know the meaning. · Listening English program through radio is helpful. · Sharing with others enforces what she has learnt.
C. Participant: YONAS
1.Goal · To know about the language · To be able to interact with foreigners. · To find a job easily. · Learning English is closely related to success in life. · To facilitate students understand content subject in English. · To show prestige, ability to speak English attracts other positive impression. · To help him understand the content subject in English.
171 · To improve self-confidence and a well-informed person.
2. Attitudes · Learning English is fun and interesting. · English is hard to learn. · English is important to learn. · Has positive attitudes toward English class at school including his English teacher. · Interaction with English speaking people is important. · Has high awareness towards the importance of learning English. · Places high values to English speaking students. · Willing to search material through internet. · Cooperative, easy-going and friendly. · Likes watching English news on TV. · Enjoys interacting with native speakers. · Feels surprised to realize that he was brave enough to initiate direct conversation with native speakers. · Feed back from the teacher is good. · Critical to the program offered by the teacher. · Enjoy singing English songs. · Natural learning from real life is worth while to maintain self-development. · Practice and training are believed to lead a success. · It is not necessary to take additional English courses out side the school as long as one can persue self-learning and as strong motivation to learn. · The first priority in Learning English is pronunciation grammar. · Grammar is important to learn to produce well-formed utterances and well-understand. · Positively responds to reinforcement assistance. · Learning takes places anytime and anywhere. · Frankly admits that he hasn’t intentionally allocated. · Wants to have challenging tests to develop this mind. · Finds it easy to express opinions or thought in Indonesian. · Self-confidence increase after presenting the material in front the classroom. · Listening ability should be regularly trained. · Had positive attitudes toward the speakers of English. They look prestigious, toward the country and the culture. · Prefers to work in Indonesia after graduating as long as it is a well paid job. · It’s unnecessary to learn English in foreign countries. · Self development is the main point to keep on learning, without rush and trustration.
3. Motivation · By learning English, one becomes knowledgeable. · It’s easy to find a job when one can speak English so it is important to learn it. · Has high motivation to interact with speaking English people. · The need to interact with foreigners motivates to learn English. · The need to understand content subject in English contributes indirectly to English Learning. · Being recognized as an English person is appreciated. · Attempts to find opportunity to practice his English. · Has high motivation to shone with others. · English is badly needed to accomplish his vocational skills. · Willing to develop what is taught, what has been fixed. · Realizing that ability to speak English is tested even in non-English competition. The motivation to learn English is increasing. · Intrinsic motivation without for cement is believed to be stronger to promote learning, there is no target but step-by-step progress naturally done. · His position as the leader of Balatera requires him to actively communicate with others.
172 4. Acti on · Can speak English well. · Can respond to the oral question spontaneously. · Often talks with his schoolmates in English. · Wants to join debate English Club. · Often asks questions to his senior in English to gain opportunity to practice English. · Finds materials for presentation via internet. · Make simple presentation in English. · Often shares with his classmates, gives a hand when necessary. · Uses trans tool to help understanding the modules. · Sometimes uses guessing to understand the text. · Watches English news on TV to train listening ability and to improve understanding. · Talks with native speakers despite his limitation in English. · Learns English using interactive English software. · Repeats what he has ever done. · Sings English songs. · Being interviewed in English when joining non-English competition. · Uses dictionary and trans tool to understand the text. · Compares English and Indonesian Bible. · Keeps on reading, guessing the meaning, using trans tool or looking in the dictionary when necessary. · Does the reflection by listening to has own English. · Learns from his personal cases and how to cope with them. · Does the exercises and has his teacher correct them. · Used to do self-assesment. · Reads the materials before it is discussed in the classroom. · Presents the material in front the classroom in English.
5. Teacher’s role 1. The teacher let him express opinions and encouraged him to talk. 2. Non-English teachers speak English to teach content subjects. 3. Allows students to present in English. 4. Promotes self-learning by asking students to freely find materials through internet. 5. Teacher provides modules in English. 6. Teacher is so care and willing to improve his pronunciation. 7. Provides variety of classroom activities.
6. Student’s interaction · Interaction with native or non-native speakers are important. · Actively joins to chat with a group of students who speak English. · Interacts with non-English teachers and content-subject materials in English (modules). · Interaction can promote learning together. · Intensive interaction with speaking Englis h people improves fluency. · Interaction with interactive English software. · Interaction with non-English competition. · The intensity of interaction among friends when browsing through internet is positive. · It’s easy to internet with others.
7. Handling difficulties · Has difficulty in spelling, grammar and fluency. · When having difficulties in grasping the words. Re asks his friends or employs software program=trans tool. · Has so among activities that he has no time to learn English at home = as a leader. · Finds hard to understand homonyms, direct utterances spoken by native speakers, and short forms.
173 · Has great difficulties in reading English bible, there are many archaic words. · Realizes that mother tongue is strongly influenced his English. · Has difficulty in understanding and using grammar in context (especially related to tenses). · Finds hard to express opinions/ideas in English but easier in his mother tongue. Using avoidance or paraphrasing to solve the problem.
8. Learning Sources and facilities · Every Monday all students including the teacher must speak English. · Content subjects need English to understand so students inevitably. · Non-English teachers using English to teach facilitates Learning English. · Familiar with internet to search material for presentation. · English is closely related with the vocational skills he is interested in. · Uses transtool to find the meaning of difficult words. · Dictionary is seldom used, guessing is preferred. · Parents support him in Learning English. · Good responses from native speakers facilitate understanding. · Feed back from the teacher improves his understanding. · Interactive English software facilitates Learning in improving pronunciation. · Real life problems is daily activities are good sources of Learning. · Reading aloud can improve pronunciation. · Guided exercises on specific topics help much on better understanding. · Referenced books and desires to add knowledge outside the classroom lead to success. · Reading the related materials before it’s discussed makes it easier to understand. · Mostly of the productive subjects are written in English therefore students have to learn English is better understanding.
D. Participant: PUTRI
1. Goal · To compete with her friends. · Has no explicit goals but enjoys learning English. · Wants to be a business Woman. · Wants to find a job in foreign country. · Able to share with others. · Able to participate in a real English chat. · Wants to maintain native-like competence in English to actively participate and to avoid being nerveous.
2. Attitudes · Positive competition motivates her to learn harder. · Taking English course is important. · Often participating in English contests is exciting. · English can be a business woman. · English is important to learn to find jobs in foreign countries. · Working in a foreign country is more exciting than in a domestic one. · Fully realizes that learning English is a need not only a compulsory to learn at school. · Values eighly to those who can master English. · Practicing English among friends is good and beneficial. · Likes her English teachers, has positive image towards her teachers. · Success in learning English can be seen not only from the ability to use English but also the willingness to share with others. · Likes singing English song. · Enjoys watching western movies. · Getting involved in a speaking English chat looks enjoyable.
174 · Shows positive appreciation towards the way songs and movies are presented to the audience. · Taking English courses is more enjoyable than that of school. · Watching movies can increase listening ability enrich vocabulary and notice how to pronounce. · Singing before the audience improves self-confidence. · Eager to find material through internet. · Understanding the meaning is prioritized before one participates in debate. · Practice makes perfect. · Gets beneficial from routine practice that is, spontaneously expressing her opinion to respond the opponent debate team. · Responds positively to the anger the trainer shows when practicing debates. · Everything relates to English is enjoyable. · Believes that promising careers are offered to speaking English staffs. · Learning English is a on-going process, one should continuously improve to make it perfect. · Depends on her intuition when speaking neglecting possible errors. · Appreciates her teacher’s creativity focusing on student’s practice. · Speaking is more difficult than writing as in writing we have more time to think. · Feels more comfortable to learn English at school than that of her previous school. · Likes reading English magazines. · All kinds of language skills are equally important. They are totally integrated. · Enjoys communicating with foreigners. · Feels piond of having ability to understand foreigners when moat people around them don’t. · It’s not sufficient to learn English only at school. · Learning English at school mostly focuses on theories and formulas. · English should be regularly practiced. · Can accept criticism properly. · Always has “insufficient sense”. · Intention plays a crucial role to succeed in learning English. · Being too proud to be the best then stop learning is dangerous. Never give up learning is his intention. · English has been integrated in her life.
3. Motivation · Competition among friends raises motivation to learn. · Joining English contests strengthens her motivation. · Has instrumental orientation. · Family background requires her to master English. · English songs and movies stimulate her to learn English.
4. Action · Sings English songs. · Watches western movies. · Used to read her brother’s English book though she didn’t understand well. · Indirectly learns English through songs and movies. · Memorizes English songs, every time she hears them, she wants to imitate. · Sometimes sings a song on the stage. · Ever joins singing competition. · Got the runner up on the English contest when she was at Elementary school. · Actively participate in English debate. · Makes good preparation for the debate contest by repetition and searching material from internet. · Actively find the latest issues in Indonesian then translates them into English by herself.
175 · Manages to train her ability to speak by practicing at home in front of the mirror. · Grabs the meaning to find the related topics for debate preparation. · Speak English confidently. · Chats and talks with friends in English. · Enjoys learning English with her teacher at school. · Reads English magazines. · Be a tourist guide when there was a guest from a foreign country. · Actively participates in a real communication with foreigners. · Reads the text book by herself at home. · Willing to repeat what he has done. · Reads English novels lists difficult words or looking up the dictionary. · Tests her own hypotisa by practicing what she knows to clarify the meaning. · There is no day without English even just singing.
5. Teacher’s role · Teacher gives out times of the topics then she develops by herself. · Teacher corrects her work and feedback is given. · Teacher seriously trains her. When she doesn’t do the homework, she will get angry with her. · Teacher gives appraisal when she can performs better. · Teacher confirms what she has done ask gives feedback. · Teacher provides many different classroom activities to enable students practice English. · Teacher provides much opportunity for students to express freely in English. · Teacher provides English magazines.
6. Student’s interaction · Interest to learn English results from her interaction with his friends. · Interaction with her parents who communicate in English in their profession. · Interaction with English song and movies. · Interacts with English teachers and debate trainers. · Interaction with classmates results in creating good atmosphere to speak English. · Interacts with native speakers.
7. Handling difficulties · Has so many school activities that she gets tired and hard to manage the time. · Watching English movies can release tiredness after school. · Speaking is harder as it is spontaneously. · Asks the native speakers when she on counters expression she fails to find the meaning in the dictionary. · Wants to keep learning English in an English course but it’s hard to manage the time.
8. Learning Sources and facilities · Has condusive learning environment. · Joining English speech contests or debate makes her learn better. · The department she beings to facilitate her to find a job in a foreign country. · Her parents encourage her to learn English and because of their business, they can be effective learning sources. · English songs and movies are effective learning sources. · Her mother facilitates her by sending to English courses. · Internet is learning sources to find more information. · Talking herself in front of the mirror makes her English more fluent. · She reads English magazines. · Interacting with native speakers facilitates learning.
176 APPENDIX 5 CATEGORY OF OSERVATION AND INTERVIEW DATA (2)
Participant: DEA
1. The goal of learning English
No Indicator Student’s opinions 1.1 Short term · It is part of compulsory subject taught at school. goals · To understand the meaning of English words and how to pronounce them correctly. · Able to respond when being asked in English. · To know more about English to improve knowledge.
1.2 Long term goals · To support the future career as English is the international language. · Wants to be smarter, more capable so more competitive in the future. · To maintain self-development and broaden perspectives about the world. · To promote human’s dignity including the family.
2. Attitudes
No Indicator Student’s opinions 2.1 Knowledge · Has a positive attitude towards learning in about learning general and learning English. English · Likes reading English magazines especially short-stories and letters for the readers. · Knows that English is important. · Knows that learning English is hard but manages to do her best. · Knows that English should be practiced not only theorized. · Realizes lack of practices at school.. · Does not like thick books in English but still wants to read it. · The most important about learning English is understand the meaning then how to pronounce. · Learning should be relaxed but not too serious. · Willingness to practice is prioritized, correctness and accuracy are important but having courage to speak is more important. · Don’t be afraid of making mistakes. · It is not sufficient to learn English at school to achieve success in language learning. · Tries to handle difficulties.
177 · Being shy and unsure to speak but after practicing it changes greatly. · Learning English should be step by step started from the simplest one then added constantly and continuously. · Non-English teachers teaching subject matter facilitates learning.
2.2 The degree of · Likes English songs to enrich vocabulary and to like / dislike practice pronunciation. · Enjoys English programs on Radios and Television. · Likes interacting with native speakers or speaking English people. · Shows eagerness to read when offered by English story books like Nasreddin, fairy tales. · Appreciates the beauty and the lyrics of English songs.
2.3 Attitudes · Appreciates non-English teachers teach subject towards English matters in English. teacher · Has positive attitudes towards the role of the teacher as facilitator, e.g. correcting her mistakes in pronunciation. · Feels disappointed when her teacher is busy so he has no time to lead debating program · Appreciates the teacher’s role to facilitate learning. · Willing to review what has been learnt and evaluate what has not been fully mastered then hopes the teacher or others to reinforce it. · The role of English teacher is significantly supported interacts to language learning.
2.4 Attitudes · Enjoys English programs on Radios and towards English Television. class · Believes that pronunciation from native speakers is correct. (gives high value). · Shows enthusiastic attending English class.
2.5 Attitudes · Changes attitudes towards the native speakers towards English (from negative into positive). Culture · Appreciates the beauty and the lyrics of English songs.
3. Motivation
No Indicator Student’s opinions 3.1 Internal factors · Shows enthusiastic attending English class. · Tries to find opportunity to interact with native
178 speakers and practice English. · Has instrumental orientation, learns English to support the future career. · Has high intrinsic motivation to learn English to develop knowledge. · Realizes the advantages of learning English so the motivation keeps increasing. · Being a professional secretary requires English proficiency to handle secretarial duties. The ability to communicate in English adds values on the employees and the workplace. · Likes English, likes learning English. · Keep motivating to handle difficulties in the process of understanding the text. · Learns without parents’ command-self-directed learning.
3.2 External factors · Has integrative orientation, learns English in order to be able to interact with native speakers. · External motivation comes from non-English teachers, her play mate, E programs on radio/TV, E magazines, and schools. · English is a must if one wants to have better future, to get well-paid jobs. · Ability to speak English builds self-esteem, avoids being underestimated by others, able to help others so they know that we can do more. · Increases awareness that Indonesian student can speak English to maintain competitive power in the global market. · Eager to know what the writer wanted through letters for readers.
4. Actions No Indicator Student’s opinions 4.1 Learning · Asks her teachers about the difficulties she practices in encounters. the · Joins English extracurricular at school. classroom
4.2 Learning · Practices English with friends, extracurricular practices outside teacher, native speakers. classroom · Tries to guess the meaning of words heard on TV or Radio, and seem on printed materials. · Talks to herself to improve her pronunciation. · Reads English books at home (limited certain books). · Consults dictionary to know the meaning after
179 guessing does not work. · Listens English songs, imitates the lyrics truing to improve pronunciation, tries to understand the meaning. · Visits school and public library. · Reads short stories from Tries to compose simple sentences at home but has not got proper feedbacks. · Makes good preparation when practicing a dialog in front of the classroom. · Reads the story provided by the researcher. · Conducts self-assessment limited to school text book. · English magazines.
5. Teacher’s role
No Indicator Student’s opinions 5.1 Teacher- talking · Uses English to communicate during classroom –time activity.
5.2 Helping students · The teacher helps to answer students’ answer. · Tries to make students understand better. · Shows examples of letter then asks students to make letters.
5.3 Handling error · Corrects students’ errors in pronunciation. correction · Being tolerant against student’s errors. · Connection from teacher gives positive feed back.
6. Student’s interaction No Indicator Student’s opinions 6.1 Interaction with · Interaction with English teachers to explain the teacher difficulties, to give exposure how English is used for real communication. · Interaction with non-English teachers helps her broaden vocabulary.
6.2 Interaction · Interaction with friends is good when she is among overheard what and how they speak, indirectly students she can learn better. · Noticing other students who are practicing dialogs in front of the classroom are essential to identify errors, to give suggestion and to give exposures. The process of learning through interaction among classmates. · Interaction with friends noticing what and how
180 they speak enhance learning, facilitates speaking ability. 6.3 Interactions with · Interaction with native speakers important and native and non- fun. native speakers · Interaction with a more proficient English speaker (native or non native) is essential to enhance speaking practice.
6.4 Interaction with · Interaction with English books and magazines media gives exercises on negotiation of meaning.
7. Handling difficulties
No Indicator Student’s opinions 7.1 Difficulties in · Has difficulty in pronouncing English words. learning · Has difficulty in finding story books in Englis h. English · Lacks grammar and vocabulary. · Lacks speaking practice. · Has not had simple sentence she writes at home corrected and revised, just hopes she can correct by herself when she finds similar sentences.
7.2 Attempts to cope · When finding difficult words, tries to guess first the problems then consults with the dictionary. · Meaning is important to catch the main message of the text. · To avoid confusion of what to learn, English teacher should give hints / due what is going to be tested. · The teacher gives remedy at the end of the semester when all courses are over.
8. Learning sources, aids, and facilities
No Indicator Student’s opinions 8.1 Textbooks and · TV and radios are good and significant resources referenced for learning. books · English stories seem to be more effective to improve the ability of negotiating the meaning. · Dictionary and guessing help her understand the text.
8.2 Electronic media · Language laboratory is not optimally used except for listening National used tests. · Has not been familiar with on Film completed with the text facilitates learning. · time sources from internet.
181 Participant: SRI
1. The goal of learning English
No Indicator Student’s opinions 1.1 Short term goals · To achieve the passing grade in the National examination. · To learn the content subjects. · To broaden perspectives.
1.2 Long term goals · To get certificates in English to easily find jobs. · To speak English fluently so she might be able to work as an accountant and keep on studying.
2. Attitudes
No Indicator Student’s opinions 2.1 Knowledge about · Admits that English is hard to learn but after learning English serious efforts she finds it easier. · Interest in English makes it easier to learn. · Note taking is important to refer when she encounters the problem. · Learns from mistakes she makes after doing exercise. · The most important thing in learning English is understanding. · Learning English at school focuses much on grammar. · Feels hard when reading the stories, yet keeping on reading, she knows the content a little and wishes to read more. · It’s easier to understand technical terms in English than in Indonesian. · It’s not sufficient to learn English just by reading books getting explanation and doing exercises. · English should be practiced not in theory. · It’s important to interact with the native speakers so we know what the correct pronunciation is. · Sharing with friends makes her more understanding and happy because she can help others. · Explanation coming before the exercises facilitates learning. 2.2 The degree of · Enjoys learning English. like / dislike · Feels more comfortable to learn English in
182 Junior School than in Vocational School. · Used to feel hard in learning English so she was not interested at first. · Realizes that she lacks self-confident, fells in competent and makes many mistakes. · She likes English so she motivates to learn and finds it easier. 2.3 Attitudes towards · The role of teacher has real affects on learning. English teacher · Feels that English is important when she was at the third grade of junior school due to the role of teacher. · Bilingual English teacher is better to support understandings. · Teachers speak English and Indonesian to promote understandings. · Many teachers use different strategies in teaching. · The way the teacher teaches in the classroom much inf luences the way the student learns.
2.4 Attitudes towards · Feels that English is important when she was at English class the third grade of junior school due to the role of teacher. · Nothing special in teaching English at school. · Listening practice is done only at the end of each semester. · Feels confident only when having a test as she has more time to think and to control. 2.5 Attitudes towards · It is much easier to find jobs when one has a English Culture certificate in English. · Fells that nowadays it’s hard to find a job. · Is not interested to talk with native speakers as she does not know how to interact with them.
3. Motivation
No Indicator Student’s opinions 3.1 Internal factors · She likes English so she motivates to learn and finds it easier. · She didn’t use to like English because she felt it was hard. · Has more spirit to learn English especially when having a test. 3.2 External factors · English is important to learn to widen the perspectives. · The way the teacher teaches in the classroom motivates learning. · English is needed to find jobs and to understand the content subjects, especially technical terms used in accounting. · Her motivation to learn raises after she shares
183 with others. · External motivation comes from her former English teacher who recognized her potentials but she did not realize that she got them. · Has a desire to enroll a college while working. · The way the teacher teaches in the classroom much influences the way the student learns.
4. Actions
No Indicator Student’s opinions 4.1 Learning · Makes many mistakes when doing the exercises practices in because of limited explanation. the classroom · Operates English software in MYOP. · Rarely practices her English in front of the classroom due to the limited time. · Practicing English is done only when dialogs in speaking. 4.2 Learning · Does exercises before the teacher explains. practices outside · Keeps on learning step- by-step in spite of the classroom having difficulty. · Discusses with friends of when having difficulties or asks the teacher or refers to the note-takings. · Read the chapter she is going to study at school before it is taught. · Repeats what she has learnt at school when arriving home. · Sometimes learns English at home. · Learns English at home via reading. · Read stories in English magazines during the break time. · Listens to English program in radio to improve her listening skill. · Used to watch English debates shown on TV during holiday. · Never talks to foreigners. · Learns from her friends how to pronounce certain words. · Often shares with others limited to how to do exercises.
5. Teacher’s role
No Indicator Student’s opinions 5.1 Teacher- talking · The teacher speaks English a little. –time · The former teacher always uses English. · Non-English teachers use English for classroom activities. 5.2 Helping students · Teacher explains first before giving exercises.
184 This supports learning. · Teacher walks around the classroom to ask the students. · Presents lesson chapter by chapter respectively. · To whom she consults the problem. 5.3 Handling error correction
6. Student’s interaction
No Indicator Student’s opinions 6.1 Interaction with · Interacts with teachers in English. the teacher 6.2 Interaction · Sharing with friends makes her more among understanding and happy because she can help students others. · Interacts with her classmates to find solution to the problem. · The in put of accounting students are relatively better than those in other departments. 6.3 Interactions with · It’s important to interact with the native native and non- speakers so we know what the correct native speakers pronunciation is. · Does not interact with foreigners. 6.4 Interaction with · Interact with English soft ware for accounting = media MYOP
7. Handling difficulties
No Indicator Student’s opinions 7.1 Difficulties in · The way most teachers give exercises before learning explanation is confusing. English · Has great difficulty in making well-formed sentences and vocabulary. · Accounting assignments consume much time. · It’s hard to find the equal accounting terms in Indonesian.
7.2 Attempts to cope · Keeps on learning step- by-step in spite of the problems having difficulty. · Discusses with friends of when having difficulties or asks the teacher or refers to the note-takings. · Difficulty in learning English can be solved through step-by-step learning. · Discusses with friends, teachers or refers to note-taking when having difficulty.
185 8. Learning sources, aids, and facilities
No Indicator Student’s opinions 8.1 Textbooks and · The text book facilitates learning at home. referenced · Refers to dictionary to know the meaning. books 8.2 Electronic media · The use of MYOP enhances her to learn English directly. · Listening English program through radio is helpful.
Participant: YONAS
1. The goal of learning English
No Indicator Student’s opinions 1.1 Short term · To know about the language goals · To be able to interact with foreigners. · To facilitate students understand content subject in English.
1.2 Long term goals · To find a job easily. · Learning English is closely related to success in life. · To show prestige, ability to speak English attracts other positive impression. · To improve self-confidence and a well-informed person.
2. Attitudes
No Indicator Student’s opinions 2.1 Knowledge · Learning English is fun and interesting. about learning · English is hard to learn. English · English is important to learn. · Interaction with English speaking people is important. · Has high awareness towards the importance of learning English. · Natural learning from real life is worth while to maintain self-development. · Practice and training are believed to lead a success. · It is not necessary to take additional English
186 courses out side the school as long as one can pursue self-learning and as strong motivation to learn. · The first priority in Learning English is pronunciation grammar. · Grammar is important to learn to produce well- formed utterances and well-understand. · Learning takes places anytime and anywhere. · Self-confidence increases after presenting the material in front the classroom. · Listening ability should be regularly trained. · It’s unnecessary to learn English in foreign countries. · Self development is the main point to keep on learning, without rush and frustration. · Interaction can promote learning together. · Intensive interaction with speaking English people improves fluency. · Realizes that mother tongue is strongly influenced his English. · Reading aloud can improve pronunciation. · Guided exercises on specific topics help much on better understanding. · Reading the related materials before it’s discussed makes it easier to understand. · 2.2 The degree of · Has a positive attitude toward English class at like / dislike school including his English teacher. · Likes watching English news on TV. · Enjoy singing English songs. · Frankly admits that he hasn’t intentionally allocated much time for self-learning. · Wants to have challenging tests to develop this mind. 2.3 Attitudes · Has a positive attitude toward English class at towards English school including his English teacher. teacher · Feed back from the teacher is good. · Critical to the program offered by the teacher. · Feed back from the teacher improves his understanding. 2.4 Attitudes · Has a positive attitude toward English class at towards English school including his English teacher. class · Positively responds to reinforcement assistance. · English is closely related with the vocational skills he is interested in. 2.5 Attitudes · Enjoys interacting with native speakers. towards English · Has a positive attitude toward the speakers of Culture English. They look prestigious, toward the country and the culture.
187 3. Motivation
No Indicator Student’s opinions 3.1 Internal factors · Willing to search material through internet. · Cooperative, easy-going and friendly. · By learning English, one becomes knowledgeable. · Attempts to find opportunity to practice his English. · Has high motivation to share with others. · Intrinsic motivation is believed to be stronger to promote learning; there is no target but step-by- step progress naturally done. 3.2 External factors · It’s easy to find a job when one can speak English so it is important to learn it. · Has high motivation to interact with speaking English people. · The need to interact with foreigners motivates to learn English. · The need to understand content subject in English contributes indirectly to English Learning. · Being recognized as an English person is appreciated. · English is badly needed to accomplish his vocational skills. · Willing to develop what is taught, what has been fixed. · Realizing that ability to speak English is tested even in non-English competition. The motivation to learn English is increasing. · His position as the leader of Balatera requires him to actively communicate with others in English. · Every Monday all students including the teacher must speak English. · Content subjects need English to understand so students inevitably must learn it. · Non-English teachers using English to teach facilitates Learning English. · Parents support him in Learning English. · Good responses from native speakers facilitate understanding. · Mostly of the productive subjects are written in English therefore students have to learn English for better understanding.
188 4. Actions No Indicator Student’s opinions 4.1 Learning · Can speak English well. practices in · Can respond to the oral question spontaneously. the · Make simple presentation in English. classroom · Often shares with his classmates, gives a hand when necessary. · Uses transtool to help understanding the modules. · Sometimes uses guessing to understand the text. · Learns English using interactive English software. · Presents the materia l in front the classroom in English. 4.2 Learning · Feels surprised to realize that he was brave practices outside enough to initiate direct conversation with classroom native speakers. · Can speak English well. · Can respond to the oral question spontaneously. · Often talks with his schoolmates in English. · Wants to join debate English Club. · Often asks questions to his senior in English to gain opportunity to practice English. · Finds materials for presentation via internet. · Sometimes uses guessing to understand the text. · Watches English news on TV to train listening ability and to improve understanding. · Talks with native speakers despite his limitation in English. · Repeats what he has ever done. · Sings English songs. · Being interviewed in English when joining non- English competition. · Uses dictionary and trans tool to understand the text. · Compares English and Indonesian Bible. · Keeps on reading, guessing the meaning, using trans tool or looking in the dictionary when necessary. · Does the reflection by listening to has own English. · Learns from his personal cases and how to cope with them. · Does the exercises and has his teacher correct them. · Used to do self-assessment. · Reads the materials before it is discussed in the classroom.
189 5 Teacher’s role
No Indicator Student’s opinions 5.1 Teacher- talking · Non-English teachers speak English to teach –time content subjects.
5.2 Helping students · The teacher let him express opinions and encouraged him to talk. · Allows students to present in English. · Promotes self-learning by asking students to freely find materials through internet. · Teacher provides modules in English. · Provides variety of classroom activities.
5.3 Handling error · Teacher is so care and willing to improve his correction pronunciation.
6 Student’s interaction
No Indicator Student’s opinions 6.1 Interaction with · Interacts with non-English teachers and content- the teacher subject materials in English (modules). · It’s easy to internet with others. 6.2 Interaction · Places high values to English speaking students. among · Actively joins to chat with a group of students students who speak English. · The intensity of interaction among friends when browsing through internet is positive. 6.3 Interactions with · Interaction with English speaking people is native and non- important. native speakers · Enjoys interacting with native speakers. · Feels surprised to realize that he was brave enough to initiate direct conversation with native speakers. · Interaction with native or non-native speakers is important. 6.4 Interaction with · Interaction with interactive English software. media
7 Handling difficulties
No Indicator Student’s opinions 7.1 Difficulties in · Has difficulty in spelling, grammar and fluency. learning · Has so many activities that he has no time to English learn English at home = as a leader. · Finds hard to understand homonyms, direct utterances spoken by native speakers, and short forms. · Has great difficulties in reading English bible,
190 there are many archaic words. · Has difficulty in understanding and using grammar in context (especially related to tenses). · Finds hard to express opinions/ideas in English but easier in his mother tongue. Using avoidance or paraphrasing to solve the problem.
7.2 Attempts to cope · When having difficulties in grasping the words. the problems He asks his friends or employs software program trans tool.
8 Learning sources, aids, and facilities
No Indicator Student’s opinions 8.1 Textbooks and · Dictionary is seldom used, guessing is preferred. referenced · Real life problems in daily activities are good books sources of learning. · Referenced books and desires to add knowledge outside the classroom lead to success. 8.2 Electronic media · Familiar with internet to search material for presentation. · Uses transtool to find the meaning of difficult words. · Interactive English software facilitates Learning in improving pronunciation.
Participant: PUTRI
1. The goal of learning English
No Indicator Student’s opinions 1.1 Short term · To compete with her friends. goals · Able to share with others. · Able to participate in a real English chat. · Wants to maintain native-like competence in English to actively participate and to avoid being nervous.
1.2 Long term goals · Wants to be a business woman. · Wants to find a job in foreign country.
2. Attitudes
No Indicator Stude nt’s opinions 2.1 Knowledge · Positive competition motivates her to learn about learning harder.
191 English · Taking English course is important. · English mastery can lead her to be a business woman. · English is important to learn to find jobs in foreign countrie s. · Practicing English among friends is good and beneficial · Watching movies can increase listening ability enrich vocabulary and notice how to pronounce. · Understanding the meaning is prioritized before one participates in debate. · Practice makes perfect. · Gets beneficial from routine practice that is, spontaneously expressing her opinion to respond the opponent debate team. · Learning English is a on-going process, one should continuously improve to make it perfect. · Depends on her intuition when speaking neglecting possible errors. · Speaking is more difficult than writing as in writing we have more time to think. · All kinds of language skills are equally important. They are totally integrated. · It’s not sufficient to learn English only at school. · Learning English at school mostly focuses on theories and formulas. · English should be regularly practiced. · Intention plays a crucial role to succeed in learning English. · Being too proud to be the best then stop learning is dangerous. Never give up learning is his intention. 2.2 The degree of · Often participating in English contests is like / dislike exciting. · Fully realizes that learning English is a need not just a compulsory to learn at school. · Likes singing English song. · Enjoys watching western movies. · Getting involved in a speaking English chat looks enjoyable. · Shows positive appreciation towards the way songs and movies are presented to the audience. · Singing before the audience improves self- confidence. · Eager to find material through internet. · Responds positively to the anger the trainer shows when practicing debates. · Everything relates to English is enjoyable. · Likes reading English magazines. · Can accept criticism properly. · Always has “insufficient sense”.
192 · Feels proud of having ability to understand foreigners when most people around them don’t. · English has been integrated in her life. 2.3 Attitudes · Likes her English teachers, has positive image towards English towards her teachers. teacher · Appreciates her teacher’s creativity focusing on student’s practice. 2.4 Attitudes · Success in learning English can be seen not only towards English from the ability to use English but also the class willingness to share with others. · Taking English courses is more enjoyable than that of school. · Feels more comfortable to learn English at school than that of her previous school. 2.5 Attitudes · Working in a foreign country is more exciting towards English than in a domestic one. Culture · Values highly to those who can master English. · Believes that promising careers are offered to speaking English staffs. · Enjoys communicating with foreigners.
3 Motivation
No Indicator Student’s opinions 3.1 Internal factors · Has high motivation to keep learning English. · Insufficient sense leads her to keep learning. · Believes that internal motivation is the most important. · English has been integrated in her life. · Talking herself in front of the mirror makes her English more fluent. · 3.2 External factors · Has conducive learning environment. · Competition among friends raises motivation to learn. · Joining English contests strengthens her motivation. · Family background requires her to master English. · English songs and movies stimulate her to learn English. · Her curiosity towards the message conveyed in English songs or movies encourages her to learn English. · Reading English books raises her interest to learn English. · Progressive tests increase her motivation to study harder. · Teacher’s anger does not discourage her, it challenges her to show better.
193 · Appraisal from the teacher makes her practice more. · Criticism makes her improve her speaking ability and others recognize her progress. · Interest to learn English results from her interaction with his friends. · Nobody mocks her when she initiates to speak English with her classmates.
4 Actions
No Indicator Student’s opinions 4.1 Learning · Attends English classes without any difficulty. practices in · Enjoys learning English with her teacher at the school. classroom · Speak English confidently. · Tests her own hypothesis by practicing what she knows to clarify the meaning. 4.2 Learning · Attends English courses outside school for 4 practices outside years. classroom · Actively joins English contests at school. · Sings English songs. · Watches western movies. · Used to read her brother’s English book though she didn’t understand well. · Indirectly learns English through songs and movies. · Memorizes English songs, every time she hears them, she wants to imitate. · Sometimes sings a song on the stage. · Ever joins singing competition. · Got the runner up on the English contest when she was at Elementary school. · Actively participate in English debate. · Makes good preparation for the debate contest by repetition and searching material from internet. · Practices English with friends. · Often helps her friends and neighboring kids to learn English. · Actively find the latest issues in Indonesian then translates them into English by herself. · Manages to train her ability to speak by practicing at home in front of the mirror. · Grabs the meaning to find the related topics for debate Chats and talks with friends in English. · Reads English magazines.
194 · Be a tourist guide when there was a guest from a foreign country. · Actively participates in a real communication with foreigners. · Reads the text book by herself at home. · Willing to repeat what he has done. · Reads English novels lists difficult words or looking up the dictionary. · There is no day without English even just singing.
5 Teacher’s role
No Indicator Student’s opinions 5.1 Teacher- talking · Teacher provides many different classroom –time activities to enable students practice English. · Teacher provides much opportunity for students to express freely in English. · The teacher speaks English very well. 5.2 Helping students · Teacher gives out times of the topics then she develops by herself. · Teacher seriously trains her. When she doesn’t do the homework, she will get angry with her. · Teacher gives appraisal when she can perform better. · Teacher provides English magazines. 5.3 Handling error · Teacher corrects her work and feedback is correction given. · Teache r confirms what she has done and gives feedback.
6 Student’s interaction
No Indicator Student’s opinions 6.1 Interaction with · Interacts with English teachers and debate the teacher trainers.
6.2 Interaction · Interaction with classmates results in creating among good atmosphere to speak English. students
6.3 Interactions with · Interacts with native speakers. native and non- · Interacting with native speakers facilitates native speakers learning. 6.4 Interaction with · Interacts with internet access. media
195 7 Handling difficulties
No Indicator Student’s opinions 7.1 Difficulties in · Has so many school activities that she gets tired learning and hard to manage the time. English · Speaking is harder as it is spontaneously. · Wants to keep learning English in an English course but it’s hard to manage the time. 7.2 Attempts to cope · Watching English movies can release tiredness the problems after school. · Asks the native speakers when she encounters expression she fails to find the meaning in the dictionary.
8 Learning sources, aids, and facilities
No Indicator Student’s opinions 8.1 Textbooks and · English songs and movies are effective learning referenced sources. books · Her mother facilitates her by sending to English courses. · She reads English magazines. · Her parents encourage her to learn English and because of their business they can be effective learning sources. · The department she beings to facilitate her to find a job in a foreign country. 8.2 Electronic media · Internet is learning sources to find more information. · Electronic media are available at school.
196 APPENDIX 5 DATA GATHERING SCHEDULE
NO ACTIVITY DAY/DATE/TIME PERTICIPANT 1. Class Observation 1 Tue, Nov 16, 2006/ 12.20 – 13.05 Dea 2. Class Observation 1 Tue, Nov 16, 2006/ 13.05 – 13.50 Sri 3. Class Observation 1 Thu, Nov 18, 2006/ 08.30 – 10.15 Yonas 4. Interview 1 Thu, Dec 7, 2006/ 01.30 – 03.00 Yonas 5. Interview 1 Thu, Dec 7, 2006/ 04.00 - 05.25 Dea 6. Class Observation 2 Tue, Jan 30, 2007/ 12.20 – 13.50 Dea 7. Class Observation 1 Thu, Feb 1, 2007/ 08.30 – 10.45 Putri 8. Interview 1 Thu, Feb 1, 2007/ 14.00 – 15.30 Putri 9. Class Observation 2 Sat, Feb 3, 2007/ 08.30 – 10.45 Yonas 10. Interview 2 Sat, Feb 3, 2007/ 01.00 – 01.45 Yonas 11. Class Observation 2 Thu, Feb 15, 2007/ 11.15 – 12.00 Sri 12. Class Observation 2 Thu, Feb 22, 2007/ 08.30 – 10.45 Putri 13. Interview 1 Thu Feb 22, 2007/ 02.32 – 03.40 Sri 14. Interview 2 Thu Feb 22, 2007/ 02.02 – 03.40 Dea 15. Reflection Mon, Nov 22, 2007 Sri 16. Reflection Mon, Nov 22, 2007 Dea 17. Reflection Tue, Nov 23, 2007 Putri 18. Reflection Tue, Nov 23, 2007 Yonas
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