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TEACHING ENGLISH THROUGH ENGLISH TO YOUNG
LEARNERS: TEACHERS’ LIVED EXPERIENCE
A Thesis Presented to
The Graduate Program of English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies
by
Vitha Ama Matuate
166332006
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
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TEACHING ENGLISH THROUGH ENGLISH TO YOUNG
LEARNERS: TEACHERS’ LIVED EXPERIENCE
A Thesis Presented to
The Graduate Program of English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies
by
Vitha Ama Matuate
166332006
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
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STATEMENT OF ORIGINALITY
This is to certify that all the ideas, phrases and sentences, unless otherwise
stated are mine. I understand the full consequences including degree cancellation
if I took somebody else‟s ideas, phrases, or sentences without proper reference.
Yogyakarta, 29 October 2015
Vitha Ama Matuate
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Vitha Ama Matuate
Nomor Mahasiswa : 166332006
Demi pengembangan ilmu pengetahuan memberikan kepada perpustakaan
Universitas Sanata Dharma Yogyakarta karya ilmiah yang berjudul:
TEACHING ENGLISH THROUGH ENGLISH TO YOUNG LEARNERS:
TEACHERS’ LIVED EXPERIENCE
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma Yogyakarta, hak dan wewenang
untuk menyimpan, mengalihkan dalam bentuk media lain, mengolahnya dalam
bentuk pengkalan data, mendistribusikan secara terbatas dan mempublikasikan di
internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari
saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sesungguhnya.
Dibuat di : Yogyakarta
Pada tanggal : 30 Oktober 2018
Vitha Ama Matuate
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ACKNOLEDGEMENTS
I want to give my greatest gratitude to Jesus Christ for His loves,
blessings, and supports so that I can accomplish this thesis. He makes me believe
that I can finish my thesis. I also would like to express my biggest gratitude to my
family, especially my father Drs. B. Ahie and my mother Trifonnia Henny Alon,
S.Pd. who always support me in everything that I did for my life. I also thank my
little sister Maria Adol Fina Balomahu, and for all my family for their support
while I was studying and doing my thesis in Yogyakarta.
My deepest gratitude goes to my thesis advisor, Mr. F. X. Mukarto,
Ph.D. for his guidance and patience during the process. I would like to thank him
for the time, support, advice, and patience during my thesis process. I would like
to thank Dr. B.B. Dwijatmoko, M. A., and Dr. J.Bismoko for reviewing my
thesis. I am very thankful for their guidance during the thesis review.
I would like to thank Miss Yohana Sri Widiastuti S.Pd., and Mr. Galih
Prabaswara Paripurno S.Pd., M.Pd. for their time and willingness to be my
participants. I got meaningful experiences from them during the study. I would
like to thank Drs.Yoseph Cahyono who gave me permission to do my study in
Purikids. I would thank Bu Tanti, the headmaster of Indriyasana Baciro
Kindergarten, and Miss Titin as the headmaster of Golden Shine Kindergarten
who gave me permission to observe one of the classes.
I would also like to thank my friends in KBI, my boarding house friends
and my best friends for their support and care. I would never forget to thank to
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everyone that I cannot mention one by one who had supported me in completing
this thesis. May God bless them!
Vitha Ama Matuate
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
ADVISOR‟S APPROVAL PAGE .......................................................................... ii
THESIS COMMITTEE‟S APPROVAL PAGE ..................................................... ii
STATEMENT OF ORIGINALITY ....................................................................... iii
LEMBAR PERNYATAAN PERSETUJUAN ....................................................... v
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ........... v
ACKNOLEDGEMENTS ....................................................................................... vi
TABLE OF CONTENTS ..................................................................................... viii
LIST OF TABLES ................................................................................................. xi
LIST OF FIGURES .............................................................................................. xii
LISTS OF APPENDICES .................................................................................... xiii
ABSTRACT ......................................................................................................... xiv
ABSTRAK .............................................................................................................. xv
CHAPTER I ........................................................................................................... 1
A. BACKGROUND ......................................................................................... 1
B. PROBLEMS IDENTIFICATION ................................................................ 5
C. PROBLEM OF DELIMITATION ............................................................... 6
D. RESEARCH QUESTION ............................................................................ 6
E. RESEARCH GOALS .................................................................................. 7
F. RESEARCH BENEFITS ............................................................................. 7
CHAPTER II ......................................................................................................... 9
A. THEORETICAL REVIEW .......................................................................... 9
1. Lived Experience ...................................................................................... 9
a. The definition of lived experience ...................................................... 10
b. Methodical Structure of human research ............................................ 16
c. The aspects of lived experience .......................................................... 21
2. Teaching English through English ......................................................... 24
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3. English Used as the Instructional Medium in the Classroom (EMI) ..... 26
4. Young Learners ...................................................................................... 27
a. Types of young learners ...................................................................... 27
b. Young learners in Purikids ................................................................. 29
5. Teaching English to Young Learners ..................................................... 31
a. Teachers who teach the young learners .............................................. 31
b. Teaching young learners and teaching adults ..................................... 32
c. Young learners‟ language acquisition................................................. 33
d. Challenges in teaching English to young learners .............................. 36
B. Framework of Pre-understanding ..................................................................... 38
CHAPTER III ..................................................................................................... 41
A. RESEARCH METHOD ............................................................................. 41
B. RESEARCH DESIGN ............................................................................... 42
1. Nature of Data ........................................................................................ 42
2. Data Sources ........................................................................................... 43
C. INSTRUMENTS ........................................................................................ 43
D. DATA COLLECTION............................................................................... 44
E. DATA ACQUISITION .............................................................................. 44
1. In-depth Interview .................................................................................. 45
a. The Construction of In-depth Interview Questions ............................ 45
b. The Management of In-depth Interview Data ..................................... 46
2. Classroom observation ........................................................................... 48
a. Preparation ........................................................................................... 48
b. The Observation Process ..................................................................... 49
3. Re-interview participants ....................................................................... 51
a. The Construction of Re-interview Questions ..................................... 51
b. The Management of the Re-interview Data ........................................ 52
4. In-depth Interview 2 ............................................................................... 53
1. The Construction of In-depth Interview 2 Questions ......................... 53
2. The Management of In-depth Interview 2 Data .................................. 53
5. Personal Accounts of Teachers‟ Lived Experience ................................ 54
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F. DATA ANALYSIS .................................................................................... 55
G. TRUSTWORTHINESS ........................................................................... 56
CHAPTER IV ...................................................................................................... 59
A. THE LIVED EXPERIENCE DESCRIPTION........................................... 59
1. Miss Ana‟s Personal Experience ............................................................ 59
2. Mr. Galih‟s Personal Lived Experience ................................................. 66
B. THE LIVED EXPERIENCE INTERPRETATION................................... 70
1. Pre-figured Themes ................................................................................ 70
a. Belief in Teaching English through English to Young Learners ........ 70
b. Being Creative .................................................................................... 72
c. Teacher‟s Autonomy........................................................................... 74
d. Self-Actualization ............................................................................... 75
e. Classroom management ...................................................................... 76
f. Feelings ............................................................................................... 78
g. Motivation ........................................................................................... 80
2. Emergent Themes ................................................................................... 81
a. Understanding Students ...................................................................... 81
b. Teaching Activities Problems ............................................................. 82
c. Commitment in Using English ........................................................... 86
CHAPTER V ....................................................................................................... 89
A. CONCLUSIONS .............................................................................................. 89
B. IMPLICATIONS .............................................................................................. 92
C. RECOMMENDATIONS ................................................................................. 93
BIBLIOGRAPHY ............................................................................................... 95
APPENDICES…………………………………………………………………..96
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LIST OF TABLES
Table Page
2.1 Study Procedures ....................................................................................... 27
2.2 Data Analysis ............................................................................................ 29
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LIST OF FIGURES
Figure Page
3.1 The Characteristic of Young Learners and Older Learners ...................... 56
3.2 The Main Characteristic of Child Development ....................................... 58
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LISTS OF APPENDICES
Appendix Page
Appendix 1: Permission Letter (To Purikids) .................................................... 99
Appendix 2: Permission Letter (TK Indriyasana Baciro) .................................... 100
Appendix 3: Permission Letter (TK Golden Shine) ....................................... 101
Appendix 4: Transcript of In-depth Interview Miss Ana ............................... 102
Appendix 5: Transcript of In-depth Interview Mr. Galih ............................... 110
Appendix 6: Transcript of Re-interview Miss Ana ........................................ 128
Appendix 7: Transcript of Re-interview Mr. Galih ........................................ 138
Appendix 8: Transcript of In-depth Interview 2 Miss Ana ............................. 145
Appendix 9: Transcript of In-depth Interview 2 Mr. Galih ............................ 152
Appendix 10: Transcript of Classroom Observation Miss Ana ...................... 165
Appendix 11: Transcript of Classroom Observation Mr. Galih ........................... 171
Appendix 12: Personal Account Miss Ana .......................................................... 176
Appendix 13: Personal Account Mr. Galih .......................................................... 185
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ABSTRACT
Vitha Ama Matuate. 2018. Teaching English through English to Young
Learners: Teachers’ Lived Experience. Yogyakarta: The Graduate Program,
English Language Studies, Sanata Dharma University.
Teaching English through English is rarely implemented in Indonesia.
English is mostly taught in bilingual through English and Indonesian. Both of the
ways of teaching show different achievements towards students‟ abilities in
learning English. The idea of this study is my experience in teaching English
through English to young learners. Teaching English through English to young
learners for me is not an easy job to do. I found some difficulties in delivering the
learning material especially when the learning materials delivered in English. I
needed to face some challenges which sometimes were hard to be solved. By
reflecting my own experience, I realized it could help me in improving my
teaching performance. Therefore, I believed that experience could be meaningful
for other teachers as well since teachers have different experience from one
another. It encouraged me to conduct this study.
This study focuses on teachers‟ lived experiences in teaching English
through English to young learners. It is conducted to answer “What is the lived
experience of teachers in teaching English through English to young learners?”
which is the study question investigated in this study. The purpose of this study
was to investigate the lived experience of two teachers who teach English through
English to young learners. Both of the teachers are working in Purikids English
course, one of the English courses in Yogyakarta. Another purpose of this study
was to help the readers understand the problems faced by teachers in teaching
English through English to young learners.
This study was a hermeneutic phenomenology study. In-depth interview
was used to answer the main study question about the lived experience of teachers
in teaching English through English to young learners. Observation and re-
interview were done to dig more information on participants‟ lived experience.
The results were transcribed, coded and analyzed in order to find thematic
elements regarding the way the teachers teach English through English in the
classroom.
The findings of this study were the description and interpretation of the
participants‟ stories. There were seven pre-figured themes and three emergent
themes based on the interpretation of participants‟ experience. The pre-figured
meanings are from the pre-understanding of the study. The pre-figured themes are
(1) belief in teaching English through English, (2) being creative, (3) teachers‟
autonomy, (4) self-actualization, (5) classroom management, (6) feelings, and (7)
motivation
The themes emerging in participants lived experience are (1)
understanding students, (2) teaching activities problems, and (3) commitment in
using English.
Keywords: lived experience, teaching English, young learners
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ABSTRAK
Vitha Ama Matuate (2018). Teaching English through English to Young
Learners: Teachers’ Lived Experience. Yogyakarta: The Graduate Program,
English Language Studies, Sanata Dharma University.
Mengajar bahasa Inggris melalui Bahasa Inggris jarang diimplementasikan
di Indonesia. Ini adalah sebuah inovasi pembelajaran yang digunakan di beberapa
institusi formal (sekolah internasional) and institusi non-formal (lembaga kursus
bahasa Inggris). Penelitian in terisinspirasi dari pengalaman saya mengajar bahasa
Inggris melalui bahasa Inggris. Mengajar Bahasa Inggris melalui bahasa Inggris
bukanlah pekerjaan yang mudah untuk dilakukan. Saya mendapatkan kesulitan
dalam menyampaikan materi pembelajaran apalagi harus disampaikan dalam
bahasa Inggris. Banyak tantangan yang harus dihadapi yang terkadang susah
untuk saya selesaikan sendiri. Dengan merefleksikan pengalaman saya, saya
menyadari bahwa hal ini bisa membantu saya memperbaiki cara mengajar saya.
Setiap guru memiliki pengalaman berbeda yang berarti bagi mereka. Hal itu
mendukung saya untuk melakukan penelitian ini.
Penelitian ini berfokus pada pengalaman hidup guru dalam mengajar
Bahasa Inggris melalui Bahasa Inggris. Penelitian ini dilakukan untuk menjawab
“Apa pengalaman hidup guru dalam mengajar Bahasa Inggris melalui Bahasa
Inggris ke anak kecil?” yang merupakan pertanyaan penelitian diselidiki dalam
penelitian ini. Tujuan dari penelitian ini adalah untuk menyelidiki pengalaman
hidup dari dua orang guru yang mengajar Bahasa Inggris melalui Bahasa Inggris
ke anak kecil. Kedua guru dalam penelitian ini bekerja di Purikids, salah satu
lembaga kursus Bahasa Inggris di Yogyakarta. Tujuan penelitian ini lainnya
adalah untuk membantu pembaca dalam mengerti permasalahan yang di alami
oleh guru –guru yang mengajar Bahasa Inggris melalui Bahasa Inggris ke anak
kecil.
Penelitian ini adalah penelitian fenomenologi hermeneutika. Wawancara
mendalam digunakan untuk menjawab pertanyaan penelitian tentang pengalaman
hidup guru dalam mengajar Bahasa Inggris melalui Bahasa Inggris ke anak kecil.
Observasi dan wawancara kembali dilakukan untuk menggali informasi
pengalaman hidup dari pengalaman partisipan penelitian. Hasilnya ditulis, dikode,
dan dianalisis dengan tujuan untuk mendapatkan tema berkaitan dengan cara
mengajar guru dikelas. Hasil penelitian adalah deskripsi and interpretasi dari
cerita participan penelitian.
Deskripsi dan Interpretasi dari cerita menunjukkan tujuh tema diantaranya
(1) keyakinan mengenai mengajar melalui Bahasa Inggris melalui Bahasa Inggris,
(2) menjadi kreatif, (3) kemandirian, (4) aktualisasi diri, (5) managemen kelas, (6)
perasaan, and (7) motivasi.
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Tema emergent muncul saat proses wawancara. Tema emergent ada (1)
Mengerti murid, (2) masalah kegiatan mengajar, dan (3) komitmen dalam
menggunakan bahasa inggris.
Kata Kunci: pengalaman hidup, pengajaan bahasa Inggris, anak kecil
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CHAPTER I
INTRODUCTION
This study aims to investigate the teacher‟s lived experience in teaching
English through English to young learners. The introductory chapter provides the
readers with the introduction of the study. The purpose of this chapter is to inform
the readers about the main issue of the study. This chapter consists of four parts
including the background of the study, the problem of limitation, study questions,
goals and benefit of the study for future researchers, and teachers.
A. BACKGROUND
English teaching in Indonesia is commonly done using two ways of
teaching: bilingual and teaching English through English (using English actively
as the communication language in the classroom. Teaching English in bilingual is
when the teacher uses Indonesian to explain English learning material. Teaching
English through English is when the teacher teaches English using English as the
communication media in the classroom. I have teaching experience using these
two ways of teaching. I got the experience in teaching English in bilingual when I
was in my undergraduate study. When I was in my teaching practice (PPL), the
teacher of the school that I taught was using Indonesian and English in English
teaching. The teacher mostly used Indonesian in teaching English. Both teachers
and students rarely used English in their communication. English is mostly used
in writing exercise and making dialog. Therefore, as the result, the students could
understand the language better than using the language in their communication.
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The students became passive in English speaking and they found it difficult to
express themselves in English since they were not get used speaking English.
After I finished my teaching experience, I did some reflection on what I have done
in one semester and what I want to do for the next plan.
Then in 2015, I decided to get more experiences in teaching English. I am
taking a part-time job in one of the English learning institutions in Yogyakarta,
specifically Purikids. In this learning institution, I found that the way of teaching
English was different with my teaching experiences. Teachers teach English
through English. They used English as the main mediator for communication
between teachers and students both inside and outside the class. If the students
speak Indonesian, the teacher should keep speaking English and lead the students
to speak English by asking them to repeat what the teacher said. By teaching
English through English, students will get used to experience English
environment and practice their English speaking.
Based on my story, I realized that teaching English in bilingual and
teaching English through English in class show different results in students‟
learning achievements. Using bilingual language in English teaching shows that
the use English as the second language is not fully applied in communication. It is
mostly used for learning exercise that required the students to read, speak, listen
or write in English. Students become unused to use English more especially in
their speaking. They understand the language (the structure, grammar, etc) rather
than apply it in their speaking. Teaching English bilingually could not help the
students much in practicing the language. Students become passive since they are
not used to practice it in their communication.
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On contrary, teaching English through English allows the students to use
the language in teacher-students communication. It helps the students in acquiring
the language and practicing their speaking. Students become more familiar with
English terms and the way to speak in English since they get a chance to listen
and use the language. Teaching English through English can be done smoothly to
students who can grasp the material well. However, not all students can grasp the
material fast since the language is not really familiar to them.
In Purikids, English teaching is started from young learners between 3-7
years old to Junior High School students. It is obvious that teaching the foreign
language to young learners is not as easy as teaching language to adults. Cameron
(2001) argues that children are often more enthusiast in learning rather than adults
(p.1). Children tend to enjoy the learning material and activities but do not really
pay attention to understand the learning goal given by the teacher. When they are
having the learning activities, sometimes they are easy to lose their attention and
interest as they find that the learning activities are difficult for them to do.
Children also find it hard to use the language in practice (to respond the questions
using appropriate grammar and structure), since they only learn the language only
by imitating the teacher. They do not have the same access as the adult who can
learn the language from grammar and structure as the basis of learning a language.
In my experience, I faced many challenges during the learning and
teaching process. First, I found it difficult to teach English through English to
young learners at the very first time since the students were mostly just starting
out to learn English. Students did not get the instruction given by the teacher well
because they did not understand the language. Since teacher and students
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obligated to use English in class, I tried some strategies which I found that it
helped me in interacting with the students in English. Many experiences in
teaching to young learners encouraged me in finding more creative ways to solve
my teaching problems so that the students would not only grasp the material
easily by using the language in their learning process, but they can learn English
through fun activities provided by the teacher.
Here, I realized that experience is one of the important things in
overcoming the challenges that I faced as a teacher. From the experiences, I get
some significant benefits. First, I can learn and discover more alternatives for my
teaching performances when I was teaching in class. Second, I could reflect on my
teaching experiences and check my mistakes from my previous teaching
performances in order to improve myself for better teaching performances in the
future.
Based on the background above, I attempted to investigate the teachers‟
lived experience in teaching English through English to young learners. In
teaching to young learners, the teacher could explore their abilities in English
teaching. In my past experience, I found so many difficulties in teaching young
learners in kindergarten level who are at the age of 3 to 7 years old. Here, I am
interested to investigate lived experiences of the non-native teachers in teaching
English through English to young learners since teaching English through English
is rarely implemented in English teaching especially in teaching English to young
learners. The use of English as the main communication is still new for your
learners who do not know English. I have not found any lived experience study
discussion about teaching English through English lived experience yet.
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By conducting this study, I hope that the teacher could help themselves in
reflecting their teaching strategies. They could relate or compare their previous
experience and develop it for the next teaching performance. It could be useful in
order to help teachers in finding a better solution in solving their problems while
teaching and help them to improve themselves for a better teaching performance.
B. PROBLEMS IDENTIFICATION
The problem that arises mostly in teaching English through English to
young learners is related to the classroom management. In teaching young
learners, the teacher should be able to manage students with different types of
students‟ characteristics. In the kindergarten level, the teacher will face not only
nice behaved students but also students who are active and less interest in
learning. They will find out some students who are physically active in class (who
like to be busy themselves in teaching and learning processes). Sometimes the
teacher found it difficult to handle that kind of situation. Here, the teacher needs
to explore more alternative ways of teaching in making sure that the students were
nice and could receive the learning material well.
The second problem is teaching activity. In teaching English through
English to young learners, the teacher needs to consider the suitable teaching
activity that could hold the students‟ attention in learning. They need to make sure
that every teaching activity is suitable to be implemented in the learning and
teaching process. The teacher needs to be creative and innovative in finding and
selecting the right activity to be used as the classroom.
The third problem identification is the interaction between teacher and
students in English. In teaching English through English, teachers are required to
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use English in teaching and learning process. The teacher uses English to ask or
instruct the students. However, the learning materials are not delivered well since
there are some students who do not understand English.
C. PROBLEM OF DELIMITATION
The study is delimited in Purikids, one of English learning institutions in
Yogyakarta. Purikids has a program named Rekanan class (partnership class
program) where Purikids partners with some schools in Yogyakarta starting from
kindergarten to Junior High School. The teachers who are chosen as participants
are also limited in order to get deep meaning of the lived experience. The
participants are two of Purikids teachers who also in charge to teach some
Rekanan classes and teaching English through English in their teaching
performance.
This study delimited the focus on discussing the implementation and
process of teaching English through English based on participants lived
experience. Both of the teachers teach in different Rekanan schools. The
experience of both of the teacher might be different from one another. In this
study, the data source mainly based on the lived experience stories of participants.
The study results gained from the in-depth interviews which are transcripted and
narrated.
D. RESEARCH QUESTION
Teaching English through English is a way that is implemented in English
teaching. In this study context, this way of teaching is used by Purikids in
teaching and learning process both in Reguler and Rekanan classes. In this study,
the teacher‟s lived experience can be identified from their experience in the
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teaching process. Hence, the research question of the study is formulated as: What
is the lived experience of teachers in teaching English through English to young
learners? This question helps in giving the description and interpretation of
teachers‟ lived-experience in teaching English through English to young learners.
E. RESEARCH GOALS
This study is purposed to investigate the meaning of lived experiences of
participants in teaching English through English. The goals of this study are to
describe and interpret the lived experience of English teachers in teaching English
through English to young learners. This study describes participants‟ experiences
in teaching English through English to young learners and describes how they
overcome the obstacles during their teaching time periods. The interpretations of
the study are from the study description. The description and interpretation of the
lived experience meaning can be seen through the process of data collection and
findings at the end of the study. The description and interpretation of the lived
experience would lead the readers to understand the meaning of the lived
experience in teaching English through English to young learners.
F. RESEARCH BENEFITS
This study gives several benefits theoretically and empirically. For English
Education, this study will also give benefit for improving the way of teaching in
teaching English through English. This study will give some consideration in the
educational development in English teaching especially for teachers who are
teaching young learners. The lived experience told by the teachers who teach
English through English will be a reference for other teachers who are going to
teach young learners through English to young learners. This will lead the teacher
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in finding better teaching strategies of teaching English through English to young
learners.
For participants, this study is expected to be beneficial since it can help
them in reflecting their teaching performance. In this study, participants can share
their experiences, their personal feeling and challenges in English teaching and
reflect their teaching performances in teaching English through English.
Hopefully, I could help them in reflecting their teaching performance in the
future.
For English teachers, this study helps in understanding the effective ways
in teaching English through English. This study is expected to help teachers in
finding a better solution in facing the obstacles that faced by the English teachers,
especially those who teach English through English to young learners. It helps
teachers in improving their teaching performance.
For the researcher, this study can be beneficial in-depth understanding of
the lived experience of participants who are teaching English through English to
young learners. By doing this study, I hope readers will get a better understanding
of teaching English through English to young learners. This study hopefully can
be beneficial for those who conduct a study in language teaching, especially the
study of teaching strategies in teaching and learning.
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CHAPTER II
LITERATURE REVIEW
This chapter presents the theoretical review and framework of pre-
understanding of this study. The theoretical review will provide the
comprehensive knowledge of this study. The framework of pre-understanding
deals with how the theories constructed and how it relates to the themes which
appear in the pre-figured themes.
A. THEORETICAL REVIEW
This section shows the theories that construct the study. The theoretical
review is divided into five parts. The first is lived experience. Lived experience
discusses the concept of lived experience as the main part of the study. The
second part is teaching English through English (TETE). TETE discusses the
concept of teaching English through English. The third part is English used as the
instructional medium (EMI). It discusses the concept of English as the medium of
instruction and it relation with teaching English through English. The fourth part
is the young learners. The discussion about young learners will be further
explained in this part. The fifth is teaching English to young learners. It discusses
teaching English to young learners.
1. Lived Experience
In this part of the literature review, the concepts of lived experience are
being reviewed. The concepts include the definition of the lived experience
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and the elements of lived experience study. The definition of lived experience part
will explain more about the lived experience. The elements of lived experience
will more explain the elements that supported the lived experience study. The
aspects of lived experience are includes understanding, belief, action, feeling, and
intention.
a. The definition of Lived Experience
Lived experience is a part of the phenomenology study. The term “lived
experience” is used to differentiate the different translation of the word
“experience” in German. In German, the word “Experience” is defined as
Erfahrung and Erlebnis. Erfahrung is a general term for “life experience”
(Manen, 1990, p.177). It is the result of the accumulated experience which is
called Erfahrungen. For example, we may say that a person has had many
Erfahrungen experiences in life. The other term, Erlebnis is the different meaning
with Erfahrung. Erlebnis is the term for “lived experience”. To focus on the lived
experience, Erlebnis is focusing on the experiences as we live through it and
recognize it as a particular type of experience (Manen, 1990, p.177). Here, lived
experience is used to show patterns of meaning in experience.
In phenomenology study, the meaning of the lived experience could be
revealed (Creswell, 2007, p. 57). Lived experience includes many processes
which make the experiences meaningful. Murphy (1960) states that the process
contains understanding, desire, intention, relation with others, cultural patterns,
feelings, belief of sights, behaviors, smells, sounds, etc (as cited in Bradley,
2005).
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The process of the lived experience in phenomenology study deals with
the analogy. Dilthey (1985) adds
A lived experience does not comfort me as something perceived or represented; it
is not given to me but the reality of lived experience is there-for-me because I
have reflective awareness of it, because I possess it immediately as belonging to
me in some sense. Only thought does it become objective (as cited in Manen,
1990).
From Dilthey‟s statement, it showed that the nature of lived experience in
the phenomenological study is helped by the analogy. Manen (1990) has his
analogy related to Dilthey‟s statement. Based on his analogy, it is shown that a
new teacher experience has different experience with other teachers. A new
teacher found it difficult to interact with the students when the students are
looking at the teacher. The teacher might be difficult to act and speak naturally in
front of the class. Some of the teachers who have many experiences in teaching
feel not too difficult to interact with the students. Another analogy is when
someone is being interviewed on the television. The same feeling will be felt
when the presenter let the person speak and all the eyes are on the person. The
feeling being looked at the students or feeling being watched by the audience
shows different lived experience between two people showed “awkwardness”.
Manen analogy shows how phenomenology identifies the teacher and their
personal feelings, one of the things which shows that the lived experience
meaningful. Manen (1990) says that the analogy that lived experience has a
temporal structure; which only can be reflected as the experience happened in the
past. The phenomenological study that begins and ends with lived experience
should be meaningful and significant (Moustakas, 1994, Van Manen, 1990).
Phenomenology study has eight definitions presents by Manen (1990).
First, phenomenology is about the study of lived experience. It aims to get a
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deeper understanding of the daily experience. Second, phenomenology study is
the explication of the phenomena which is consciously presented by participants.
Here, the phenomena can be explained after participants have their awareness of
their experience. Third, the phenomenological study is the study of essences.
Phenomenology study attempts to find the essence of the lived experience. The
essence of phenomenological study can be described through a study of the lived
experience. Forth, phenomenology study is the description of the experiential
meanings. Phenomenology study tries to describe and interpret the deepness
meanings of the lived experience as participants live in their everyday existence.
Fifth, phenomenology study is the human scientific study of phenomena.
Phenomenology relates scientific study which is a systematic, explicit, self-
critical, and intersubjective study of human being. Sixth, phenomenology study is
the attentive practice of thoughtfulness. It is related to the pedagogy. Seventh,
phenomenological study relays the meaning of human being. It has its ultimate
aim, the fulfillment of human nature. Eighth, phenomenology study is a poetizing
activity. Here, phenomenology study aims to include the memories that probably
never had in thought before (Manen, 1990, p. 9-13)
In phenomenology study, Manen (1990) states that there are four things
that could not be done in phenomenology study. First, phenomenology is not an
empirical-analytic science. Manen states that phenomenological knowledge is
empirical, based on experience, but it is not inductively empirically derived.
Second, phenomenology is not the mere speculative inquiry in the sense of
unworldly reflection. Third, phenomenology is neither mere particularity nor
sheer universality. It mediates in being interested in uniqueness or the difference
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in universal. Four, phenomenology does not problem solve (Manen, 1990, p.21-
23). Phenomenology study is about asking meaning and the significance of certain
phenomena. It does not have any intention to solve the problem which occurred in
the phenomena.
Phenomenology study is done by describing and interpreting the lived
experience. Description of the lived experience relates to the quality of the lived
experience and the interpretation of the lived experience. Marleau-Ponty (2002)
explains that “Phenomenology tries to give the direct description of our
experience as they are, without taking account of their psychological origin and
the casual explanations (Splichal, 2015, p. 41). From this explanation,
phenomenology is identified as unique and understood only by the person who
experiences the phenomenon. In phenomenology study, there is a connection
between description and interpretation. Manen (1990) says that the stronger
element of the interpretation is when the description mediated by expressions
(examples by blushing, talk, action, a work of art, and a text) (p.25). Interpretation
in phenomenology study relates to the meaning of the lived experience. Heidegger
(1962) says that the phenomenological descriptions meaning is in the
interpretation (Manen, 1990, p. 25). Both description and interpretation used in
understanding the lived experience.
In phenomenology, there are four fundamental existential themes which
are used in describing and interpreting the lived experience. The four fundamental
existential themes of phenomenology study are namely lived space (spatiality),
lived body (corporeality), lived time (temporality) and lived other (relationality).
Fundamental existential themes guide in doing the study and aim what we are
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curious about ones lived experience and the meaning behind it. Lived Space or
known as spatiality is the first existential. It is related to how our experience is
been affected by the feeling of space. In this context, the space is where we live
in effects the way we feel. For example, some people feel free in a big house,
some others might think that it can make them feel lonely. The second existential
theme is lived body or known as corporeality. Corporeality means how we always
bodily in the world (Manen, 1990, p.103). Here, we essentially exist in and with
the body and not only have the body (Ponty, 1962, as cited in Tembo, 2016). Our
body which is physical or bodily presence could reveal something about us and
we conceal it at the same time unconsciously and not deliberately (Manen, 1990,
p.103). In our physical presence, we could reveal or conceal something about
ourselves. For example: in a certain situation, our body suddenly awkward even
though it was normal for others. The third existential theme is lived time or
known as temporality. Temporality is subjective time as opposed to clock time or
objective time (Manen, 1990, p. 104). It is how we temporally being in the world
how we enjoy ourselves as a human being (as a young person oriented to the
future or elders who recollecting the past). By learning the constitutions of the
person past, present, and future, it represents the person‟s temporal landscape. The
temporal events of the past connect the present and the future. The past events
decide the present and awareness of the future. Linschoten (1953) states that the
past change itself as we live toward the future in our present times (Manen, 1990,
p.104). For example, we feel nervous when we have public speaking, or when we
feel bored in class. The last existential theme is lived other or as known as
relationality. Relationality is the lived relation individuals maintain with others in
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the interpersonal space that they share with them (Manen, 1990, p. 104). For
example: when we meet other people, we approach them by doing handshaking
or gaining an impression as the way they present themselves physically to us.
The phenomenology study is explained in pieces of anecdotes. The
anecdote is a part of the phenomenology study. Manen (1990) says that anecdote
is “a certain kind of narrative with a point and it is the point that needs honing”
(p.69). Another definition of anecdotes is “a usually short narrative of an
interesting, amusing, or biographical incident” (Manen, 1990, p. 116). In
phenomenology study,
Anecdotes can teach us. The use of story or anecdotal material in
phenomenological writing is not merely a literary embellishment. The stories
themselves are examples or topics of practical theorizing. Anecdotal narratives
(stories) are important for pedagogy are important for pedagogy in that they
function as experiential case material on which pedagogic reflection is possible.
(Manen, 1990, p.120-121)
One thing that needs to focus on in the process of deciding the anecdotes is
bracketing. Bracketing is a term used to describe “how one must take hold of the
phenomenon and then place outside of it one‟s knowledge about the phenomenon”
(Manen, 1990, p.47). In the phenomenological process, the researcher should
separate their own experience from the participant in order to make sure that the
understanding is pure from the participant. Splichal (2015) gives a clear example
related to bracketing.
For the example, a phenomenologist wants to describe a phenomenon of
minority student rural public schools, he/she must bracket his/her own life in
order to provide a true description of what the experiences of those minorities
students are. (p.42)
From this example, it is shown that the researcher should set aside their
own understanding of a certain topic related to their own experience. The lived
experience will be not accurate since it is simply the researcher views. By seeing
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this case, bracketing is needed. The researcher‟s view needs to be bracketed from
the observed. This process is called as demythologizing which means “we must
go beyond our own understanding of the events and people in order to understand
the person‟s experience” (Gadamer 2008 as cited in Splichal, 2015, p.42). One
thing that is required to do this process is a deep sense of knowing oneself before
trying to know participants‟ lived experience.
b. Methodical Structure of human research
Lived experience has six principles which also called the methodical
themes of human science study (Manen, 1990). They are (1) Turning to the lived
experience, (2) Investigating experience as we live it rather than as we
conceptualize it, (3) Reflecting on the essential themes which characterize the
phenomenon, (4) Describing the phenomenon through writing and rewriting, (5)
Maintaining a strong and oriented pedagogical relation to the phenomenon, (6)
Balancing the study context by considering parts and whole.
1) Turning to the Lived Experience
Lived experience study is about how the researcher understands the
meaning of the experience. The most basic form of the lived experience includes
our immediate, pre-reflective consciousness of life: a reflective or self-given
awareness, as the awareness, unaware of itself (Dilthey, 1985, as cited in Manen,
1990, p.35). By reflecting the lived experience, the researcher will know what the
description of the experience is. The lived experiences gather the hermeneutic
significance by giving the memory of them (Manen, 1990, p.37). From this, there
will be something which can be meaningful for the person who experienced the
experience.
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Lived experience study is conducted in order to find the essence of the
phenomenon. According to Manen (1990), the essence is understood as the
description of the phenomenon (p.39). In describing the phenomenon, the
researcher describes the lived experiences from the interview transcriptions. Here,
the good description of experiences could reveal deep experience meaning which
can decide the topic for the phenomenological study (Manen, 1990, p. 39). The
meaning of the lived experience can be identified from the phenomenological
questions. The essence of phenomenological questions open and keeping open the
possibilities of finding the meaning of the lived experience (Gadamer, 1975 as
cited in Manen, 1990, p.43). The questions of lived experience study will lead the
researcher in finding more information on participants‟ experiences. It should be
made clear, understood and “lived” (Manen, 1990, p.44)
In investigating the lived experience, there will be problems which are
unrelated to the phenomenon that the researcher investigates. The problems
should be the pre-understanding of lived experience interpretation. In conducting
the lived experience, the will be more knowledge of certain phenomenon before
the researcher actually understands the meaning of the experience. The belief of
the researcher understanding is bracketed. Husserl (1970) says bracketing is used
to describe how the person pays attention to the phenomenon and separate it with
other person‟s knowledge about the phenomenon (as cited in Manen, 1990, p.47).
2) Investigating the Lived Experience
The lifeworld and the world of lived experience are both source and object
of phenomenological study (Manen, 1990). In order to conduct the study of the
lived experience, the researcher needs to place him/herself in strong perspective of
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finding the meaning of the lived experience. The data of the lived experience can
be taken from the result of the interview.
As the researcher of lived experience study, a phenomenologist needs to
be aware of the special meaning in the experience. It is intended to find the clue
that can place the researcher perspective of the phenomenon and also the step in
lived experience study. The choice of words in describing the experience is
important. The words used to reveal the meaning of the lived experience.
However, the meaning could be changed.
3) Reflecting on the Essential Themes
The purpose of conducting the lived experience study is to get the meaning
of the experience. However, it is actually an easy yet difficult to be done in the
study. For some cases, it is easy to know what the phenomenon is rather than to
understand the meaning behind it. Manen (1990) says that the sight into the
essence of a phenomenon includes the process of reflectively appropriating,
clarifying and making explicit meaning of lived experience (p.77). It means that
to get more connections with the experience as the persons‟ life. It is because the
lived experience is not conducted to reflect on the experience as experts but reflect
it as the part of the experience itself.
The meaning of a phenomenon in someone experience is never simple.
According to Manen (1990), meaning is multi-dimensional and multi-layered
(p.78). This shows that there are many definitions of meaning in a phenomenon.
The meaning of a phenomenon can be transferred only in form of text (narrative
or prose). It described the meaning units, structures of meaning, or themes of the
study.
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The theme in lived experience refers to the elements (motif, formula or
device) that showed frequently in the text. In lived experience study, theme
analysis refers to the process of finding the imaginary of the work (Manen, 1990,
p.78). Here, themes control and order the way the researcher conducts the study.
4) Describing the Phenomenon through Writing and Rewriting
Phenomenology study use anecdotes as the methodology device (Manen,
1990, p.115). The anecdote is the story or narrative form of a phenomenon. In
phenomenology study, there are five significance characteristics of anecdotes; (1)
Anecdotes forms a concrete counterweight to abstract theoretical thought, (2)
Anecdotes express a certain disdain for the alienated and alienating discourse of
scholars who have difficulty showing how life and theoretical propositions are
connected, (3) Anecdotes may provide an account of certain teachings or
doctrines which were never written down, (4) Anecdotes may be encountered as
concrete demonstrations of wisdom, sensitive insight a proverbial, (5) Anecdotes
of a certain event or incident may acquire the significant of exemplary character
(Manen, 1990, p.119-120). According to Rosen (1986), there are five
significances of anecdotal narratives in phenomenological writing. They are (1)
maintaining our attention to the story (to compel), (2) leading the researcher to
reflect the story, (3) Involving the researcher to the story personally,
(4)Transforming the story, and (5) Measuring one‟s interpretive sense by
responding the story.
5) Maintaining a Strong Oriented Pedagogical Relation to the Phenomenon
In phenomenology study, there is a connection between pedagogy and
study writing. This study is related to teaching English to English and young
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learners. In order to conduct the phenomenology study, the researcher should get
the pedagogy understanding related to participant experiences. Manen (1990) says
that pedagogy is something that a teacher continuously must redeem, retrieve,
regain, recapture, in the sense of recalling (p.149).
In this step, the researcher needs to strengthen the orientation of the study
unless it will miss conception in the process of the study. In order to avoid that,
the study should be oriented, strong, rich and deep (Manen, 1990, p.151-152).
Oriented means that the study should be answered the study question and focused
on the goal of the study. Every strong orientation of the study is exclusive
(Nietzsche, 1984, as cited in Manen, 1990, p. 152). Strong means that the study
finding (text) should be strengthened as the resource of understandings,
interpretations, and formulation of the phenomenon. The study finding should be
also rich in order to explore the phenomenon. The study should be deep. In
phenomenology study, depth gives the phenomenon an orientation of meaning
and resistance of the researcher understanding (Manen, 1990, p.152)
6) Balancing the Study Context by Considering Parts and Whole
Manen (1990) says that a phenomenology study emerge some patterns in
presenting the study. It helps the researcher in organizing the writing of related
phenomenon. By organizing the writing, it will present the wholeness of the study
and the consistency of the methodology of the study
Phenomenology study writing has some structures which are used as the
writing criterions. The writing in phenomenology study is written thematically,
analytically, exemplificativly, exegetically, and existentially (Manen, 1990, p.
168-172). The study result or text is written based on the themes of the study.
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Themes in this context used as the guidance of the study process. The study
finding is analyzed from the anecdotes. The study finding is exemplified by
rendering visible the phenomenon nature and filling various examples
systematically (Manen, 1990, p. 171). The finding is exegetically done by seeing
other phenomenology researcher‟s study. The finding is existentially seen from
the lived time (polarity), lived space (spatiality), lived body (lived body) and lived
relationship to others (sociality).
c. The Aspects of Lived Experience
The processes that happen in the lived experience are the mixed senses of
the past and present events (Bradley, 2005). In this study, teachers lived
experience in teaching English through English to young learners based on the
senses on the previous experiences of teaching English through English to young
learners which happened in the past and the senses of teaching English through
English to young learners now. In phenomenology study, there are five elements
that use as the basis in lived experience. The elements of the lived experiences
include understanding, belief, action, intention, and feeling. These are the aspects
of lived experience
The first aspect of the lived experience is understanding. In lived
experience study, the researcher discovers the phenomenon by understanding it.
According Van Manen (1990), lived experience is included in human science
which aims “at explicating the meaning of human phenomena (such as in literary
or historical studies of texts) and at understanding the lived structure of meanings
(such as in phenomenological studies of lifeworld)” (p.4). Phenomenology study
in human sciences is about how we understand life. “Phenomenology gives us
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tactful thoughtfulness: situational perceptiveness, discernment, and depth
understanding” (Manen, 1990, p.156). Willis (2008) says that a phenomenological
study aims to get a depth understanding of nature and quality of phenomena as
they present themselves (as cited in Handayani, and Rukmini, 2016). For
researchers in lived experience study, the researchers‟ understanding comes from
the sensory experience of the phenomena which must be described, explicated,
and interpreted (Patton, 2002, p.106). The researchers‟ interpretation is essential
to understand the experience. It shows the researchers‟ understanding of the
participant‟s experience. This could lead the researcher in finding the meaning of
the experience.
The second aspect in lived experience study is belief. Lived experience of
teachers has relation with their belief in teaching. Teachers create their own belief
based on their understanding of teaching English through English and young
learners. Belief is the basis for us to understand the world and act within it
(Halligan, 2006, as cited in Connors and Halligan, 2015). It provides the
representation and framework of goal and actions (Tullet et al., 2013 as cited in
Connors and Halligan, 2015). In lived experience, belief is the expression of
feelings of a person about something. Belief provides a framework of
understanding which can be found in the phenomenon. In this study, teachers will
have their own belief in teaching English through English to young learners.
The third aspect of the lived experience is action. Lived experience focus
in action that happened in a phenomenon. It is about the things that participants do
in their experience. Manen (1990) says that “human sciences concerned in action
that hermeneutic phenomenological reflection deepens thought and radicalizes the
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thought and acting that comes from the phenomenon” (p.154). This means that the
lived experience pays attention to how people reflect the action happen in the
experience. Manen (1990) adds that phenomenology is a philosophy of action
(p.154). In the phenomenology study, there will be different action based on the
different situation happens in the experience and how it is personally meaningful
by the one who experiences it. In this case, action will be the practice of the
teachers‟ goals in teaching English through English to young learners.
The fourth aspect in the lived experience is intention. In teaching, there
will be some goals that the teacher wants to achieve. Here, the goals are the
intention of the teacher while having the teaching and learning process (action).
Intention used as the goal that people wants to achieve. Teachers do some actions
in teaching in order to reach some goals in teaching. The intention here focuses on
the goals that the teachers think (the language material, the games, media, etc).
This also deals with teachers‟ efforts in conducting the teaching performance
(how the teacher interacts with the students by using English in the teaching-
learning processes).
The fifth aspect in lived experience is feeling. In teachers‟ teaching
performance, the teacher may feel something related to their performance in
teaching including problems that they will face while they are teaching. The
feelings can be varied depends on the situation happened in class. In
phenomenology study, one of the purposes of the study describes their feeling of
the phenomenon happened in their lives (Patton, 2002, p.104). It also includes
how people perceive, describe, judge, remember, talk and make sense of their
experience with others.
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2. Teaching English through English
According to Willis (1981) teaching English through English is about
using English for communication as much as possible in the classroom (p.xiii).
Teaching English through English create “classroom English” used by the teacher
in delivering the lesson material to the students (Shaffer, 2004). Willis (1981)
states that teaching English through English is when both teacher and students
establishing English as the main language for communication (p. xii). Here, the
teacher needs to let the students know that making mistake in their speaking or
failing to understand the instruction is tolerable.
In order to be able to use English as the main communication language in
class, the application of English in the learning process (both communication and
learning material) it should be necessary for the teacher and the students.
Teaching English through English is applied purposely to improve students‟
ability in learning English by finding the difficulties from their learning
performance in language learning (Kim, 2008). By learning through English,
students could engage themselves in natural use of the second language instead of
focusing the grammar of the second language (Richards & Rogers, 1986 as cited
in Rabbidge & Chappell, 2015).
At the beginning of the implementation, it might be difficult for both the
teacher and students to use it in the teaching and learning process. Willis (1981)
says that praises and encouragements are needed plus the correction of the
mistakes should be done when the students‟ confidence low and they are easy to
give up in speaking English (p. xiii). Teachers have a big role in the teaching
process in order to gain the students‟ interest in learning and support the students
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to keep practicing using the language. Students will not have tried to practice
speaking the language when they feel afraid of making mistakes; then they will
not have any courage to communicate in English (Willis, 1981, p. xii)
Willis (1981) believes that “Language is much better learnt through real
use than through pattern drills and exercise” (p. 1). To have a better understanding
in learning a language, the learner should practice the language and use it
consistently in speaking. In Indonesia, learning English through English has been
implemented in some of the schools and other non-formal institutions that have
English as one of the learning subjects. Here, the language is used in every part of
the learning and teaching processes which is provided and used by teachers.
Besides that, teaching English through English creates the English atmosphere for
the students (Willis, 1981, p. xv). In the teaching-learning process, students will
get used to hear English spoken which helps the students in understanding and
practicing the words in English. The students will be familiar in using the
language for two-way communication, asking and answering the question or
doing other teaching and learning activities.
The implementation of this strategy of learning is not easy. In his study,
Kim (2008) did a study on the use of teaching English through English in Korea.
In his journal entitled “Five Years of teaching English through English:
Responses from teachers and prospects for Learners”, he said that the more
teachers and students using English as the instructional media in class, the low
anxiety they will get and the positive attitudes they will give (p.56). It is because
they give them chance to try to acquire the language and keep practice to using it
in their speaking. Here, students will get used to use the language without afraid
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of making mistakes in using the language. In this point, the students are helped to
improve their speaking skill. Kim also added that the major obstacle of teaching
English through English is students‟ lack motivation in using the language in their
speaking. Other obstacles include the lack of the teacher‟s teaching practice and
their proficiency in English, students‟ lack of proficiency, the teaching method
used, the students‟ behavior and attitude (Tsukamoto and Tsujioka, 2013).
3. English Used as the Instructional Medium in the Classroom (EMI)
Teaching English through English means English is used as the
instructional medium in the classroom. It is used as a communication tool in both
the learning and teaching process. English medium instruction is defined as the
use of English as the main language to teach the learning subjects in some non-
English countries (Dearden, 2015). In Indonesia, English as the instructional
medium has already implemented starting from 2006 (National Education Law
20/3, 2003) (DPGSEM, 2009, as cited in Borland and Eckersley, 2012.) EMI is
mostly implemented in international standard school, which is focusing on certain
subjects such as mathematics and sciences (Borland and Eckersley, 2012).
In this study, the context of English medium instruction is used to deliver
the course contents. It could help the students in learning the language better by
implementing the language as the instructional language communication between
teachers and students. Borland and Eckersley (2012) did a study regarding the
students‟ motivation in using EMI in learning. They did the study at 3 SBI junior
secondary school (One school is inner urban, one school in suburban, and the
other school in the rural area) in South Sulawesi Province. The results showed that
students, who implemented the EMI, had better achievement those other students
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who did not implement EMI in teaching-learning process. The other results
suggest that the EMI students achieved a higher frequency of English language
both at home and school, one of a positive attitude and great motivation in
learning English. From the result of the study, we can see that EMI helps the
teachers in improving the students‟ achievement in learning English.
4. Young Learners
This part discussed young learners. It includes types of young learners and
young learners in Purikids.
a. Types of young learners
People believe that learning a language should be started at a younger age.
It is because the thinking ability of young learners is faster than adults. In general,
the term “young learner” is for children who are at the age of 3 to 15 years old
(Nunan, 2011). According to Pinter (2006), children are unique and different from
one another even though they are in the same range of age. Here, Pinter identifies
children as young learners and older learners. The characteristics are identified in
the table below.
Table 2.1. The Characteristic of Young Learners and Older Learners
Young learners Older Learners
Children are at pre-school or in the
first couple of years of schooling.
Generally, they have a holistic
approach to language, which means
that they understand meaningful
messages but cannot analyze the
language yet.
They have lower level of awareness
about themselves as language
learners as well as about process of
learning
They have limited reading and
writing skill even in their first
These children are well
established at school and
comfortable with school routines.
They show a growing interest in
analytical approaches, which
means that they begin to take an
interest in language as an abstract
system
They show a growing level of
awareness of about themselves as
language learners and their
learning. They have well-
developed skills as readers and
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language
Generally, they have more
concerned about themselves than
others.
They have a limited knowledge
about the world
They enjoy fantasy, imagination,
and movement
writers
They have a growing awareness of
others and their viewpoints
They have a growing awareness of
the world around us.
They begin to show interest in real
life issues.
In teaching to young learners, teachers must be aware of the students
physical and psychological needs. Linse (2005) states that teacher of young
learners should provide the care necessary in order to acknowledge the students
need which can make them focus on learning. This means that the teacher has two
jobs in teaching to young learners which are to provide care and to provide
instruction. The purpose is to provide the best instruction for their developmental
stage.
Piaget (1923) identifies four development stages in children from birth to
adolescence. He published a book entitled The Language and the Thought of the
Child which he said that development was a process of acquiring the principles of
formal logic; basic local abilities. The students are following the exact same order
and the development reveals the result of the children‟ growth and the
development of the children brain. Pinter (2006) states that Piaget‟s
developmental stages is very useful for teachers who teach English to young
learners since it presents the information related to students‟ characteristics in
different age groups with different interests and needs. The main characteristics of
children‟s development are presented in the table below.
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Table 2.2 The Main Characteristic of Children’s Development
Stages of development Description
Sensori-motor stage (from birth to two
years old)
The young child learns to interact with the
environment by manipulating objects
around him
Pre-operational stage (from two to seven
years of age)
The child‟s thinking is largely reliant on
perception but he or she gradually becomes
more and more capable of logical thinking.
Concrete operational stage (from seven to
eleven years old)
Year 7 is the “turning point” in cognitive
development because children‟s thinking
begins to resemble “logical” adult-like
thinking. They develop the ability to apply
logical reasoning in several areas of
knowledge at the same time (such as maths,
science or map reading) but this ability is
restricted to the immediate context. This
means that children at this stage cannot yet
generalize their understanding.
Formal operational stage (from eleven
years
Children are able to think beyond
immediate context in more abstract terms.
There are able to carry out logical
operations such as deductive reasoning in a
systematic way. They achieve formal logic.
(Pinter, 2006, p. 7)
b. Young Learners in Purikids
Purikids is an English learning institution that is located at Nangka II/199
street, Maguwoharjo Yogyakarta. The second office of Purikids has located at
Rukan Gading Mas 6A Godean Street Km. 4 Yogyakarta. This institution begins
since 1998. In Purikids, the classes are provided for playgroup, kindergarten,
elementary school, and junior high school students. Purikids has four levels for
English for kids and teenagers. The first level is STARKIDS. It is the basic level
for 3-6 years old. It is focusing on listening, speaking, getting to know learning
concept through games, song, and pictures (flashcards) which gives the students
more motivation and values in English learning. The second level is
SUPERKIDS. It is from 7 to 9 years old. The intention of this level is to help the
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students in speaking, reading, writing, and listening simple conversation through
English. Another intention of this level is to train the students‟ bravery and
confidence. The third level is JUNIOR. It is for 10 to 12 years old. The intention
of this level helps the students communicate well in English both in written and
spoken. In this level, students are expected to be brave, confident, and care for
others. The fourth level is ACTIVE and TALK ACTIVE. It is for junior high
school students. In this level, students are expected to be active in communicating
in English. In this level, students are also expected to have their hospitality in
communicating with teachers and their friends.
Since 2004, Purikids partnering with some schools for English teaching
and named the class as rekanan class. Currently, there are 9 schools partnering
with Purikids. In this study, I was focusing on investigating the teachers‟ lived
Experience in Rekanan classes. Rekanan classes in Purikids that I focused on for
this study are the kindergarten classes. Kindergarten is the education for children
between the ages of 3 and 6 years old (UNESCO, 2003 as cited in Mulia, 2016).
Kindergarten program is one of the early childhood programs in Indonesia. The
other three early childhood programs are playgroup, child-care and PAUD
(Pendidikan Anak Usia Dini). In Indonesia, young learners Kindergarten School
refer to the young children of the age of 3 to 7 years old. Children start their study
in playgroup starting at the age of three and ended at the age of seven at the
kindergarten level. At the age of seven, the students prepared themselves to
continue the study in elementary school. In the age of 7-11, the students are able
to resemble logical thinking. They started to develop their ability in using logical
thinking by also inserting the logical reason at the same time. It is different with
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those children who are at the age below (Piaget 1923, as cited in Pinter, 2006). In
general, most kindergarten students in Indonesia are in the pre-operational stage.
Here, the characteristic of the students are egocentric and they tend to be busy
with their own world.
5. Teaching English to Young Learners
Learning the second language at a very young age is necessary for some
parents. Parents want their children to learn English as early as possible to prepare
them for having a better future later. One of the reasons why is teaching English
to young learners is important is that the young learners can absorb the language
well at their very young age. To make the young learners easily learn the
language, children need to practice the language as the daily communication
language or at least experience and speak the language in order to make it as a
habit which can be acquired in their daily communication. In this part, I explained
more about teachers who teach young learners, teaching young learners and
teaching adults, young learners‟ language acquisition, and challenges in teaching
English to young learners.
a. Teachers who teach young learners
According to Archana and Reni (2017), there are six roles of a teacher
which contain teacher as a learner, teacher as facilitator, teacher as assessor,
teacher as manager, teacher as an evaluator, and teacher as guide. The first role is
the teacher as a learner. The changes in education required the teacher to adapt
and improve themselves in their teaching performance. In order to teach better in
teaching and learning process, a teacher has to acknowledge the learning situation
and the students‟ needs. A teacher has to think from the learners‟ perspective
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before the teacher prepares the lesson (Archana and Reni, 2017). When the
teachers used their understanding towards the students‟ needs and perspective,
students could receive the learning materials without having any hesitation in
understanding the learning materials.
The second role is the teacher as the facilitator. In teaching to young
learners, teachers prepared everything well before they get to the class. They need
to facilitate the students with activities that could help the students in
understanding the learning material. Here, the teacher directs the students with
various kinds of activities that could help them in acquiring the learning material.
The third role is the teacher as the assessor. Assessing students is one of the
important tools in for students‟ achievement in learning. In teaching English to
young learners, could be from the feedback that the teacher‟s give while
conducting the learning activities. The fourth role of teaches is the manager. In
order to conduct teaching performance, the teacher should plan the teaching
preparation well. By having good management in teaching, teacher can make sure
the learning materials are delivered well in the classroom. The fifth role is the
teacher as an evaluator. In teaching and learning process, the teacher needs to be
fair to the students. They need to be effective in evaluating their students‟
potentials for their learning achievements. The last role is as the guider. In this
part, the teacher guides the students to become better in their learning so that they
will achieve good achievements than before.
b. Teaching young learners and teaching adults
Teaching young learners is different from teaching adults. Cameron (2001)
points out some differences between teaching English to young learners and
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adults. Cameron said that children are more enthusiastic as learners. They wanted
to please the teacher often rather than playing with their friends. Children at a very
young age tend to get more attention and appreciation from the teacher in the
learning process. Children are easy to lose interest quickly when they find
activities or task that difficult to them. Children do not have the same learning
access as adult learners in meta-language (means that they cannot learn the
grammar and structure of the language better than adult). Children also less
embarrassed in talking using the new language. It helps them in acquiring a
native-like accent better than adults (p. 1).
In the learning process, children are easily be affected by the environment
around them. The environment in an early age is a place where learning is
organized for. It supported the learning process by giving providing a learning
environment for teachers and students. Here, the learning environment can be one
of the important factor in young learners learning experience. By creating a fun
learning environment, young learner students will easy to grasp the material they
got from the teacher.
c. Young Learners’ Language Acquisition
The acquisition is how the language is being acquired to the students.
Skinner, one of the behaviorists, says that the primary processes in language
development of young learners are imitation and practice (Hrdá, 2017). In
teaching to young learners, imitation is one of the ways used by teachers of young
learners in Imitation is the way the students follow the teachers‟ action and
instruction in learning. Practice and language teaching, age can also determine the
process of language acquisition of a person. Uysal and Yavus (2015) state that
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young learners have better performance in learning the second language. The
younger the students in acquiring the second language, is the better they use the
language in their speaking. The language acquisition of the learners also
determines by the age of the learners. It is been by Penfield and Roberts (1959)
that there is a critical Period that shows young learners has a great advantage in
acquiring the language than adults (Hu, 2016). In language acquisition, there are 3
hypothesis namely input, output and interaction hypothesis.
1) Input Hypothesis
Input hypothesis is the basic acquisition of young learners. According to
Kreshen and Terrel (1983), the input hypothesis in language acquisition is
acquired only in one way; by receive and understanding the comprehensible input
(comprehensible input). In English teaching, the comprehensible input is how the
students understanding the learning material. Here, the result of the language
acquisition is the ability of the learner to speak.
Input in language acquisition can be defined as petroleum which has
different form and levels of quality (Lee and VanPatten, 2003, as cited in Biggs,
2014). The quality of petrol in the vehicle, the better the vehicle will run. It can
be concluded that good input in the language acquisition process could determine
the students‟ achievement in learning the language. Mostly, the inputs in the
language acquisition are coming from the teacher; how the teacher introduces the
lesson materials and conduct some strategies in teaching the learning material and
teaching and learning process.
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2) Output Hypothesis
The inputs that are getting by the student are developed in output.
According to Swain (1985), the comprehensible input in language acquisition was
not sufficient without the output. Output in language acquisition gives learners
opportunities to improve the use of the input hypothesis by providing feedback
(cited in McCarthy, 2014). Students will become better in using English in their
speaking. Feedback is also beneficial for teachers in order to improve their
teaching performance. According to Hattie (2009), feedback helps the teacher
make learning visible (as cited in Briggs, 2014). It is important in order to decide
effective teaching strategies in the classroom process.
3) Input-Interaction-Output Hypothesis
Language acquisition could be the process of input, interaction, and
output. It comes from Gass (1997). In McCarthy (2014), it is been said that Gass‟
language acquisition is about the input-interaction-output. Input is the most
important part of language acquisition which is used to describe the learners‟
acquisition processes. The process is started from apperception stage where the
learners are noticing the incoming data with individual affective, attitudinal and
linguistic filters. Then, the learner comes to the intake stage where the learner
begins to produce the L2. Intake stage is the link to the next stage, the integration
stage. This stage is where the rules of the target language become strengthened
and stored. The process of this stage will go to output where it leads to improve
the input by doing the interaction.
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d. Challenges in teaching English to young learners
Teaching English to young learners especially in teaching English through
English is not as smooth as teaching English using Indonesian. In Indonesia
mostly it is taught by a non-native teacher and the students were mostly non-
native students who were approached in English at school. From this background,
there were many challenges come from teachers and students. Nunan (2011),
states that there are five main challenges faced by the English teacher in teaching
English to young learners; cognitive development, motivation, attention, multi-
level groups, and assessment.
1) Cognitive development
In development stages, it is shown that learners go through significant
developmental changes in their journey from early ages to adulthood. Nunan
(2011) adds that the psychological and social characteristic need of the students
need to be considered especially in teaching preparation; the learning and teaching
activities (p. 7). In the earliest stages (sensory motor-age and pre-operational age),
students can follow single-step instruction then followed by two, three step
instructions. In this stage, students can also understand the symbolic concepts in
learning. They could learn numbers and letters as the basic in practicing reading.
Then, on the next stage, they had their abilities in understanding in arranging
words into sentences from various kinds of activities such as games.
2) Motivation
There are two kinds of motivation in educational psychologist;
extrinsic/instrumental and intrinsic/integrative. Extrinsic motivation refers to the
initiative to do something to get a reward. This could be done when the teacher
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sated some goals for the learning activities. Intrinsic motivation is the initiative to
learn to do or learn something from its own sake. It came from the students and
they take the benefit and learn from the teaching and learning activities.
3) Attention
Nunan (2011) states young children have a limited attention in learning.
Here, teachers need to provide various kinds of activities in order to hold their
attention in learning. Nunan says the types of activities include visual, auditory
and kinesthetic. The use of visual learning media such as flash cards and real
things, or the use of games in teaching and learning activities could be done for
gaining the students‟ attention in the learning process.
4) Multi-level group
The diversity in young learners is not only come from their characteristic.
It is also related to their abilities in acquiring the language in the learning process.
Students learning acceptance are different from one another. Some can be good in
grasping the material and some still need to be led by the teacher. Nunan (2011)
states, “teacher must lie in varying the difficulty of what learners are required to
do with the input”. By accepting the diversity in the teaching process, the
consequent learning opportunities will be richer (p. 11).
5) Assessment
In teaching to young learners, assessment refer to techniques and
procedures for analyzing the students‟ abilities language learning in order to
decide what learners can and what learners cannot do. In language learning,
assessment is assessed to diagnose the students‟ strength and weaknesses. It has
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practical implications. First, the students need to get the feedback right after they
performed. Another implication is the used of the teaching tasks as the assessment
tools. This includes the criteria that the teacher had for judging the students‟ task
and feedbacks mechanism for students.
B. Framework of Pre-understanding
This part presents the framework of pre-understanding of teachers‟ lived
experience in teaching English through English. The pre-understanding relates to
part and whole understanding. It is the ontological structure of understanding
(Sebold, Locks, Hammerschmidt, Fernandez, Tristao & Girondi, 2018).
Pre-understanding in this study is related to the pre-understanding of
teachers‟ lived experience in teaching English through English. Teaching English
through English is about using English as the communication language in
teaching and learning processes. This way of teaching is the way that could be
done by teachers in order to actualize the students‟ English speaking. Hence,
English is used as instructional media in class. By using English as instructional
media, teachers are aware of using their teaching skills and finding other strategies
in teaching English through English to young learners. Every teaching activities,
decisions or plans that they make has its own impact in their teaching performance
which could be affected as well on the students‟ achievement in learning English.
Besides, teachers can find many challenges and benefits in their experience during
the teaching-learning process.
In this study, my interest is more focusing on finding the lived experiences
from the teachers who have experienced in teaching English through English. In
this study, I tried to dig the meaning of the phenomenon from teachers‟ lived
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experiences. Therefore, the teachers‟ experiences in teaching English through
English define as what the teaching English through English means to the
teachers.
From the framework, my pre-understanding in teaching English through
English to young learners is described as the pre-figures themes. I provide seven
pre-figured themes which are the belief in teaching English through English,
being creative, teacher‟s autonomy, self-actualization, class management,
feelings, and motivation. I came up with belief in teaching English through
English. As a teacher, we have values that actually guide us in doing every
activity in the classroom. However, if our values are not worked with the learning
situation, there will be something wrong happens. Therefore, I chose this as the
first theme.
Being creative is chosen as the second theme. When teaching young
learners, teachers might face students with their own unique characteristics.
Teachers are also might face different kinds of the learning situation. If there are
problems related to those things, teachers need to think creatively in finding the
solution in facing their teaching problems
Teacher‟s autonomy is chosen as the third theme. The learning situation
from one to other class is different. The learning situation could create problems
that could let in deciding their own class activities or other alternatives in
teaching.
Self-actualization is chosen as the fourth theme. The experience in
teaching gives teachers the opportunities to develop their abilities in teaching
Class management is chosen as the fifth theme. Classroom activities that the
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teachers have planned do not always work as what the teacher expected. The
teachers may have spent a lot of time and energy in facing the class problems.
Feelings are chosen as the sixth theme. There are also times when the
students are not cooperative in learning and tend to create problems in teaching
and learning process. From that situation, teachers might have several feelings
which could make them uncomfortable in teaching.
Lastly, motivation is chosen as the seventh theme. Teaching English
through English to young learners is not easy. Teachers need to keep using the
language even though the students are not all understand English. Besides, they
also face different kinds of students‟ characteristic which sometimes make them
uneasy in teaching. Here, teachers need their motivation in order to encourage
themselves in facing those kinds of situations.
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CHAPTER III
METHODOLOGY
In this chapter, the methodology of the study is being introduced and
discussed. This chapter includes research plans, the procedure and the whole
process of the study. There are eight points are discussed in this chapter. First, the
research method discusses the method of the study. Second, research design
discusses the nature and source of data. It also included the explanation of the
setting and participant. Third, the instruments part explains the instrument I used
in this study. Fourth, the data collection explains the kinds of data collecting in
this research. Fifth, data acquisition explains the process of data collection. The
sixth, the data analysis part explains how the researcher analyzes the data of the
study. The seventh part of this chapter is trustworthiness which explains the
trustworthiness of the study instruments and study findings. The last part of this
study is the research procedure.
A. RESEARCH METHOD
To explore more the meaning of teacher‟s lived experience in teaching
English through English to young learners; the researcher will conduct the
hermeneutic phenomenology method. The method attempts to answer the research
question of the study which is “What is the lived experience of teachers in
teaching English through English to young learners?” Manen (1990) states that
this method aims to gain deeper understanding of someone‟s lived experience.
This study is investigating the teachers‟ lived experience in teaching
English to young learners in kindergarten. In this study, I described and
interpreted how the teachers experience teaching English through English to
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young learners. According to Manen (1990), phenomenology describes how one
orient to lived experience and hermeneutic describes how one interprets the „text‟
of life, and semiotics is used to develop a practical writing or linguistic approach
to the method of phenomenology and hermeneutic (p.4). Manen adds hermeneutic
phenomenological study edifies the personal insight which is contributing to one‟s
thoughtfulness and one‟s ability to act toward others, children or adults, with tact
or thoughtfulness” (Manen, 1990, p.7). Hermeneutic phenomenology is interested
in the human world. In order to do hermeneutic phenomenological method,
Manen says “to do hermeneutic phenomenology is to attempt to accomplish the
impossible: to construct a full interpretative description of some aspect of the life
world, and yet to remain aware that lived life is always more complex than any
explication of meaning can reveal” (Manen, 1990, p. 18).
B. RESEARCH DESIGN
Research design consists of the nature of data and data sources. The nature
of data discusses the data result of the study. Data sources showed the sources of
data collection that includes the explanation of the research setting and
participants. Research setting discusses the place where the study is conducted,
and participants‟ part discusses participants of the study.
1. Nature of Data
The nature of data in this study was in the term of narratives (text). It was
obtained from the lived experience of participants. The data of this study was
narratives related to what participants told about their teaching English through
English to young learners. It was taken from in-depth interviews, observation, and
re-interview.
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2. Data Sources
In this study, the data were taken from 2 teachers of Purikids who are
willing to share their experiences. Participants are teachers who are teaching
kindergarten students. The reason for selecting 2 teachers from Purikids was
because the teachers were in charge to teach Rekanan class and they are
obligatory to use English in teaching and learning process. English was used both
as the medium of instruction and material in teaching and learning process in the
classroom.
The study was conducted in Purikids Godean office. It was located in
Rukan Gading Mas, KM 4.5 Banyuraden, Gamping, Sleman, Yogyakarta. The
observation was conducted in two kindergartens; Indriyasana Baciro Kindergarten
and Golden Shine kindergarten. Indriyasana Baciro was located in Polisi Istimewa
street no.2 Baciro, Gondokusuman, Yogyakarta. Golden Shine Kindergarten was
located at Solo Street, KM 11, Gg Bulog No.112, Purwomartani, Sleman,
Yogyakarta.
C. INSTRUMENTS
Before I collected the data, I prepared the things that I needed for this
study. In this study, the instruments were the semi-structured in-depth interview
and class observation. The main instrument of this study is semi-structured in-
depth interview. The aims of using the semi-structured in-depth interview as the
instruments in lived experience were to explore and gather experiential resources
for the deeper understanding of the lived experience and to be used as the tool in
the process of gathering the meaning of the experience (Manen, 1990). It is used
to understand the meaning of the lived experience since participants own words
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are used at the very first attempt of the analysis (Porse, 1996). In the interview
process, I interviewed the teachers using the interview guidelines which contains
some of the questions related to the purpose of the study. The guidelines were
covers the topic or problems that probably appear in the interview process. Here, I
kept the guidelines only for myself. It is important for me to have the guideline
since it could help me in managing the questions for the interview. In the
interviews, the questions were planned before I conducted the study. The
interview allows participants to share their stories comfortably.
D. DATA COLLECTION
In this study, the data were collected through interviews, observation,
video, audio recording, and notes taking. The interview was done to get
participants‟ understanding, thought about the phenomenon and their feeling when
they taught English through English to young learners. In the interview processes,
participants expressed their understanding, belief, action, intention and their
feeling in teaching English to young learners. I did the semi-structured in-depth
interviews twice, and re-interview after the observation was conducted.
In this study, I conducted observation in order to gain more information
for the study. Observation in this study was done in order to reflect the real action
that happened in the classroom. It was also done to support the narrative data
which was taken from the interview so that the data could be accurate. In
observation, I took some notes about the things that I observed in the class.
E. DATA ACQUISITION
The phenomenological study was done by gathering different sources of
data that relate to the participants‟ experience. In this study, I presented the
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ongoing process of collecting data which including the preparation that I prepared
and the management of data. This part includes the in-depth interview, classroom
observation, re-interview, and in-depth interview 2, and personal accounts from
both of participants which help me in the description process.
1. In-depth Interview
This part contains the construction and the management of in-depth
interview. The construction of the in-depth interview discussed the guideline
questions used in the interview. The management of in-depth interview discussed
the process of in-depth interview.
a. The construction of in-depth interview questions
In the previous chapter, it was said that the in-depth interview in this study
was based on aspects of the lived experience. It was classified into five categories
namely understanding, belief, action, intention and feeling. These categories were
used in the in-depth interview process. The in-depth interview in this study was
conducted in Indonesian. The questions were also written and delivered in
Indonesian in order to dig more information from participants. By using
Indonesian, participants were free to express and tell everything that they have in
mind related to their experience.
Before I started to conduct an In-depth Interview, I prepared some guided
questions. The questions of the in-depth interview were not strictly used in the
interview processes. Since this study is a qualitative study, I could develop the
questions based on the need of the study. Sometimes I omit some questions which
I listed while I conducting the interview. In the interview process, I asked
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following questions that I got from the interview process. The reason why did this
is tbecause I wanted to gain further information that I needed for this study.
b. The management of In-depth Interview Data
In order to conduct this study, I asked Mr. Galih and Miss Ana permission
to be my participants. I talked to them about my study since December 2017.
First, I told Mr. Galih about this study when we were teaching rekanan class.
Rekanan class is one of Purikids programs that partnering with some schools in
Yogyakarta. Some teachers were sent to school and teach English as intra or extra
class. At that time, both of us were teaching at the Primagama Kalimantan
Kindergarten. In this kindergarten, we taught the same level in different classes.
We came thirty minutes before the class started. While we were waiting, we
shared our lesson plans and other activities that we would conduct in class. After
we talked about the lesson plan, I asked his willingness to be my participant. I
explained my study and what I would do to conduct the study. Before he stated his
agreement, he asked me some questions related to the study such as what I would
do in order to collect the data. I told him that there would be several interviews
and classroom observation for the data gathering. Then, he told me that he agreed
to be my participant. He said I just need to inform him whenever I was ready to
conduct the interview.
The first interview that I conducted with Mr. Galih was on Tuesday,
March 16, 2018. A day before we conducted the interview, I reminded Mr. Galih
that I would interview him the next day. On Tuesday, Mr. Galih and I were in
charge to teach at Godean office. He had to teach at 5 p.m. and I taught at the
same place from 4 to 6 p.m. After I prepared my teaching supplies, I went to meet
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Mr. Galih in class. He looked so busy working on his laptop. I knocked on the
door and asked him whether he was ready to be interviewed. He let me in and said
that he was ready. At the beginning of the interview, I explained the purpose of
the study. Then, I started the interview by using the interview guideline.
The In-depth interview transcription contained four columns. The columns
consisted of four parts. The first column on the left showed the description of the
situation happened in the interview. The second column showed the name of the
interviewer and the interviewee. R stands for the researcher and G stands for Mr.
Galih. The third column in the middle showed the questions and answers of the
interview. The fourth column was the coding column. It showed some
abbreviation of the themes which related topic of the study. Here, the answers
showed the lived experience of the teacher in teaching English through English to
young learners. The transcription can be seen in the Appendices.
The second participant of this study is Miss Ana. I informed Miss Ana
about my plan to have her as my participant. On December 2017, I met Miss Ana
while we were teaching at Model Elementary School. I told her about my study.
The interview that I conducted with Miss Ana was conducted on Monday, March
19, 2018. Since we work at the same place together at Indriyasana Baciro
Kindergarten every Monday, I thought it would be a good idea to have the
interview right after the class. At that time, we were in charge to teach at
Indriyasana Baciro Kindergarten. After that, we had our lunch and conducted the
interview at Siomay Bandung Pak Mul. The interview was done in 15 minutes.
While I conducting the interview, in 12 minutes, suddenly we heard an explosion
that came from the next building. We stopped the interview for a while to check
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the situation around. Then, we continued the interview for 3 minutes. After we
done the interview, we ate our lunch and having some talks about other things.
After that, we went to different location. I went to the Purikids Maguwo office for
having the weekly meeting and Miss Ana continued her teaching at Ceria Timoho
Kindergarten. We met again at the meeting after she finished her teaching. On the
first column, R was the researcher and A showed Miss Ana answers. The rest of
the column I made it same with Mr. Galih interview result.
2. Classroom observation
After conducting the in-depth interview, I conducted the observation. The
observations in this study were done to see the real situation that happened to the
teachers in teaching English through English to young learners. In conducting the
observation, I did some preparation by making the permission letter, asking
participants willingness for the observation, checking the lesson plan and
preparing the camera to record the situation of class. When those were ready, I
started the observation and took some notes while the observations were
conducted.
a. Preparation
To prepare the classroom observation, I asked Mr. Galih and Miss Ana to
decide the right time for the rekanan class observation. Before I started the
observation, I checked their lesson plans that they used in the classroom teaching
process. Miss Ana was the first participant who was ready to be observed. The
observation was conducted at Indriyasana Baciro Kindergarten. It was located in
Polisi Istimewa street no.2 Baciro, Gondokusuman, Yogyakarta. The observation
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was conducted on Thursday, April 12, 2018. It was the day when Miss Ana taught
A2 class. The class was started from 10.30 to 11.00 a.m.
On Tuesday, April 17, 2018, I conducted the observation of Mr. Galih
teaching process. It was the day when Mr. Galih taught Golden Shine classes.
Golden Shine Kindergarten was located at Solo Street, KM 11, Gg Bulog No.112,
Purwomartani, Sleman, Daerah Istimewa Yogyakarta. Since it was the end of the
meeting, Mr. Galih planned to invite the students to watch a movie. The class was
started from 9 to 10 a.m.
b. The observation process
This part presented the observation process and results. The first
observation was conducted in Indriyasana Baciro kindergarten. It was Miss Ana‟s
class. The observation was conducted on Thursday, April 12, 2018. The second
observation was conducted on Tuesday, April 17, 2018. I conducted the
observation in Mr. Galih class. The class that I observed was A and B class that
mixed into one class.
1) Miss Ana observation Process
I conducted the observation with Miss Ana. Both of us had teaching
schedules in Indriyasana Baciro. I went to school a few minutes early than usual.
The class was started at 10.30 and I came at 9.50. As soon as I arrived, I met the
Indriyasana Baciro headmaster, Miss Tanti. We were known each other since I
was teaching at Indriyasana Baciro in 2015. I gave the permission letter and
explained to her the purpose of my study. She gave me permission to observe the
class. Then, I prepared things that I needed for the observation. Ten minutes
before the class started, Miss Ana came. I asked her about the lesson plan of that
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day. She told me that the lesson plan was about the introduction of Indonesian
nationality. Miss Ana prepared a picture of Indonesian national flag and Garuda as
the Realias. Realias were flashcards, used as the learning material (vocabularies)
in Purikids
When it was 10.30, we went to A1 class and Miss Ana started to teach A1
students. Students were excited when they saw us getting inside the class. There
were 13 students in A1 class. Miss Ana actions were recorded through the camera.
During the observation, I made some notes regarding the actions that Miss Ana
and the students did in class. After I conducted the observation, I transferred the
video recording to my laptop. I watched the video one more time and transcribed
the video into notes. The observation notes can be seen in Appendix 10.
2) Mr. Galih Observation Process
The observation was held in school that Mr. Galih in charged to teach to. It
was in Golden Shine (well-known as Sunshine) Kindergarten. Previously, I
planned to have the observation which was conducted on April 10, 2018. On the
same day, I taught other school at 10 o‟clock. It was at Karitas Elementary school.
Since the distance was too far from Karitas, I planned to have the observation on
the next week. I told Mr. Galih that I canceled the observation. He said he was ok
with it. Then, I asked Him whether I could observe the class on the next week. He
agreed. Then, on the next Tuesday, I conducted the observation.
I prepared the things that I needed for the observation. I brought my
camera before I started the observation. When I came to school, I saw Mr. Galih
just parked his motorcycle in the parking area. Then, I approached him and we
went inside the school together. At first, we met the principal. Her name is Miss
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Titin. She was nice. When I was about to give the permission letter to her, she told
that she already knew my observation purposes from Mr. Galih. I gave the
permission letter and had some talk for a while. Then, she asked permission to
leave continuing her work.
Mr. Galih and I were waiting outside the class. We were sitting on the
bench outside and had some talks. While waiting, I asked him about his plans for
the teaching process. I asked him about the class and other information. Mr. Galih
told that it was the last meeting and Mr. Galih planned to have movie time. He
added that the class would be mixed into one class. Actually, I was concerned
about this. I concerned about the activity that would be done by the teacher in
class. At the very beginning of the class, I kept thinking that the activity would be
only watching a movie. However, I believed that there would be something
interest would happen in the teaching and learning process in class. We entered
the class at 9 a.m. As we entered the class, Mr. Galih prepared his laptop and the
viewer for movie time. All Mr. Galih‟s actions were recorded in video. I also
took some notes based on the teaching and learning processes in class. The
observation notes sample can be seen in Appendix 11.
3. Re-interview participants
In this study, I did the re-interview in order to get more data from the
participants. The re-interview session was conducted after I transcribed all the
observation data.
a. The construction of re-interview questions
The questions of the re-interview data were not taken from the researcher
but it was from the observation in the form of video and notes. The researcher dag
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more information by questioning the actions and the teaching process happened in
the class. Both of participants had different teaching material. The situation of
teaching-learning processes of one teacher was different from one another. It was
because the observations were conducted in different kindergarten so that the
teaching-learning situation and condition were different. In order to construct the
questions, I watched the video and read the notes that I wrote for a few times.
Then, I identified the action that participants‟ did in the teaching process. After
that, I reviewed the transcription of the interview.
b. The management of the re-interview data
After I conducted the observation, I transcribed the video into notes. Then,
I analyzed things that I asked for the re-interview session. Before I started the re-
interview session, I prepared the question based on the observation. Then, I
prepared everything that I needed for the session. I used my phone to record the
data. I had the recording application on my phone. It was efficient for me to use
my phone as the tool for the interview process. The result of the recording was
clear so I did not need to worry about it. The recording file was easy to transfer as
well. I just need to connect it to the USB and transferred it to my laptop.
After I observed the teacher, I told them that I would conduct the re-
interview session soon. Then, I asked both of the teachers to decide the date. Miss
Ana said that she was ready to have the interview on Thursday, April 19, 2018. It
was another Thursday where we taught at the Indriyasana Baciro Kindergarten.
The re-interview session was held while we were having lunch at Siomay Pak
Mul. It was located at Baciro Gndokusuman near the Indriyasana Baciro
Kindergarten. Mr. Galih chose to have the interview on the following day, on
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Friday, April 20, 2018. The re-interview session was conducted in Purikids
Godean office at 5.30 p.m. Next, I transferred the recording to my laptop to secure
the data. I copied the recording to my flash disk for back up. Then, I played the
recording and started to transcribe the data. I transcribed the data into notes that
divided by some columns. Those columns were same as the in-depth interview 1
results.
4. In-depth Interview 2
I did the second in-depth interview as in order to get more data for the
study. This part contains the construction and management of the second in-depth
interview. It was same as the first in-depth interview. The construction of in-depth
interview discussed the guideline questions used in the interview. The
management of the in-depth interview discussed the process of in-depth interview.
1. The construction of in-depth interview 2 questions
I did another in-depth interview to dig more information from participants.
The construction of the in-depth interview 2 questions was based on the in-depth
interview 1 results. Previously, when I analyzed the data, I found that there were
some important data missing. Before I did the interview, I read the previous
interviews‟ transcripts and identified some missing things that I have not asked
the participants. Then I listed all possible questions that I need for in-depth
interview 2.
2. The management of In-depth interview 2 data
After all the questions are listed, I started to contact Mr. Galih and Miss
Ana. When I met Mr. Galih and Miss Ana, I told them that they would have the
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other interview session. I did also inform them of the purpose of the interview.
They were agreed to have the interview. We decided to do it on Friday, May 18,
2018. On that day, three of us were working at Purikids Godean Office. Mr. Galih
said he would be at Purikids Godean office around 12 p.m. Mr. Galih said that he
could be interviewed after 1 p.m. Miss Ana said that she had a class at 3.30 p.m.
She said that I could interview her at 2 p.m. before the class started.
On Friday, I went to Purikids Godean Offices at 1.30 p.m. When I was in
the parking area, I saw Mr. Galih was getting inside the office. I help Mr. Galih in
preparing the office. After we prepared everything, I asked Mr. Galih whether he
was ready to be interviewed. He said he was ready and we started the interview at
1 p.m. The interview session was ended at 1.36 p.m. Miss Ana came a bit late for
the interview. She came to the office at 2.45 p.m. She told me that she needed to
go to the hospital. When she was ready, we began the interview. We started the
interview at 3.00 p.m. and ended at 3.25 p.m.
5. Personal Accounts of Teachers’ Lived Experience
The personal accounts of participants lived experience were made after I
collected the in-depth interview observation, re-interview, and in-depth interview
2 data. The accounts of the personal lived experience were constructed from
participants‟ stories. The purpose of making the personal account is to identify the
personal lived-experience in teaching English through English to young learners
deeply. It helps the researcher in describing and interpreting the personal lived
experience data.
The accounts are used as the main source for data description and
interpretation. Here, I presented the data by showing the codes. In the personal
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accounts, the first column shows the codes of the anecdotes. The second column
referred to the abbreviation of the themes. The third column referred to some
anecdotes and data from the tables of in-depth interviews data.
F. DATA ANALYSIS
In this study, the interpretations of the data were done by following the
Creswell‟s interpretation steps. According to Cresswell (2012), there are six steps
in analyzing and interpreting qualitative data. In interpreting the data, the first
thing that I did was to prepare and organize the data for analysis. The preparation
and organization of data were taken from the first and second transcription in-
depth interview, observation, and re-interview. The transcriptions were written in
Indonesian since the interviews were conducted by using Indonesian.
Second, I explored and coded the data. I read through the database and
started coding. For this study, I collected all the coding in participants account and
I add the coding based on the types of the interview. For example of the coding is
(AP.6. [tin-2-Galih]G33). This code is for the in-depth interview. AP.6 refers to
the appendix 6, tin-2 refers to transcription of in-depth interview 2, Galih refers to
the name of the participant, and G33 refers to participant‟s answers. For re-
interview code, the difference is (AP.6. [trin-Galih]G33). Trin refers to
transcription of re-interview.
Third, I used the coding to build description and themes. I decided the
other codes that I used to present the themes. The codes were B (Belief), C (being
creative), A (Teacher‟s Autonomy), SA (Self-Actualization), CM (Classroom
management), F (Feeling) and M (Motivation) for pre-understanding themes and
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v
v
v
v
v
v
v
v
US (Understanding Students), TAP (Teaching Activities Problems) and CE
(Commitment in using English).
Forth, I represented and reported the qualitative findings. I showed the
anecdotes by highlighting the utterance which supported the themes. Then, I
present it in English in Chapter 4. Fifth, I interpreted the findings. Here, I describe
and interpreted themes. Sixth, I validated the accuracy of the findings. I used
triangulation and member checking for validating the data. Here, I made the
narrative from the finding of the study.
Figure 3.2. Data Analysis
G. TRUSTWORTHINESS
In trustworthiness, the researcher has to make sure that the finding and
interpretation of the study are valid. Validating finding is a strategy which is used
to determine the accuracy of the findings (Cresswell & Miller, 2000; Lincoln and
Guba1985 as cited in Cresswell, 2000, p.259). In this study, triangulation and
member checking are used to validate the finding. Triangulation was done in-
Prepare and organize the data
Explore and code the data
Coding
Represent and report the qualitative finding
Interpret the finding
Validate the accuracy of the finding
v
v
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depth interviews, observation, and notes which taken by the researcher in
collecting the data. It is the process of validating evidence from different people
(Cresswell, 2012, p.259). Member checking aims to check the researcher
understanding in describing the data. It is the process when the researcher asks
participants in order to check the accuracy of the account (Cresswell, 2012, p.
259). Here, the evidence will support the theme of the study. The process helps
the researcher to make sure the study accuracy.
H. RESEARCH PROCEDURE
The data collection contains several steps and the procedure used
in this study. According to Manen (1990), there are six stages can be done in
human science study; (1) Turning to the nature of lived experience, (2)
Investigating the experience, (3) Reflecting on essential themes. (4) Describe
the phenomenon. (5) Maintaining a strong and oriented relation. (6) Balancing
the study content by considering parts and whole. For this study, I specified
the study procedure stages by Manen into some steps for the study procedure
which allowed me to conduct the study. The steps and explanation of study
procedure are shown below.
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Figure 3.1 Study Procedures
Turning to the nature of
lived experience
Choose the topic
Find supporting information
Decide participants
Provide the interview guideline
Conducting in-depth interview
Investigating the
experience
Reflecting on essential
themes
Analyze the study finding
Do the member checking
Making accounts and describe the
lived experience
Describe the phenomenon
Write the interpretation of the
lived experience
Maintaining a strong and
oriented relation
Balancing the study content by
considering parts and whole
Rechecking all data
Stages in Study
Procedure by Manen
Procedures
Conduct the re-interview
Conducting the observation
Transcribing the in-depth
interview result
Conduct the in-depth interview 2
Transcribe the re-interview result
Transcribing the in-depth
interview 2 result
Coding
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CHAPTER IV
DESCRIPTION AND INTERPRETATION
This chapter discusses the finding of the study. It discusses the description
and interpretation of lived experience in teaching English through English to
young learners. This chapter is divided into two parts namely: the description and
the interpretation of participants‟ lived experience.
A. THE LIVED EXPERIENCE DESCRIPTION
In this study, there were two participants being interviewed; Mr. Galih and
Miss Ana. Both of participants were pseudonym. In this part, I describe
participants‟ background of study and describe participants‟ personal lived
experience. The text was taken from the result of the in-depth interviews.
1. Miss Ana’s Personal Experience
Miss Ana is one of the teachers in Purikids. She was born 24 years ago.
She was graduated from Indriyasana Kindergarten Pakem. She continued her
study in Kdisobo Elementary school Sleman. Her Junior High School was in state
the school in Turi. Her senior high school was in 1 state senior high school in
Pakem. After that, Miss Ana continued her study at Sanata Dharma University.
She was starting teaching English since she was studying at the university. At that
time, she was asked to replace the pregnant English teacher in Ngalik 1 Senior
High School for three months before she started to learn the teaching program. In
Purikids, Miss Ana is in-charge to teach mostly at rekanan and regular class. She
teaches English in Purikids since December 2017.
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Related to her experience in teaching English through English to young
learners, she said that she teaches many rekanan classes. In her previous teaching
experience, she mentioned that she taught the students in Ngalik 1 Senior High
School before she started to teach in Purikids. In her experience, she mentioned in
her interview that she taught her students bilingually though she used Indonesian
mostly in explaining the learning material. In Purikids, Miss Ana mentioned that
she had different experiences in teaching English. She said she needed to use
English for communication in class. She further mentioned that she needed to use
English even though the students did not understand what she said.
During the interview, Miss Ana told me that she found some problems in
teaching English through English to young learners. One of the problems related
to classroom management. She told me that the students were too young and
difficult to be handled by the teacher. From her explanation, I found that she had
some difficulties which were coming from students‟ behavior, getting the students
mood, and the learning situation (including the learning schedule).
In the first in-depth interview, I asked her about her experience in teaching
English through English to young learners in rekanan classes. She mentioned that
the most memorable experience was when she taught the class that was hard to be
handled. She told me that she found it difficult to teach the students in Indriyasana
Baciro Kindergarten.
“I taught two class; A and B class. On Thursday, A1 class,
probably, it was because they were too young, and they were difficult to
study and understand, they always played by themselves while the teacher
is teaching in front of the class. The liked to run around the class and they
were difficult to be controlled. For B2 class, the students could understand
and able to write.” (Ap4.[tin-1-Ana] A22)
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In teaching English through English to young learners, Miss Ana found it
difficult to face her students‟ behavior. She mentioned that the students were too
young to study.
“Actually, it was because A class is special especially A1. So
maybe it was because the students were 3-4 years old, hence they were not
yet ready to be serious in learning.” (Ap6.[trin_Ana] A6)
“They like to get busy with themselves, haven‟t know what a
serious learning is. But when I saw the class teacher teaching, the students
got busy with themselves too. In my opinion, I wasn‟t only the one who
felt this. The class teacher was feeling that way too. So, I understood. … It
was because the students were not ready to learn in that age.” (Ap6.
[trin_Ana] A16).
“When the students got tired, they had less concentration, which
made them difficult to grasp the learning material.”(Ap6. [tin-2-Ana] A3)
In her teaching experience, she mentioned that she got a problem with the
learning schedule as well. The schedule for English learning in Indriyasana Baciro
kindergarten started at 10.30-11.30 a.m for A class and 11.30-12.00 a.m. for B
class. She mentioned that she needed to work harder to handle the class even
though there were two teachers staying in class.
“Probably it was because the schedule which was too noon for the
students. It was too noon for the students, that was why they got tired
easily and bored for study. Some students were moody, some could pay
their attention to the teacher, and some students were busy with
themselves which made the class uncontrolled.” (Ap4.[tin-1-Ana] A22)
Facing those kinds of situations made Miss Ana tired. Miss Ana
mentioned that she felt tired to teach the student in that kind of situation. In
Indriyasana Baciro Kindergarten, Miss Ana needed to teach English for 1 class in
30 minutes then followed by other class for the next 30 minutes.
Honestly, I feel tired. Heart and physically tired. (Ap4. [tin-1-Ana]
A27)
“It was pretty tiring. B1 class was the only class that I could
handle. B2 class was sometimes can be handled, and B3, since it was the
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last class, there were many students who did not pay their attention to the
teacher.” (Ap4.[tin-1-Ana] A30)
For A class, it was early, at 11 a.m. It was not too noon for the
students. It was probably because the students were too young and difficult
to be handled.” (Ap4. [tin-1-Ana] A31)
I got a chance to observe Miss Ana activities in Indriyasana Baciro
Kindergarten. I conducted the observation in A1 class, which was one of the
classes that concerned by Miss Ana as she mentioned in the interview. The
learning topic on that day was about nationality.
In the learning material introduction, she began the lesson by giving an
introduction to her students. She told them her name and her origin. The purpose
of her action was to keep using English in the classroom communication.
“Aaa…. It was because.. The learning material at that time was My
name is… I am from Indonesia. So for reminding the students their
teacher‟s name … so when they answered Miss Ana, for example.. So..
My name is Miss Ana. I am from Indonesia. Then,, they would know..
Ohh… If I want to introduce name, my name is Miss Ana… like that…
Saya dari Indonesia was spoken like that.. Ap6.[trin_Ana] A8)
Like that Miss… So that it was according to direct method and
keep use English. (Ap6.[trin_Ana] A8)
The teaching process was done smoothly at the beginning of the lesson.
However, when Miss Ana took a ball from her bag for the game, students were
getting too excited to get the ball from her. Suddenly, the class became
uncontrolled. When she mentioned this problem, she looked upset and
disappointed. She explained the situation in the re-interview session.
“Actually, I was planned to use the ball for singing.. So it liked ..
(Miss Ana started singing) one two three four five six seven eight nine
ten… The last person who got the ball at the end of the song, I wanted the
student to come in front of the class and introducing himself based on
what I taught in the beginning of the lesson. For example, the student was
Cha cha. She came in front of the class.. Hello my friends, my name is
Cha cha. I am from Indonesia… However, yesterday, it was like what you
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have observed… It because the students were special.. They did not want
to join the class activities, but prefer to get the ball.” (Ap6.[trin_Ana] A10)
Through her experience, Miss Ana found that she understood her students‟
characteristics more. She understood that her students were too young so they
needed to be led by examples in every activity that she presented in class. One of
the examples was by doing some action related to the song that she sang with the
students did in class.
“It was because they were too young Miss.. As a teacher, I gave the
example.. So they had to know… Oh.. If sang a song, the movements were
like this… Besides, they were too young, probably they did not know the
meaning of sit down, stand up, stop, quiet, they did not know that.”
(Ap6.[trin_Ana] A11)
“Because they still busy to play, haven‟t known what serious
learning was. However, What I saw from the class teacher when they were
teaching, the students always played by themselves. So, I thought I wasn‟t
the one that felt it. The kindergarten teacher we felt the same too. So, I
understood… It was because they were not ready to learn at that age..
Ap6.[trin_Ana] A16)
Miss Ana used body language (gesture). She mentioned that she used a lot
of body gesture to handle the class as well. She did the body language in order to
let the students‟ know the meaning of the action indirectly.
“So, I used body language as I can or other variation of examples
to make the students understand what I meant. (Ap4.[tin-1-Ana] A6)
“So as the teacher, I used some movements.. If quiet, Sssttt (she
touched her index finger on her lips), sit down.. My hand needed to lead
them to sit.. sot that they indirectly knew the meaning of the action.”
(Ap6.[trin_Ana] A11)
In introducing the learning material, Miss Ana used pictures as the
learning media. In the observation, Miss Ana introduced the Indonesian flag and
Garuda as Indonesian symbol. The purpose was to introduce the identity of
Indonesia.
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“The purpose was because the learning material was related to
nationality, so the first thing was showing the picture of a flag. That was
the national identity and Pancasila too. So it was for.. um… whoa it is
Indonesia… I am Indonesian meant Indonesia‟s people by showing the
picture.” (Ap6.[trin_Ana] A12)
During her teaching process, Miss Ana mentioned that the result was
different with her expectation. The teaching plan was not done well. There were
only less than 50 percent of students who pay attention during the learning
process. In the re-interview session, Miss Ana mentioned that she felt tired, sad,
and disappointed with the situation happened that day.
“Since I knew the students … So those who repeated were only a
few people.. I wanted all of them to participate.. So that they could learn
together.. However it was not as I expected..” (Ap6.[trin_Ana] A14)
“I taught them already, study together, However, those who pay
attention only less than 50 percent of the students in the class”
(Ap6.[trin_Ana] A16).
“What I felt was tired, sad, and disappointed.” (Ap6.[trin_Ana]
A16)
However, there were some students who were willing to join the lesson.
She got her motivation in teaching by seeing their willingness in learning.
“A bit disappointed... Since there were only a few who paid
attention in class. However, I was happy. There were many of them who
were willing to pay their attention to the teacher. Even though there were
only some of them but they could grasp what I taught well.
.(Ap6.[trin_Ana] A20)
In the teaching process, Miss Ana creatively used many kinds of activities
such as games as the media for students to practice their English. In the
observation session, she asked the students to play London Bridge in production
session. Another production game used by Miss Ana was Sit and Stand game.
“Yes, because London Bridge game could be used as production.
So they will remember the learning material of the day from London
Bridge game. It could be used as Sum-up.”(Ap6.[trin_Ana] A17)
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“There was. It ever used in Baciro. There was a game Sit and
Stand. In the beginning, the students in the A1 class did not focus to study.
They were busy to play by themselves, they were paying less attention to
the teacher. However, when I did Sit and Stand game, They were happy.
So they were said, “Again miss… Again Miss!” So, when we play Sit and
stand, if there was one person got wrong, it would be given a question. So
with other purpose, if the game worked, and they got wrong, the lesson
would be worked since they would get the question about the learning
material on that day.” (Ap5.[tin-2-Ana] A6)
In the re-interview session, Miss Ana mentioned that her experiences in
teaching in Indriyasana Baciro Kindergarten not only made her being more
creative, but she understood her students‟ characteristic. Her understanding of her
students could increase her awareness of students‟ behavior in the classroom.
“Then, later I know, oh they want to play game. What kinds of
game that could increase their interest in learning? Then, after that, I
realized that was the way to teach kindergarten students.” (Ap8.[tin-2-
Ana] A20)
“The first one was game. I had to prepare a game that could gain
the students‟ interest so that they would follow the lesson without realizing
that they learnt too.” (Ap8.[tin-2-Ana] A17)
“I become more patient and understand that kindergarten students
were like to play while learning. So when they were playing, probably I
should follow the game. But it should be related to the learning material. If
they wanted to run, I followed them, asked them to “Run and Say!” So
they would run to the picture and say what the picture is.” (Ap8.[tin-2-
Ana] A21)
In summary, from Miss Ana Story, I found out that teaching at Indriyasana
Baciro Kindergarten was her memorable experience. When she taught at
Indriyasana Baciro Kindergarten, there was a class which was challenging for her.
The class was A1 class that consisted of 15 students in the range of 3 to 4.5 years
old. She mentioned that she found it difficult to handle the class since the students
were too young. The students‟ behavior sometimes were uncontrolled while the
teacher teaching in the classroom. During her teaching, she got used to handle the
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students in that kind of situation. From her story, I found that she could
understand her students, become more patient and be able to develop her
creativity in finding other alternatives in learning activities in teaching English
through English to young learners.
2. Mr. Galih’s Personal Lived Experience
Mr. Galih is an English teacher in Purikids. He graduated from 9 state
Junior high school Yogyakarta.. Then, he continued his bachelor degree in Sanata
Dharma and graduated in 2012. He decided to continue his study at Yogyakarta
State University and graduated in 2017. He has been teaching English since 2012.
In Purikids, he teaches English starting since 2016. In Purikids, Mr.Galih is
currently in-charge to teach young learners. He was also one of the coordinators in
Purikids Godean Office.
In the interview about his experience in teaching young learners, he
mentioned that teaching English through English was difficult for him (Ap5.[tin-
1-Galih]G6). In English teaching, he had his own belief about teaching English
through English. He mentioned that by teaching English through English, students
would not only talk in English, but they would also know the meaning as well.
“I thought so… in direct.. So students would not only speak
English, but they would speak and know the meaning“ (Ap5.[tin-1-
Galih]G6)
Mr. Galih mentioned in the interview that, he felt challenging in reaching
the learning target. It was expected that the students could understand and speak
English fluently right after the teacher taught them through English. For Mr.Galih,
he mentioned that he never expected his students to understand the language
directly. He stated that students were having a hard time to understand the
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instruction in English that was why he believed that teaching English through
English should not be forced to the students.
In in the first in-depth interview, Mr. Galih told that there was a rekanan
that was memorable for him. It was Golden Shine kindergarten. Mr. Galih
mentioned that there was one of the classes was challenging for him. It was A
class which contained students of 3 to 4.5 year old. He found that the students in
A class in this kindergarten were very active during the teaching and learning
process.
“Kindergarten A Golden Shine. If it is compared with B class,
wow.. it was unbelievable. Some of them like to make their own barracks,
play with themselves. The barracks were under the table… They didn‟t
like to make some troubles hurts anybody. But they would always do their
own activities. Played their own toys. The barracks were hiding under the
table.. Oh right here Mister! Oh.. Sunshine was like that. What did they
like? They did not make any trouble that hurting anyone. .. But they
always have their own activities.” (AP5. [tin-1-Galih]G30)
In the teaching process, Mr. Galih said that he already provided some
activities for the learning process. However, the students find the activities
uninteresting. He mentioned that this was one of his challenges in teaching.
Though there were some games provided by the teacher, they will
always have thought to think about other games. That was the challenge.
(AP5.. [tin-1-Galih]G30)
“The kids were not naughty but they tend to get here and there
finding new things. For example, making something.. They were always
like that. It was difficult to gather them.” (AP5.. [tin-1-Galih] G30)
In the first in-depth interview, Mr. Galih mentioned that there was one
more kindergarten that was challenging for him as well. It was Ceria Timoho
kindergarten. In this kindergarten, the problems he faced mostly related to
students‟ behavior. He mentioned that he wasted much of his time just to make
sure that his students behave well to one another.
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“… One more ok.. On the previous one (Golden shine
kindergarten).. The students were not annoying, naughty, but they got here
and there to find new toys or games… like that… For example, making
something… they like to learn that way.. But this one (Ceria Timoho).. It
was difficult to gather the students as one.” (Ap5.[tin-1-Galih]G30)
“They have their ability in learning. However, the challenge was
more than Golden Shine kindergarten and Golden shine was nothing
compared to this.. It was the way they behave with their friends.
Sometimes, I spent much time to make them like behave well in class.
Work well with friends, like that.. So what? It was not all of them. But,
one or two students that I taught were like that. So, the problem was
students‟ active behavior in class.” (Ap5.[tin-1-Galih]G35)
“If we asked them, they could answer well. They gave their
attention to the teacher even though they liked to run around the class.
However, the problem was between themselves. That was the
problem.”(AP5.. [tin-1-Galih]G36)
“Later they would cooperate because of the problem. When I was
in Certim (Ceria Timoho), the problem was communication between the
students. It wasn‟t between the teacher and the students… The interaction
between the teacher and students was great… But, among them, they were
like scrambling and fighting…” (Ap5.[tin-1-Galih]G39)
“Obviously, their behavior…… It was great with the teacher…
However, with other students, and with their own class, that was the big
challenge.” (Ap5.[tin-1-Galih]G41)
In the observation, I observed Mr. Galih teaching performance in Golden
Shine. At first, I wanted to observe his teaching in Ceria Timoho Kindergarten.
However, since he was not in charge of teaching that kindergarten anymore, so I
decided to observe Mr. Galih teaching performance in Golden Shine
Kindergarten. At that time, Mr. Galih told that it was the last meeting. Mr. Galih
mentioned that he planned to have a movie class. In selecting the movie, Mr.
Galih had his own consideration. He chose a movie which appropriates for
kindergarten level.
During the teaching process, Mr. Galih mentioned that he got confused
when he faced some students who were so active in Golden Shine Kindergarten.
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He also mentioned that he felt uncomfortable when the class teachers stayed in
class.
“Feeling… For feeling, I never get angry… I never sad.. I couldn‟t
angry.. The feeling is more confused about how to face the students. How
to find other ways, other alternatives, so that “the students were like this ..
How to handle them? How? How to direct them? How… I think hard on
that… The feeling was confused.. Moreover, it was watched by the class
teacher…. Sunshine always being watched by class teacher..” (Ap5.[tin-1-
Galih]G43)
From his experience, he mentioned that his weakness is strictness. He
mentioned that it was hard for him to be strict to young learners. He could
sometimes, but it did not work well.
“I could be strict. Be firm, shouting and giving punishment,
reporting to the office, I could do it. But I couldn‟t be firm and fierce like
other teachers… That was my weakness.” (Ap5.[tin-1-Galih]G38)
“But I still couldn‟t be strict. (Ap9.[tin-2-Galih]G29)
“Whoa… For me, I couldn‟t be strict in facing those cute young
learners. However, this I couldn‟t just ignore it like that..” (Ap9.[tin-2-
Galih]G30)
In the interview, he stated that his weaknesses encourage him to improve
himself. Through his teaching experience, he learned how to handle the students
with different kinds of level and situation.
“There were many ways to handle students. Sometimes it happened
as time goes by. The more I teach, the more I know. When I experience it,
I will know. Ohh. The way to handle kindergarten students was like this,
the way to face Junior high School students was like this. I must be firm.”
(Ap9.[tin-2-Galih]G33)
Conclusively, from Mr. Galih story I found that teaching English through
English was difficult for him. He mentioned that he faced many challenges which
were mostly related to students‟ characteristics in the classroom. He experienced
those challenges in Golden Shine and Ceria Timoho Kindergarten. He also
mentioned that his weakness in teaching was being strict especially to young
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learners. He learnt a lot from other teachers, by attending the teachers‟ meeting or
by asking them some questions. From his story, I found that he could improve his
teaching performance better by get used to face those kinds of situation.
B. THE LIVED EXPERIENCE INTERPRETATION
This part presents the interpretation of teachers in teaching English
through English to young learners. The themes that being interpreted are consist
of two namely, 1) pre-figured themes and 2) emergent themes. Pre-figured themes
are the themes that are predicted after the researcher got the pre-understanding.
Emergent themes are the themes that consist after the researcher collected the
data.
1. Pre-figured Themes
This part discussed the pre-figured meanings which are discussed in pre-
understanding. There are seven pre-figured themes namely, a) Belief in Teaching
English through English, b) being creative, c) teachers‟ autonomy, d) self-
actualization, e) classroom management, f) feelings, and g) motivation.
a. Belief in Teaching English through English to Young Learners
Both participants have different believes in teaching English through
English to young learners. Miss Ana mentioned that teaching English through
English was necessary for PBI graduates (Ap.4.[tin1-Ana] A5). However, she
found it difficult to use her belief in her teaching performance since the students
were not yet established in learning (Ap.4. [tin1-Ana] A5). This made her aware
of finding suitable activities for her students.
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She also made sure that she kept using English to talk to the students even
though the students did not all talk in English. She believed teaching English
through English let the students get to use English. She believed that students
would understand and able to use the language by following what the teacher said.
“When teachers used English in their teaching, later students
especially the young learners will follow the teacher. So starting from
the first meeting, they will know Hello Good Morning or whatever, which
is later followed and understood by them. Besides, they could also use the
language as well.” (Ap.4. [tin-1-Ana] A14)
Mr. Galih had his own belief in teaching English through English to young
learners. By teaching English through English, Mr. Galih believed that students
would not only get the opportunities in speaking. Besides, students would get their
understanding by knowing the meaning of words (Ap.4. [tin-1-Ana] A9).
Mr. Galih mentioned that the use of English, as communication in
teaching and learning process should not be forced to the students since they have
different abilities in grasping the learning material (Ap.5 [tin-1-Galih]). Therefore,
he did not have high expectation on students‟ ability in speaking English. He
made sure that the students understand the language so that they could use the
language in their speaking. Giving examples and leading the students to sing and
giving some hints in Indonesian are used by Mr. Galih to help the students in
learning English.
“I think… In direct. So the students will not only speaking in
English, but they could also know the meaning.” (Ap5. [tin-1-Galih] G6)
“Sometimes when the teacher talks in English, kindergarten
students tend to be quiet, found it hard to accept those kinds of instruction.
Don’t let the direct method looks like it being forced to the students.
Teacher must try as best possible to speak in English.” (Ap5. [tin-1-
Galih]G10]
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In conclusion, both of the teachers believed that teaching English through
English could help the students in understanding the learning material provided by
the teacher. Their belief made them aware in deciding their teaching activities.
Teachers making sure that they stick to the rules given by the institution, which is
always using English even though the students do not really get the meaning. In
the learning process, students should not be forced in using English. Teachers
should understand the students‟ ability in accepting the learning material.
b. Being Creative
Teaching English through English to young learners is not that easy for
some teachers. Teachers need to make sure that teachers‟ creativities could
increase teachers‟ creativity in teaching. Being creative in teaching could increase
the students‟ interest in learning. Additionally, being creative allows teachers to
create some alternatives in teaching. In her lived experience, Miss Ana got her
creativity in handling the class. In order to get the students‟ attention, she figured
something when teaching the lesson. In order to get the students attention, it is
important how the way you say it (Wilis, 1981). Miss Ana mentioned that in
getting the students attention, she created a song called “Taram taram”.
“First, from the beginning, there were many of them paying
attention. Then, second, some students looked busy with themselves. They
were talking to their friends. So I sang to get their attention. “Taram
taram? What does it mean?”(Ap6.[trin_Ana] A15)
In teaching young learners, Mr. Galih believed that by creating something
that could make the students happy, he could increase their interest in learning.
“The things that I need to do is to be creative and hoping that the
things I bring can make the students happy. For example, learning about
animal, and learning about parts of the body.” (Ap5. [tin-1-Galih] G15)
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In the interview session, Mr. Galih mentioned that he had some
experiences in being creative in teaching. When he did not have learning media,
he used things that he found in the classroom and created an activity which related
to the learning material. In Golden Shine kindergarten, he used Legos and Play-
Doh that are provided in class and using them for teaching and learning activities.
Other events that increase Mr. Galih creativity was when he created his
own learning media. Mr. Galih mentioned that he made power point exercise for
his students in rekanan class.
“For example, there were Legos… Let’s make something big
with it….. But still related to the lesson… For example, related to
transportation… Making a big ship… Making a big plane (Ap5.[tin-1-
Galih]G39).
“For a few times, I used Lego at Golden Shine Kindergarten. Use Play-
Doh as well. For example, making…. That can be used as production.
They made fruits from Play-Doh. Then, you present it. “Ok.. There
are three tomatoes.” Based on what they have made.” (Ap9.[tin-2-
Galih]G27).
Oh.. I made it by myself and the pictures were from the
internet. (Ap9.[tin-2-Galih]G8)
“Yes… I find something that can manipulate the eyes. So.. For
example, we can see there are maybe four or five dolphins. Camel…
Usually, the students were confused here. How many? Eight or seven?
Eight? Ok let’s count… Don’t forget here… So it will be more. What
is it? For kindergarten, we need to be more creative.” (Ap9.[tin-2-
Galih]G10) .
In conclusion, I can interpret that both of the teachers were being creative
in order to help their students understand the learning materials and manage the
class. Being creative meant both of the teachers need to think some alternatives
that could be used in the teaching-learning process. It takes efforts and ideas from
teachers to create the learning alternatives through the learning situation and
needs.
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c. Teacher’s Autonomy
In the teaching experience, both of the teachers had their own autonomy
while they were teaching in class. Based on participants‟ experiences, both of
them had their own autonomies in deciding supplementary material and media for
teaching. When they found that the learning material was not worked well, they
change it with their own learning material.
“To be honest, it was 50-50. Fifty percent were from the institution
and fifty percent I searched it by myself. If I gave the assignments, I
didn’t take it from the book. (AP5.. [tin-1-Galih]G8).
“For learning material, I got that from our institution. However, if
I want to change the way I teach by using my own technique in
teaching, I can use it with the learning material on that day.” (Ap4.
[tin-1-A na] A7)
Autonomy used by Mr. Galih in deciding the class rules. Most of the rules
that he created were based on the situation that he faced in the classroom. Mr.
Galih said that the rules were customized with his own rules in teaching. The rules
that he created were depended on the students‟ level and situation.
“For rules, I think it is up to us. For me, I mostly customize it with
the students‟ level and situation” (Ap5.[tin-1-Galih]G7)
“There was no special rule for kindergarten. The teachers have
their own rules. For the class that I taught so far, teaching at Primagama
Jakal kindergarten, teaching at Golden Shine Kindergarten, was totally
different when I taught in Pangudi Luhur Kindergarten, and Ceria Timoho
Kindergarten. I need to be stricter there. CerTim, Pangudi luhur
kindergartens need to be stricter than other schools. For example, “OK. Be
Serious!” when we practicing the performance. (Ap9.[tin-2-Galih]G3)
In conclusion, I can interpret that both of the teachers used their
autonomies when they found that something was not working for them in the
teaching process. They took initiative in their own teaching based on the situation
that they faced. Autonomy does not mean that teachers are free to do anything
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that they want. They need to consider their autonomies with the students‟ needs,
characteristics and learning situation.
d. Self-Actualization
Self-actualization is well known in psychology. It refers to how ones
achieve his or her potential in doing something. Both of the teachers learn many
things from their experiences in teaching English through English to young
learners. Their experiences are believed to improve their teaching performances.
Miss Ana found that she became more patience and understandable in teaching
her students. She added that being more creative and better in emotion control are
things that she learned from her teaching experience.
“Become more patience and understand that kindergarten
students like to play when they were taught by the teacher. So, when
they play, probably we can play with them. But it has to be related to the
learning material. If they wanted to run, we followed them, asking them to
“Run and say!” so they run, go to a certain picture and tell what the picture
is.” (Ap8.[tin-2-Ana] A21).
“There are many things that I can take. As a teacher for young
learners, I need to be creative so that the students’ interest to learn
English. Second, I learn how to control our emotion. Since I do not
know when the students doing something. I can‟t expect that” (Ap4. [tin-
1-Ana] A15).
In order to improve the teaching performance, a teacher needs to be open
to some critics and new ideas in teaching. Mr. Galih learnt many things from his
past experience. In teachers‟ meetings, he found many inputs and ideas from the
other teachers that could be beneficial for his performance in teaching. When he
got misunderstood or confused, he consulted it with other teachers.
“Tracing, drawing, coloring… There I was.. What is it? It so-called
I left them. I did not speak but they spoke with their friends. It was
actually not a good example. It wasn‟t communicative at all which means
that we who did not even communicate with them and I did not even build
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their vocabulary abilities. Then, later, after following several teachers’
meetings, I get to know many things from friends, Oh yeah… that
should be like this? Ok. Keep being communicative is like that. Oh. So, if
we asked them, How? Can you do it? Is it difficult? Is it hard? Do you
need something?” (Ap9.[tin-2-Galih]G25).
Mr. Galih was open for critics and feedbacks from other teachers. When
he got critics about his teaching performance, he accepted the critics. He even
asked other teachers some feedbacks on his teaching performance. Once he
acknowledged the right way in improving his teaching performance, he got better
than before.
“It was not serious. It wasn‟t a serious problem that I made a
mistake in teaching or I did something bad.. No.. Miss Santi was joking
by saying “Mister, if you were firm, how does it look like?” If I need to
face those cute young learners, I couldn‟t be firm. It was right but it is not
the thing that I need to do continuously.” (Ap9.[tin-2-Galih]G30
In conclusion, I can interpret that both of the teachers self-actualized
themselves from their own experiences. In this study, self-actualization happened
when the teacher wanted to actualize their potentials in English teaching. Both
Miss Ana and Mr. Galih improved themselves to be more creative by learning
from other sources which could develop their abilities in teaching. They self-
actualized themselves by asking and learning it from other teachers in order to
improve their teaching performances better than before.
e. Classroom Management
In the interview and observation session, I found that both of the teachers
had some problems related to the classroom management. Both Miss Ana and
Mister Galih had different stories about this. In Miss Ana interview, she stated
that she had problems related to handle the students‟ behavior. When I observe
Miss Ana, she looked like she had some difficulties to handle the students which
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were also active in the class. At the beginning of the class, I saw some students
run around in the classroom and got busy with their own toys. Then, it got worse
when Miss Ana took a ball out from her bag for games.
“Actually, I was planned to use the ball for singing.. So it was ..
(Miss Ana started singing) one two three four five six seven eight nine
ten… The last person who got the ball at the end of the song, I wanted the
student to come in front of the class and introducing himself based on
what I taught at the beginning of the lesson. For example, the student was
Chacha. She came in front of the class.. „Hello my friends, my name is
Chacha. I am from Indonesia‟… However, yesterday, it was like what you
have observed… It because the students were special.. They did not
want to join the class activities, but prefer to get the ball.”
(Ap6.[trin_Ana] A10)
In Mr. Galih experience, he mentioned that he also found it difficult to
handle the students. He found that his students got busy with their friends and
could not pay much attention in learning. He experienced this when he taught
Golden Shine kindergarten. He added that he had different problems in Ceria
Timoho Kindergarten. He mentioned that the problem was the interaction between
the students. From his experience, he wastes most of his time to handle the
students
“They have their ability in learning. However, the challenge was
more than Golden Shine kindergarten and Golden shine was nothing
compared to this.. It was the way they behave with their friends.
Sometimes, I spent much time to make them like behave well in class.
Work well with friends, like that.. So what? It was not all of them. But,
one or two students that I taught were like that. So, the problem was
students’ active behavior in class.” (Ap5.[tin-1-Galih]G35)
Based on Miss Ana and Mister Galih stories, I can infer that the class was
not run well since the teacher found it difficult to handle the students‟ behavior. In
Mr. Galih experience, I found that the problem was not the interaction between
teacher and students but it was the interactions among the students. These
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problems made the teacher had to think hard to find other alternatives right away.
They needed also to consider their time and goals of their teaching to make sure
that everything was according to the lesson plan.
f. Feelings
In teaching English through English, Miss Ana and Mr. Galih dealt with
several feelings. Many kinds of feelings appeared in Mr. Galih and Miss Ana‟s
experiences. When Miss Ana taught the young learners, she mentioned that she
felt mentally and physically tired. The students were so active and she found them
hard to handle. Many of them did not pay attention well to the teacher. She felt
tired, sad, and disappointed when she could not control the class well.
Honestly, I feel tired. Heart and physically tired. (Ap4. [tin-1-
Ana] A27)
“It was pretty tiring. B1 class was the only class that I could
handle. B2 class was sometimes can be handled, and B3, since it was the
last class, there were many students who did not pay their attention to the
teacher.” (Ap4.[tin-1-Ana] A30)
“For A class, it was early, at 11 a.m. It was not too noon for the
students. It was probably because the students were too young and difficult
to be handled.” (Ap4.[tin-1-Ana] A31)
In the re-interview session, Miss Ana mentioned that she felt disappointed
when she found there were only some students who listened to her in class. She
appreciated some of her students who were willing to join the class.
“I feel a bit disappointed. There were only few students who paid
attention in class. However, I was happy. There were many of them who
were willing to pay their attention to the teacher. Even though there were
only some of them but they could grasp what I taught well.
.(Ap6.[trin_Ana] A20)
In Mr. Galih experience, He mentioned that he felt confused in finding
other alternatives for his teaching performance. He was confused in dealing with
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some students with different kinds of characteristics. Mr. Galih mentioned that he
felt uncomfortable when some class teachers stayed in the classroom when he is
teaching the students. He was not feeling free to teach in the class. He also felt
uncomfortable when he wanted to use Indonesian while he talked to his students.
This made him aware of using English to communicate with his students.
“Feeling… For feeling, I never get angry… I never sad.. I couldn‟t
angry.. The feeling is more about confused, how to face them. How to
find other ways, other alternatives, so that “the students were like this ..
how to handle them? how? How to direct them? How… I think hard on
that… The feeling was confused.. Moreover, it was watched by the class
teacher…. Sunshine always being watched by class teacher..” (Ap5.[tin-1-
Galih]G43)
In their lived experience, both participants felt disappointed when their
teaching plans were not working. They mentioned that some of preparations and
plans that they have prepared were not give the same results as what they have
expected. In the end, they needed to think other alternatives and change
everything that they had planned. In the re-interview session, Mr. Galih
mentioned that he felt uncomfortable when some class teachers stayed in the
classroom when he taught the students.
In conclusion, both of the teachers had different feelings in teaching
English through English to young learners. Miss Ana feelings were related to her
physical and mind while Mr. Galih feelings more into the way he taught in class. I
can interpret that tiredness, disappointment, uncomfortable, and confusion were
the feelings that participants felt in teaching English through English to young
learners. Those feelings affected their performances in teaching which sometimes
could not be handled by both of the teachers.
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g. Motivation
Motivation in teaching English through English appeared in Mr. Galih and
Miss Ana lived experience. In Mr. Galih experience, he got the encouragements
from his students. He mentioned that he tried his best to make his students happy.
“However, things that make them happy are actually not what we
bring, but it is what we want to do.” (AP.6. [tin-2-Galih] G17).
“I try my best to bring something that they can take it home,
they can feel happy, showing it to their parents,” (Ap9.[tin-2-
Galih]G17).
Another motivation that he got was from his colleagues. He realized that
since he was a trainee, he became much better in teaching. His weakness
motivated him to do better in the future.
“Oh, of course, there is … From training…. It was a silly
experience actually. I was lucky that I was not being watched by many
people. Fortunately, I was with Miss Safna and Miss Keke. The way I
taught was really wow… was not a direct method .. it was like… I am
sorry.. An inspired lecture.. The way I teach was textbook oriented…
writing saying writing saying. .. Learning from friends, oh…. This is
how it is should be.. Honestly, there were many changes happened.. “(Ap9.[tin-2-Galih]G29)
Miss Ana got her motivation from her teaching experience. She
encourages herself to be creative so that the students would be interested in
learning. She also could manage her emotion while she was teaching young
learners. Another thing that encouraged her in teaching was her students. Even
though there were only some students who were listening to her explanation, she
got her motivation in teaching the students.
In conclusion, I can interpret that their motivation in learning helps them
to go through the problem that they have in teaching. Motivation in the field
psychology and education is viewed as energy or drive that moves people to do
something naturally. It is the reason why people decide to do something, how long
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the people want to sustain the activity and how hard they want to pursue the
activity (Han &Yin, 2016). Their experiences as English teacher motivate
themselves to be a better English teacher.
2. Emergent Themes
This part provides the emergent themes of the study. The emergent themes
were not generated from the literature review but it emerged during the interview.
I found out that there were three emergent themes appeared from participants. The
three emergent themes are understanding students, teaching activities problems,
and commitment in using English.
a. Understanding Students
The first emergent meaning was understanding students. In teaching
English through English, teacher faced various situations in the teaching and
learning process. Understanding students in English teaching means to understand
the students‟ needs, and characteristics in learning. When Miss Ana was teaching
in the Indriyasana Baciro kindergarten, she mentioned that students preferred to
get busy with themselves and did not have any desire to study English. When the
students tired, they had low concentration in learning. Here, Miss Ana mentioned
that she understood why the students acted that way. She found that the students
were not yet ready to study at that age. She tried her best to figure fun activities
which gained the students‟ interest in learning.
“It was because A class students were special, especially A1
class. Probably, it was because of their age 3-4 years old, they have not
ready to be serious in learning. So, I set the activities through games.
“(AP6. [trin_Ana] A5)
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For Mr. Galih, understanding students is when he was not forcing the
students to speak English. He believed that teacher should not force the students
in learning the language.
“It was obvious that we do not need to force them to read and
write” (Ap5.[tin-1-Galih]G18)
“So, if study in an hour is not effective, don’t force it. So, as
little they learnt as possible. No need for them to learn in one hour but
they felt tired in half an hour.. Don’t force it like that” (AP5.. [tin-1-
Galih] G32).
Conclusively, from both of the teachers‟ experiences, I could interpret that
the understanding students appeared in Miss Ana and Mr. Galih story. Miss Ana
tried to understand the characteristic of the students so that she could be closer
with the students and could find the right way in teaching the students. Mr. Galih
tried to understand the students‟ condition in learning so that he could run the
class well.
b. Teaching Activities Problems
In teaching English through English to young learners, both of the teachers
had their own alternatives to be used in the teaching and learning process. In the
interview and observation session, I found that both of the teachers mostly used
repetition, pictures, body language, sing songs, and playing games. In class, both
of the teachers used repetition to lead the students in understanding the language.
Miss Ana mentioned that she repeated everything that she taught to the students in
order to get the students‟ attention (Ap. [trin_Ana] A7). In the observation, the
activities result was different with her expectation. She looked disappointed when
she found that there were only some students who follow her instruction.
“It was because I knew that the students were like that.. If I just say
„Flag‟, just like that there were only some of them who follow my
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instruction. I wanted all students participated in so they could learn
together. However, the result was not like my expectation.”
(Ap6.[trin_Ana] A14)
In Mr. Galih experience, he mentioned that he mostly asked the students to
repeat and lead the students by using examples, such as pictures. He mentioned
that he could handle the students well. From Miss Ana experience, I can infer that
repetition could not be done well since the students did not pay attention to the
teacher. In Mr. Galih case, I can infer that repetition needs the object learning in
order to grab the student‟s attention and the visualization for their understanding.
Pictures are a learning media which is used mostly by the teachers in their
teaching and learning activities. Miss Ana mentioned that the used of pictures in
teaching and learning process to grab the students‟ attention in learning.
“We need to prepare something which can be seen. Of course..
Flashcard.. It makes the students easily to understand the learning material.
Second, other learning media such as ball or other things that could make
the students interest in learning.” (Ap4. [tin-1-Ana] A11)
In the observation session, there were some a problems in Miss Ana class
which she used pictures in her teaching performance. The learning process was
not done well as she took the cards out from her bag. While she tried to introduce
the cards to the students, one of the students‟ grabbed the cards. The other
students tend to take the cards and the class became out of control.
From Miss Ana experience, I can interpret that the use of the picture is
important to deliver the learning material. It could grab the students‟ interest in
learning. However, it also made the students curious which could make the class
became hard to be handled by the teacher.
Another way that both of the teachers used in leading the students to learn
English through English is using the body language or gesture. In teaching young
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learners, examples are important in every teaching and learning activity. Body
language or gestures are commonly used in giving examples to the students. Both
of the teachers used lots of body language or gestures since they found that those
alternatives could help the students in understanding the learning materials. By
giving examples, the students will know what they need to do when they sing or
play, etc.
For example, when Mr. Galih asked the students to do something, he also
showed some gestures that showed the activity. “o not only say… “Please Vitha,
Erase the board…. Erase the board here. We need to show the example.”
(Ap5.[tin-1-Galih]G12). Miss Ana did some movements showed what she asked
the students to do. For example, she put her index finger on her mouth and said
ssstt to asked the students to be quiet. The other thing that she did was she moved
her hands in order to ask the students to sit. She said that the purpose was to let
the students grasp the learning materials by giving certain instruction through
actions.
Miss Ana added that in Purikids, the teachers started the class by asking
the students to sing together. It aimed to gain the students‟ enthusiasm in starting
the lesson. In the observation, both of the teachers, used songs for the opening and
closing the lesson, the song has been singing before the lesson started. Based on
the observation, the students have acknowledged the songs well since they have
that in every meeting. At the end of the lesson, they sing the closing song happily.
When the students sang the song, the teacher should also sing and move with
them. Miss Ana did the movements in order to give the example to the students
since they were too little and still needed to be led by movement. In English
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learning, singing songs could be an alternative in helping the students to be
familiar with English words. By singing songs in English, they became aware of
the meaning of some English words.
In Mr. Galih interview session, he emphasized that the use of games and
pictures were meaningful in English teaching. He believed that without games and
pictures, the teachers could not visualize the learning material to the students.
Students should be guided or showed in order to understand something. By
showing the pictures and playing games which are related to the learning
materials, the students will know the visualization of the learning material. From
Miss Ana experience, cards and games helped the students to learn English
indirectly. It was because, in rekanan class, most of the students were tired of their
school activities. By showing the cards and playing games as learning production
could gain the students‟ interest in learning English.
In conclusion, repetition, songs, body gestures and games were mostly
used by Miss Ana and Mr. Galih in their teaching process. I can interpret that both
of the teachers tried their best to interact in English with the students as much as
possible so that the learning could run well. By having more interaction between
the students and the teacher, the learning process could be done well and students
would find it easier in understanding the goal of the lesson. For both of the
teachers, it showed the teachers‟ efforts in conducting the learning and teaching
processes. Both of the teachers need to teach or lead the students over and over
again through repetition in order to help the students memorizing the learning
material. They did the same thing in asking the students to sing songs and playing
games.
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c. Commitment in Using English
In the first in-depth interview, Miss Ana and Mr. Galih mentioned that the
rule in Purikids is teachers are obligated to use English as the communication
media in the classroom.
“The rule in Purikids is teachers should use English. Even though
the students understand or not I must use English” (A4. [tin-1-Ana]A6).
“I don‟t really understand but the point is it is not only teachers
who use English, but it is transferred directly to the students and students
were expected to get used to use English in the classroom. When I gave a
question like „How old are you?‟ Hopefully, the students will not answer..
Sepuluh tahun, sebelas tahun” (Ap5.[tin-1-Galih] G6)
In the in-depth interview, Miss mentioned that she tried her best to use
many alternatives in teaching so that the students could understand what she said
in English.
“So I used the body language or many kinds of example to help
students’ understand what I meant” (Ap4. [tin-1-Ana]A6)
Miss Ana did not give much explanation related to this. In the observation,
I observed and found that Miss Ana did not say a word in Indonesian. Whenever
the students spoke to her in Indonesian, Miss Ana always replied in English.
Mr. Galih also tried his best by using English in teaching and learning
process. He encouraged himself to use full English in class.
“Actually the challenge is when I spoke in English, hopefully, I
didn‟t think that later hmm… understand English, and can use English. Do
not like that. (Ap5.[tin-1-Galih] G10)
“Whatever how the directions are, I didn‟t force them to speak to
me directly in English… Young learners have to speak in English to me
too.. It takes process.. But still, I used English in big portion..”(Ap5.
[tin-1-Galih] G46)
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In his review, he mentioned that he used Indonesian when his students did
not get what he said in English. He kept reminding himself that he should
minimalize the use of Indonesian by using one or two words in English. He also
mentioned that teaching English through English increased his awareness,
especially in English speaking. He considered his ability in speaking and teaching
in class.
“If they still not understand, we can use translation. „Please erase
the board!‟ But don‟t use it in full sentence „Tolong hapus papan
tulisnya!‟. So you said,, „Please erase the board.‟ „Papan tulis‟. So, the
students would not think much about it. Second, it will minimalize the use
of Indonesian in their speaking. (Ap5. [tin-1-Galih]G12)
“I became aware with my ability as an English teacher. For
example, if I said this, did I understand the meaning of it? I talked like
this, would they understand? But the point is it is beneficial for the
teacher. Sometimes I did some mistakes in speaking when I was teaching.
So, I prepared as best as I could before I went teaching. (Ap.5 [tin-1-
Galih]G24)
From the anecdotes above, I can interpret that, both of the teachers were
committed in using English in their teaching performance. Miss Ana had shown
her commitment in using English in teaching. Mr. Galih had his own
consideration in putting his commitment in teaching through English. He cared
about the students‟ abilities and the situation in grasping the learning materials.
The description and the interpretation of participants in this study
approved with the triangulation and member checking. In triangulation, I checked
again the study finding from the result of the interviews and observation. For the
member checking, I did it twice. The first member checking was on June 30,
2018, at Purikids office. Participants and I checked the result together and they
confirmed that the data was accurate. Since there were some changes in the study,
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I decided to do the second member checking. The second member checking was
on September 1, 2018, in Purikids office.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
The last part of this study has 3 parts, namely (1) conclusions of the study,
(2) implications of the study and results, and (3) recommendations for future
study. The conclusions of the study present the summary of the finding of this
study. The implications of the study present the implication of the study towards
the English teaching. The suggestions of the study present some suggestions
which can contribute in English teaching and learning.
A. CONCLUSIONS
The study aimed to reveal the teachers‟ lived experience in teaching
English through English to young learners. This study showed the description and
interpretation of participants lived experience. The description of the study was
narrated from the personal accounts of participants. The description of the study is
done by collecting the texts and the result of the observation from Miss Ana and
Mr. Galih, the teachers of Purikids, one of English courses in Yogyakarta. They
had their experiences in teaching English through English in some rekanan
schools used Purikids service in English learning.
Then, the data were described and interpreted. There are seven pre-
understanding and three emergent themes. The themes in pre-figured themes were
(1) the belief in teaching English through English to young learners, (2) Being
creative, (3) Teachers‟ autonomy, (4) self-actualization, (5) classroom
management, (6) Feeling, and (7) Motivation. The emergent themes of this study
were found in the interview results which were not stated in pre-understanding in
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Chapter II. The emergent themes were (1) understanding students, (2) teaching
activities problems, (3) teachers commitment in using English.
The first pre-figured theme is belief in teaching English through English
to young learners. Both of the teachers had their own beliefs in teaching English
through English to young learners. Miss Ana believed that teaching English
through English is necessary in order to make the students getting used to the
English environment. The factor that makes the students (young learners) feel
difficult to use English was the students‟ acceptance toward English. Mr. Galih
believes that teaching English through English to young learners could help the
students in understanding the learning material but teachers have to make sure that
learning English should not be forced to the students. Teachers‟ beliefs played a
crucial role in teaching English through English to young learners. It is very
important in deciding many aspects which could fulfill the students‟ needs which
concerns the students‟ characteristics and learning situation.
The second pre-understanding theme is being creative. In teaching young
learners both of the teachers had their own creativities in their teaching process.
Here, the teachers‟ creativities increase their abilities in creating better
alternatives. Sometimes both of the teachers needed also considered the learning
situation and students characteristics in creating the learning activities and media.
The third pre-understanding theme is teacher‟s autonomy. Both of the
teachers had their own autonomies in deciding the teaching rules and teaching
activities. They have their considerations on the students‟ needs and
characteristics.
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The fourth pre-understanding theme is self-actualization. Through the
teaching experience, Miss Ana and Mr. Galih intended to self-actualization their
teaching performances from their experiences in teaching English.
The fifth pre-understanding theme is classroom management. Both of
teachers had their own problems in classroom management. They have planned
the lessons but it was not worked because of the learning situation and students
characters.
The sixth pre-understanding theme is feeling. Teachers had their own
feelings while they had some problems in their teaching performances. One of the
teachers felt disappointed when he found that the learning process was not as what
she expected. She felt tired every time she taught the students. The other teacher
mentioned that he was confused in finding other alternatives in teaching. All
feelings could affect the teachers‟ performances in teaching.
There are three emergent themes appeared in data gathering. They were
understanding students, teaching activities problems, and commitment in using
English. The first emergent theme is understanding students. By understanding
their students‟ characteristics, both of the teachers are able to help to create better
learning activities and media for teaching their students. When the teachers were
teaching in class, they faced different characteristics of students. Through their
experiences, teachers could understand their students well. It could affect the
learning activities that they choose for their students.
The second emergent theme is teaching activities problems. Both of the
teachers mostly used repetition, pictures, body gestures, songs, and games in
delivering the learning materials. They found that those activities were efficient
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for teaching and learning. However, in the learning process, there were some
problems with the use of the learning activities. Students‟ excitements in learning
made the class out of control. The teachers find it hard to handle the class since
the students were too active.
The third emergent theme is the commitment in using English. Miss Ana
and Mr. Galih committed in using English as the language for communication in
the classroom. By committing themselves in using English, they became aware in
speaking English. By using English could persuade the students to speak more in
English.
Each participant had unique experiences in teaching English through
English to young learners. From the finding of the study, the readers could get
more information about teaching English through English and its implementation
to young learners. It gains the readers emphatic understanding in teaching English
through English to young learners.
B. IMPLICATIONS
Based on the teachers‟ experiences in English teaching to young learners,
teaching English through English has provided some significant implications for
English teaching and learning. It is expected that the readers will have their
understanding of what it is like to other teachers who teach English through
English to young learners.
The other implication relates to the English teachers who are about to
teach English through English. By teaching English through English, the teachers
are expected to understand the students before implemented the language
teaching. The teachers are expected to be more creative in creating additional
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activities or learning material in order to gain the students‟ interest in learning
English.
Last implication related to English teachers who are about to teach English
through English. They could visualize participants‟ methods in teaching English
from their shared experiences. The teacher could gain some information from
participants‟ experiences as to prepare for the challenges that they will face in
teaching English through English. This study is expected to be beneficial not only
for English teachers but also for future teachers and students of English education
study program.
C. RECOMMENDATIONS
For participants, the findings of the study enable them to self- actualize
themselves in their teaching performances. By reflecting on their experience, they
would have better teaching performance. Additionally, they could use the
description and interpretation of this study to get more information and
understanding on how to teach English through English to young learners.
For education, the finding of the study could be the source of information
especially for those who are teaching English to young learners. Teaching English
through English provides better learning opportunities that can explore the
students/ abilities in speaking English. In teaching English through English, the
teachers need to be more creative in creating fun learning activities for the young
learners. Besides, the teachers need to understand the students more to fulfill their
needs in learning English. The description and interpretation in this study could be
used to gather more information on how teaching English through English is
done.
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For the future study, they can explore the teachers lived experience in
teaching English through English from the teachers‟ experiences. This can be
done to some schools or language institution that using English as the
instructional medium in the classroom. Second, the future study might conduct
the same study with different range of age that uses English as the instructional
medium and try to find the difference between teaching English through English
to young learners and adults.
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APPENDICES
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APPENDIX 1. Permission Letter (Purikids)
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APPENDIX 2. Permission Letter (TK Indriyasana Baciro)
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APPENDIX 3. Permission Letter (TK Golden Shine)
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APPENDIX 4. Transcript of In-depth interview 1
Miss Ana
Monday, March 19, 2018/12.10-12.25
Siomay Bandung Pak Mul
Description Role Interview (Questions and answers) Codes
Both of us
were finished
teaching in
Baciro
Kindergarten.
Then, we
decided to do
the interview
while waiting
for our lunch.
We did the
interview at
Siomay
Bandung Pak
Mul at 12.10
p.m.
R1 Selamat pagi…
A1 Selamat pagi…
R2 Dengan siapa namanya, nama
panjangnya?
A2 Miss Ana.. Yohana Sri Widiastuti
R3 Iya.. Miss Ana, sudah berapa lama nih
mengajar bahasa Inggris?
A3 Kalau mengajar bahasa Inggris, dulu
sebelum lulus kuliah, pas ppl, saya
disuruh mengajar di SMA 1 ngaglik
tiga bulan karna mengantikan guru
yang sedang hamil. Sehabis itu saya
masuk di Purikids.
R4 Di Purikids udah berapa lama?
A4 Mulai dari bulan desember. Jadi
sekarang udah masuk tiga bulan.
R5 Ohh.. udah masuk tiga bulan? Oke…
Em.. Ini… mau tanya-tanya ni juga…
hee… Kan missnya menggunakan
bahasa Inggris saat mengajar. Dari
pengalaman miss, pemahaman tentang
mengajar melalui bahasa Inggris itu
seperti apa ya? Berdasarkan dari
pengalaman miss-nya dalam mengajar
selama ini…
A5 Menurut saya, mengajar bahasa
Inggris melalui bahasa Inggris
tentunya menjadi sebuah
keharusan. Apalagi saya lulusan
dari PBI.
Tapi yang membuat itu susah
adalah ketika saya mengajar anak
kecil yang mereka belum terlalu
mapan
B
US
R6 Oh iyaa…. Apakah ada peraturan
dalam mengajar bahasa Inggris melalui
bahasa Inggris saat anda mengajar?
She was
confidently
answered the
question. She
A6 Iya… Rulesnya kalau dari Purikids
sendiri itu, guru harus
menggunakan bahasa Inggris.
Maupun itu muridnya paham atau
CE
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told me that
the rule
stated by the
institution (
using English
actively in
the
classroom)
tidak saya harus menggunakan
bahasa Inggris.
Jadi sebisa mungkin saya mungkin
menggunakan body language, atau
berbagai macam contoh untuk
membuat murid itu paham tentang apa
yang saya maksudkan.
R7 Kalau materinya anda dapat dari
mana?
A7 Kalau materi, saya
mendapatkannya dari institusi itu
sendiri. Namun kalau saya ingin
mengubah cara saya untuk
mengajar, pake teknik tersendiri,
saya bisa memasukkan cara
tersebut kalau itu sesuai dengan
bahan yang akan saya ajarkan pada
saat itu juga.
A
R8 Apakah ada lagi materi tambahan,
yang biasanya di pakai pada saat
mengajar?
A8 Sampai saat ini belum ada..
R9 Dari pengalamannya miss…. Apa
yang miss tau tentang mengajar bahasa
Inggris ke anak kecil atau young
learner?
A9 Emmm … mengajar bahasa Inggris….
Aaa… saya sebagai guru harus
menyampaikan atau
mendistribusikan ilmu saya kepada
anak kecil tersebut tentang bahasa
inggris. Itu sebaiknya …
Kalau untuk anak kecil tentang
vocabularies, yang mudah mudah lah
ya…. Dan kalau itu meningkat ke
jenjang berikutnya, yaaa, saya
menggunakan grammar, pake
sentences… seperti itu…
B
R10 Apa saja yang diperlukan guru saat
mengajar young learners?
A10 Medianya atau apa?
R11 Yaa bisa dalam bentuk media atau
yang lainnya… yang miss pernah
pakai saat mengajar
A11 Tentu saja yang diperlu disiapkan
kalau itu bersifat apa ya? Yang
terlihat, tentu saja flash cards, akan
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membuat murid-murid gampang untuk
memahami materi yang akan
disampaikan. Yang kedua mungkin
ada media lain seperti ball ataupun apa
yang itu akan membuat murid agar
tertarik dalam belajar.
Kalau dari guru sendiri itu mental yang
harus disiapkan untuk menghadapi
murid murid dengan berbagai macam
karakter.
R12 Oke.. jadi, bagi guru, mental itu yang
paling penting untuk mengajar anak
kecil? Oke… Bagaimana dengan
materi mangajar? Biasanya materi
yang cocok untuk diajarkan ke anak
kecil itu materi yang seperti apa?
Sepengalamannya miss….
A12 Materinya yang biasanya digunakan
adalah… untuk apa? Young learner
mulai dari SD?
R13 Young learners disini dari umur 3-7
tahun di Taman Kanak kanak.
A13 Materinya biasanya tentang things,
foods, toys, transportation… banyak
sih miss sebenarya…. Tapi itu
biasanya em… untuk materi yang
untuk vocab dulu. Belajar tentang
vocab yang mudah-mudah.
R14
Dari pengalamannya miss juga, yang
telah miss lalui sebelumnya, apakah
miss yakin kalau mengajar bahasa
Inggris ke anak kecil melalui bahasa
Inggris itu sendiri dapat meningkatkan
kemampuan berbicara mereka?
A14 Ya…. Karna ketika guru
menggunakan bahasa Inggris ketika
mengajar, tentu saja murid apalagi
anak kecil tersebut lama kelamaan
akan mengikuti. Jadi mulai dari
pertemuan pertama dia akan
mengetahui Hello Good morning
atau apa, lama kelamaan pasti akan
mengikuti dan memahami apa yang
saya maksud. Dan tentu saja
mereka akan dapat menggunakan
bahasa inggris tersebut.
B
R15
Bagaimana dengan teachers-nya?
Sebagai guru mereka, apakah ada
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manfaat yang bisa anda ambil dari
pengalaman mengajar miss?
A15 Tentu saja banyak yang dapat saya
ambil yaa… terutama saya sebagai
guru untuk mengajar young
learners, harus bisa kreatif agar
murid tersebut dapat tertarik untuk
belajar bahasa Inggris.
Dan kedua saya juga bisa belajar
bagaimana saya mengolah emosi
saya. Karna saya tidak tahu kapan
murid tersebut akan berbuat
sesuatu. Saya tidak akan bisa
menduga itu.
M
R16 Di Purikids, saat mengajar guru sering
menggunakan dua alternatif kan….
Biasanya menggunakan pictures dan
games. Apakah anda yakin media dan
aktivitas tersebut dapat membantu
murid murid dalam belajar bahasa
Inggris?
A16 Tentu saja iya. Karna sebelum
mereka belajar bahasa Inggris,
ketika saya mengajar rekanan, apa
mereka belajar disekolah kemudian
belajar di purikids, murid itu akan
merasa capek karna pelajaran
disekolah mereka yang dituntut
untuk menghafal ataupun apa..
Tapi ketika saya menggunakan
flashcard dan game, tanpa sadar
mereka akan belajar bahasa Inggris.
Jadi mereka akan belajar, tapi mereka
juga akan merasa senang karna
bermain sambil belajar.
US
R17 Apakah anda yakin kalau mereka
belajar melalui bahasa Inggris sangat
penting bagi mereka?
A17 Tentu saja untuk era jaman sekarang
ya yang menggunakan bahasa Inggris,
game pun menggunakan bahasa
Inggris, tentu saja itu sangat
bermanfaat untuk anak kecil tersebut,
dan semua market mereka pergi
kemanapun mungkin ya mereka ikut
orang tuanya main keluar negeri,
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mereka bisa menggunakan bahasa
Inggris tersebut.
R18 Apakah anda yakin dengan mengajar
bahasa Inggris melalui bahasa Inggris
merupakan strategi yang tepat untuk
mengajar bahasa Inggris ke anak
kecil?
A18 Ya tentu saja seperti itu. Karna kalau
belajar bahasa Inggris targetnya ya
harus mampu dan fluent untuk
menggunakan bahasa Inggris. Tidak
hanya seperti pelajaran di sekolah
yang menghapalkan vocab dan
menggunakan, tetapi ketika mereka
bertanya sama guru, menggunakan
bahasa Indonesia. Itu sangat kurang
maksimal menurut saya seperti itu.
R19 Oh iyaa…. Mau nanya juga miss.
Apakah miss punya pengalaman yang
sangat miss ingat pada saat miss
mengajar menggunakan bahasa
Inggris.
A19 Ya tentu saja banyak pengalaman…
ada pengalaman menyenangkan, dan
tentu saja yang…
R20 Yang berkesan bagi miss Ana…
A20 Yang berkesan ya…. Yang berkesan
ya kalau menghadapi kelas yang susah
diatur.
R21 Boleh tau itu TK apa?
A21 Itu berada di sekolah rekanan, itu
berada di baciro namanya TK
indriyasana.
R22 Oh ya… bisa diceritakan sedikit
tentang situasi saat itu gimana…?
The
Interview
stopped for a
while when
the waitress
delivered the
meals.
A22 Disana saya mengajar 2 kelas yaitu
kelas A dan kelas B. Untuk kelas A1
yang hari kamis, karena anaknya
masih terlalu kecil, dan mereka
masih sulit untuk belajar dan
memahami, mereka tuh lebih sering
untuk main sendiri ketika guru
menerangkan. Dan mereka lari
kesana kesini dan susah untuk
diatur. Dan untuk kelas B2, itu
sebenarnya anaknya sudah bisa
memahami, dan bisa menulis.
(Memora
ble
experien
ce)
CM
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Tetapi, mungkin karna kelasnya
yang berada di jam yang mungkin
itu termasuk siang ya untuk anak-
anak. Karna jamnya jam siang,
makanya mereka udah merasa
capek dan bosan untuk belajar ya…
dan itu sama aja…. Muridnya ada
yang moody, ada yang mau
memperhatikan, sibuk sendiri
sehingga kelasnya itu susah
dikontrol.
Walaupun dikelas itu ada 2 guru,
tetap saja saya harus kerja ekstra
dalam menghadapi dan mengajar
mereka disiang hari itu …..
US
CM
R23 Ketika anda berada disituasi seperti itu
apa yang anda lakukan?
A23 Yang pertama kali saya lakukan adalah
meminta mereka untuk duduk
R24 Duduk?
A24 Iya duduk… jadi saya mengatakan
freeze, biar mereka diam dulu…
kemudian kalau mereka tidak mau,
saya dekati anak tersebut dan
memberikan nasihat kepada dia,
supaya tidak melakukan hal tersebut.
Ketika dia mengganggu temannya,
ataupun anak tersebut sedang moody,
dan ngak mau belajar bahasa Inggris
sebisa mungkin saya memberikan
nasihat kepada anak tersebut….
R25 Apakah ada alternative lain yang anda
lakukan selain itu…
Suddenly, we
heard big
explosion
near us. The
interview
session
stopped for a
few minutes.
A25 Kalau banyak murid yang susah diatur,
saya mengubah, seumpama ini saya
sedang menjelaskan dengan kartu
mungkin saya bisa menggunakan
game.
Ok lanjut…
A25 Ketika anak tersebut susah untuk
diatur dan kebanyakan muridnya juga
emang konsentrasinya terpecah, saya
bisa mengubahnya dengan melakukan
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game.
Jadi game tersebut bisa membuat
mereka “yes, ada game”. dan mereka
bisa exited, di game tersebut tanpa
sadar mereka juga belajar.
R26 Apa sih yang membuat anda ingin
melakukan itu? Menerapkan strategi
itu kepada mereka?
A26 Sebenarnya saya melakukan itu kepada
mereka supaya mereka memperoleh
materi yang harus mereka terima pada
hari itu. Jadi ya sebagai guru
sebenarnya kan saya maunya anak
tersebut dapat memahami dengan baik.
Nah maunya juga seperti itu.. Supaya
mereka memperoleh materi pelajaran
pada hari itu. Yang merupakan target
pembelajaran.
R27 Bagaimana perasaan anda setelah anda
mengajar mereka? mendapati bahwa
mereka seperti itu. Apa yang anda
rasakan?
A27 Ya, jujur yang dirasakan adalah
capek. Capek hati dan capek fisik.
F
R28 Itu berapa lama ya ngajarnya?
A28 Itu setengah jam.
R29 Setengah jam?
A29 Tapi dikelas b itu ada tiga kelas
sehingga saya harus mengajar 1
setengah jam. Perkelas 30 menit.
R30 Wah.. gimana perasaan miss?
A30 Ya lumayan capek. Karena yang
bisa diatur itu kelas b1. Kelas b2 itu
terkadang bisa diatur terkadang
tidak, dan b3 itu terkadang karena
kelas paling akhir terkadang
banyak anak yang kurang
memperhatikan. Seperti itu…
F
R31 Yang kelas A gimana?
A31 Kelas A itu kelas awal. Setengah 11.
Belum terlalu siang sih… tapi
mungkin karna anaknya masih
terlalu kecil, ya itu susah diaturnya
seperti itu…
US
R32 Kalau perasaan anak muridnya gimana
nih? Dari pengamatannya setelah
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mereka belajar bahasa Inggris,
perasaan mereka gimana?
A32 Perasaan mereka….
R33 Dari pengamatannya miss…
A33 Setelah melakukan game, atau
activities yang menyenangkan, mereka
tuh senang. Jadi ketika saya keluar
kelas pun mereka “Miss, jangan
pulang dulu… Main disini..” gitu …
Tanpa sadar mereka belajar, walaupun
mereka kurang fokus diawal, diakhir
mereka merasa senang dan bisa
memahami materi. Gitu…
R34 Oke… Sepertinya itu sajaa… Terima
kasih ya miss buat ceritanya buat
sharing-nya…
A34 Iyaaa sama-sama…. Apakah sudah
cukup menjawab?....
R35 Iya… terima kasih….
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APPENDIX 5. Transcript of In-depth interview 1
Mr. Galih
Tuesday, March 16, 2018
AllPlus Purikids, Godean at 2.30-3.07 p.m
Description Role Interview
Code
Both of us were
work in the same
office at that time
and I decided to
ask him for an
interview during
the break. I
conducted th
interview in one
of the classrooms
in Godean. It was
called “Fruit
class”. Before I
conducted the
interview, Mr.
Galih asked me
whether it was ok
to have the
interview at 2.30
p.m. It was ok for
me, then we
started the
interview at 2.30
p.m.
R1 Selamat sore
G1 Selamat sore
R2 Nama lengkap mister siapa?
G2 Em… nama panjang saya
Galih Prabaswara Paripurno,
biasa dipanggil Galih
R3 Udah berapa lama mengajar
bahasa Inggris selama ini?
G3 Saya mengajar bahasa Inggris
dari tahun 2012.
R4 2012, okee… Kalau mengajar
diPurikids?
G4 Dari tahun 2016. Akhir 2016.
R5 Berarti udah 1 tahun lebih lah
ya?
G5 Iya 1 tahun lebih
When I was
ready, I knocked
the door and
asked Mr. Galih
though He was
ready to be
interviewed.
Then, he let me
in to interview
him.
R6 Di Purikids, seperti yang saya
tahu, saya harus menggunakan
bahasa Inggris secara langsung
pada saat mengajar. Dari
pengalaman anda sendiri, apa
yang anda pahami tentang
mengajar bahasa inggris
menggunakan bahasa Inggris
itu sendiri?
The
communication
between Mr.
galih and I was
run smoothly.
The class
situation was
G6 Mengajar bahasa Inggris
dengan menggunakan bahasa
inggris itu sulit juga..
Aku juga ngk terlalu paham
tapi intinya bukan hanya guru
F
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great for
conducting the
interview. Our
voices were clear
enough.
In this part, Mr.
Galih told his
belief in teaching
English through
English to young
learners.
saja yang menggunakan bahasa
Inggris, ditransferkan langsung
ke murid tapi juga murid itu
diharapkan biasa menggunakan
bahasa Inggris di kelas juga
sehingga ketika saya ngasih
pertanyaan kayak ee…. How
old are you? Like that.. Itu..
harapannya murid murid tidak
menjawab emmm…. Sepuluh
tahun, sebelas tahun,
tidak begitu tapi, ya memang
ada kayak gitu, tapi saya juga
bisa mengarahkan, Oke …
answer eleven years old. Jadi
mengarahkan menggunakan
bahasa Inggris.
Itu saya kira aa… dengan
secara langsung ya.. Jadi
murid itu tidak hanya
berbicara dengan bahasa
Inggris saja, tapi juga
berbicara dengan bahasa
Inggris dengan tahu
maksudnya. Saya ngomong
bahasa Inggris ngalor ngidul
tapi mereka ha heh hah heh
semoga tidak seperti itu. Tapi
saya juga kasi tau artinya.
B
R7 Kalau peraturannya sendiri,
maksudnya ada ngk rules yang
biasanya anda pakai atau rules
dari institusi dalam mengajar
menggunakan bahasa Inggris
secara langsung?
G7 Kalau dari institusi, saya
kurang tahu. Yang jelas intinya
kalau dari lembaga sendiri
memang kan harus pake bahasa
Inggris ya….
Tapi kalau rules itu saya kira
suka-suka saya sendiri.
Kalau dari saya sendiri lebih
cenderung menyesuaikan
dengan level dan situasi anak
A
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misalnya TK saya kan ngk
mungkin juga oke kalau kalian
semua ngk bicara pake bahasa
Inggris saya coret kalian pake
set set atau saya tempelkan
sticky notes ke kalian. Kalau
gitu kan, kayaknya juga anak-
anak malah jadi takut untuk
belajar. Nah, kalau untuk saya
sendiri kalau TK, atau SD
kelas 1, 2, dan 3 itu biasanya
masih lebih saya arahkan
untuk bicara bahasa Inggris.
Oke, nanti jawabannya begini
yaa.. ee…. It is … Jadi
menggunakan bahasa Inggris.
Tergantung dari level dan usia
juga. Tapi makin tinggi usia
dan jenjang si anak, itu makin
ada tantangannya sendiri.
Kalau pake sticky notes itu
tadi. “Oke, you‟re now in
Junior level. If you don‟t speak
English more, I will give
something for you.”
Something in form of sticky
notes. “If you say one two or
three words of Bahasa
Indonesia, and you still speak
some Indonesians, I will give
you sticky notes”, and so on
and so on….
R8 Ok. How about the teaching
materials? Bagaimana dengan
materi pengajarannya itu
sendiri? Apakah semua materi
yang anda gunakan selama ini
aa saat mengajar, apakah itu
dari institusi atau cari sendiri?
G8 Itu, to be honest, 50 50. Jadi
50 persen dari lembaga, 50
persen cari sendiri. Saya pun
tidak, kalau memberi
penugasan beberapa kali
tidak dari buku, Jadi, apa ya?,
untuk, istilahnya memberitahu
tentang oh ini lho ada kayak
A
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gini. Contoh soal yang seperti
ini. Penugasan seperti ini.
Materi yang disampaikan
seperti ini. Dalam bentuk
artikel, apakah itu video atau
power point seperti itu. Kan
banyak sumber sumber internet
yaa toh…
R9 Aa Iyaa… sekarang tentang..
eemm Mengajar bahasa inggris
ke anak kecil.
G9 Ke anak kecil itu yang rentang
berapa?
R10 Kalau TK kan dari umur 4-7
tahun. Dari pengalaman anda
selama ini apa yang anda
ketahui tentang itu? Tentang
teaching English to young
learners?
G10 Ya, Sebetulnya jika nek
disangkutkan sama direct
method itukan, metode
langsung itu kan, sebetulnya
tantangannya adalah jangan
sampek ketika saya ngobrol
bahasa Inggris, jangan
sampek saya berharap
bahwa ooo anak ini nanti
biar eemm… paham bahasa
Inggris, bisa bahasa Inggris.
Jangan sampek seperti itu.
Nah, justru saya harus
menekankan, ini lho ketika aku
kayak gini, for example, close
the door please. Pintu pintu…
tutup pintunya yaa.. Close the
door ok. .. jadi terkadang saya
perlu mengulang ngulang
seperti itu…
Terkadang ke anak TK yang
mungkin diam, sulit
menerima instruksi kayak
gitu, jangan sampai, direct
method itu, terkesan
dipaksakan oleh si guru.
M/SA
US
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Tapi tetap guru harus
berusaha sebisa mungkin
berbicara menggunakan
bahasa Inggris.
R11 Jadi, bagaimana itu?
Maksudnya kan tidak boleh
dipaksakan. Saya tidak bisa
memaksakan itu secara
langsung ke anak kecil trus jadi
apa yang biasanya anda
lakukan dalam menghadapi
situasi seperti itu?
G11 Iyaa…. Pertanyaan yang sangat
jenius sekali…. Haha.. Kalau
dari saya lebih ke satu, gesture,
menunjukkan kayak misalnya
oh ok please erase the white
board… erase ya, erase (seolah
olah menghapus papan tulis) ..
R12 Jadi anda melakukan gesture
menghapus seperti itu?
G12 Iyaaaa… so not only say aa…
please Vitha erase the board..
and… erase the board here…
(melakukan gesture
menghapus). Saya harus
tunjukkan example.
Kalau itu masih belum bisa
juga, saya harus,
mengarahkan si anak untuk
mempraktekkan langsung.
Erase.. ok… erase… Kamu
kasih misalnya
penghapusnya lalu suruh
hapus ke papan tulis.
Lalu kalau masih belum bisa
juga, itu bisa menggunakan
translation. Please erase the
board. Tapi jangan sampai
terlalu penuh, tolong hapus
papan tulisnya kayak gitu.
So, you said, please erase the
board. Papan tulis. Like that.
So, it is to… itu untuk
meminimalisir biar anak ngk
TAP
TAP
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terlalu, satu terlalu banyak
mikir, dua, ngk terlalu bnyak
bahasa Indonesia yang masuk,
nanti akhirnya ngalahin bahasa
Inggris, kayak gitu..
Direct method tetap jalan
tapi jangan sampai saya
terlalu, Kalian harus bicara
bahasa inggris… Memaksa
untuk berbicara Bahasa
Inggris”
B
R13 Selama anda mengajar bahasa
Inggris ke anak kecil, ke young
learners, apa aja sih yang anda
butuhkan?
G13 Emm…. Maksudnya yang saya
butuhkan apa ya?
R14 Kebutuhan anda dalam
mengajar biasanya, dari
pengalaman-pengalaman anda
selama anda mengajar bahasa
Inggris ke anak kecil, apa saja
yang anda butuhkan biasanya?
Untuk mengajar mereka.
G14 Apakah dalam bentuk materi
atau sesuatu?
R15 Mungkin ada tambahan?
G15 Oh yaaa…. Anak-anak ya?
Ha…. Pertama tama jelas saya
ngk bisa pake “ok please
kerjakan halaman ini buka
buku”.. Ya nnti ditinggalkan
anaknya malah. Yang harus
dilakukan be creative itu yang
paling… haaaa… dengan
harapan bawalah hal hal yang
ngk usah merepotkan tapi
membuat anak anak senang.
Misalnya belajar tentang
binatang. Belajar tentang parts
of body.
Bawalah poster, bawalah
boneka-bonekaan kalau
punya yaa... Bisa pinjem
kayak gitu… Bawalah kertas
lipat misalnya untuk nanti
C
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production misalnya.
Penugasan ngk melulu harus
mewarnai, menggambar
kayak gitu, tapi juga bisa
menggunting, melipat,
menempelkan seperti itu.
Jadi yang jelas yang harus
dibutuhkan itu yaa wmmm…
alat alat yang lebih, bukan
alat- alat …eee….
Perlengkapan yang lebih
banyak dari pada sekedar
buku atau kertas. Boneka,
laptop, poster, origami,..
emmm..
R16 Berarti itu dalam bentuk benda
yang harus saya bawa?
G16 Iya… real things… to make
them captivated.
R17 Kalau misalnya barang itu
tidak ada gimana jadinya? Kan
dalam bentuk real nih. Tapi
kalau misalnya barang itu tidak
ada?
G17 Ya itu tugas saya sebagai guru
bahkan untuk memastikan
bahwa materi yang saya lihat
“oh ini kira kira ada ngk ya?
Nanti bendanya, barangnya?
Ohh.. Nanti ngk ada nih… ini
nanti aku harus cari yang lain.
Jadi, the first thing I think to
make sure that the material that
we will give to the students, is
exist or not. We have or not.
R18 Ow ok.. oh ya.. dalam materi
pembelajaran untuk anak anak
kindergarten, young learner
dari umur 3,4 tahun sampai
umur 7 tahun ya.. biasanya
materinya itu tentang apa ya
mister, yang mister ajarkan ke
mereka?
G18 Memang banyak, tapi saya kira
tidak jauh berbeda, tidak lepas
dari hewan, bagian-bagian
anggota tubuh, lalu identitas
pribadi seperti nanyain nama,
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alamat, umur, belajar tentang
angka, menanyakan identitas
orang lain, terus buah buahan
juga.. ada.. tanaman mungkin
sedikit, about flower or tree,
terus huruf, jangan sampai
huruf.
Tapi jelas saya tidak
memaksakan anak-anak
untuk menulis atau
membaca.
US
R19 Dalam level tk atau young
learners?
G19 Iya… dalam tahapan tk tadi itu.
Trus, apa lagi ya? Aaaa.
Pakaian juga sudah diajarkan.
Tentang pakaian, lalu warna..
itu jangan sampai lupa. Lalu
bentuk juga ada. Tapi saya kira
bentuk lebih minimal ya lebih
sekedar lingkaran, kotak
seperti itu.. saya kira ngk jauh
dari itu sih…
R20 Itu lebih mudah yaa, dasarnya
mereka mempelajari itu?
Suddenly one
teacher, Ms.
Ridha called Mr.
Galih. The
interview stopped
for some minutes.
G20 Iya… terutama warna.
R21 (lanjut).. dari pengalaman anda
selama ini, apakah anda yakin
bahwa mengajar melalui
bahasa inggris itu sendiri bisa
meningkatkan kemampuan
berbicara anak? Apalagi untuk
anak- anak TK?
G21 Aku ngk bilang ya atau tidak
dulu yaa… karna itu
tergantung dari bagaimana
guru mengajar. Kalau gurunya
menarik, komunikatif, ya nanti
anak-anaknya terpancing,
kalau bicara guru ngajak, oke
jawabnya nanti kayak gini,
bahasa inggris ya, it is or she is
bla blab la …kayak gitu, itu
bisa jadi anak-anak nanti
terpengaruh berbicara dalam
bahasa Inggris. Sangat
mendukung. Tapi sebaliknya
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kalau cuma ngasih aktivitas
menggambar, mewarnai kayak
saya nanti ngk jadi jadi.
R22 Berarti sering kasi tugas
mewarnai?
G22 Eee…. Ketahuan ajaaa…
hahah…
R23 Soalnya mister yang bilang..
ohh gitu
G23 Iya kayak gitu… jadi gurunya
harus komunikatif dan kreatif
juga sama anak, jadi ngak
cuma ngasih anu, ditekankan
ya nanti akhirnya dari situ,
anak anak bisa kelihatan…
ohhh ini anaknya ngomong
bahasa Inggris terus nih…
Misalnya kayak gini kayak
gini… jadi itu…
R24 Okee…. Berarti itu dari
gurunya itu sendiri? Dari cara
guru memberikan materi
pengajaran? Oke.. Bagaimana
untuk teacher-nya itu sendiri?
Itu tadi kan dari students-nya..
apakah ini bermanfaat bagi
mister sebagai guru, dalam
menggunakan bahasa Inggris
secara langsung?
G24 Emmm… kalau dari guru saya
kira sangat bermanfaat. Dari
satu sisi, itu membiasakan
berbicara bahasa Inggris yang
kedua juga …emm…. Jadi
aware dengan kemampuan diri
guru sendiri. Misalnya aku
ngomong ini, aku paham
artinya ngk ya? Gitu…. Aku
ngomong kayak gini, muridnya
nanti pada paham ngk ya?
Kayak gitu. Itu aja sih… tapi
yang jelas, kalau dari segi
guru, bermanfaat. Saya juga
terkadang masih suka salah
ketika berbicara
menggunakan bahasa Inggris
pas ngajar. Jadinya sebelum
ngajar saya benar benar
C
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mempersiapkan semuanya
dengan baik.
Kalau dari segi murid, liat
dulu. Gurunya kayak gimana…
Gurunya yang bagus, bisa jadi
muridnya juga bagus. Kayak
gitu..
R25 Seperti yang saya tau..
diPurikids, kan ada dua hal
yang paling sering digunakan
dalam mengajar pertama itu
pictures atau realia gambar
seperti itu dan games? Apakah
anda yakin media tersebut
sangat membantu anda dalam
mengajar bahasa Inggris
apalagi ke anak TK?
G25 Woo… ngak hanya sangat…
tapi suangaaaaaat
R26 Kenapa?
G26 Ya, apa artinya ya mengajar
bahasa Inggris tanpa game
tanpa pictures.. kalau cuma
diomongin, Trus , dari buku
mungkin iya… kalau cuman
diomongin aja, saya ngak akan
tau gimana visualisasinya,
kayak gitu. Kalau untuk anak-
anak, juga selain kalau
ngomongan sama mereka bisa
jadi kosong gitu, dari buku
mungkin iya. Kalau cuman
diomongin aja, saya, mereka
ngk tau kayak gimana
visualisasinya. Kayak gitu..
Kalau untuk anak-anak juga
selain kalau cuma ngomong
sama mereka bisa saja jadi
kosong gitu, kalau anak-anak
kan tertariknya kan dengaan
game ya, mesti dengan cara
itu makanya harus kreatif
juga kembali lagi tadi.. Dan
game sama gambar itu ya
penting banget. Sangat
penting.
C
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R27 Sangat penting? Oke… Dari
pengalaman anda juga, apakah
anda yakin degan beinteraksi
langsung menggunakan bahasa
Inggris ke anak kecil, itu
sangat penting bagi mereka
dalam belajar bahasa Inggris?
G27 Ya penting…. Karna anak-
anak ketika belajar bahasa
Inggris ngk apa yaaa….
Emmm yaaa setidaknya yaa
dibiasakan dulu. Tapi kembali
lagi ke yang tadi jangan
sampai saya terlalu
memaksakan anak itu nanti
harus ngomong bahasa
Inggris
plek kayak gitu… karna
penerimaan anak beda-beda.
US
R28 Ohh… jadi dilihat dari
kemampuan anaknya juga?
G28 Iya iya kayak gitu…
R29 Dari pengalaman anda juga,
apakah mengajar bahasa
inggris melalui bahasa Inggris
itu sendiri atau menggunakan
bahasa Inggris secara langsung
sangat efektif dalam proses
mengajar bahasa ke young
learners?
G29 Saya kira iya… saya kira itu
strategi yang baik… ya karena
itu tadi…
R30 Dari pengalaman anda juga,
ada ngak nih pengalaman yang
paling berkesan saat mengajar
anak TK?
G30 Sekolah yang memberiku
tantangan paling wow itu
Golden Shine. TK A Golden
Shine. Karna anak-anak
disana dibandingkan kelas B,
wow…. Itu betul betul luar
biasa…. Ada yang bikin
markas markas sendiri, main
mainan sendiri,…. Markas
markas kan sembunyi di
bawah meja… “Oh disini
\
Memor
able
experie
nce
CM
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mister..” oo… kayak gitu
Sunshine. Mereka suka apa
ya? Mereka tidak berbuat
onar yang menyakiti kayak
gitu tidak… tapi mereka ada
aja kegiatannya.
Walaupun ada game (dari
guru) tapi mereka berpikir
lebih depan untuk mainan
yang ada lagi… Jadi guru
tantangannya disitu satu…
trus apa ya?? Satu lagi aja
yaa… ee… itu tadi sih.. Itu
tadi anak-anaknya bukan
usil, buat nakal, tapi mereka
kesana kemari cari mainan
yang benar-benar baru…
kayak gitu…. Misalnya bikin
ini bikin ini… mereka suka
kayak gitu, diajak belajar
kayak gitu,… wooo…
dikumpulkan jadi satu sulit
sekali..
CM
R31 Trus jadinya apa yang anda
lakukan pada saat itu? Dalam
menghadapi situasi seperti itu?
G31 Saya bikin kelompok. Jadi
misalkan ada kayak
competition game gitu.. trus
yang kedua saya kasi kayak
mainan puzzle, itu dibikin
kelompok gitu… jadi intinya
untuk menarik perhatian
mereka tapi juga ngak
langsung saya lepas tangan
dengan memberi gambar-
gambar dan mewarnai gitu
ngak… tapi tetap di guide…
biar tau groupnya siapa… ada
kan game yang juga make a
group game "Ok everyone …
Listen… make a group of
three!” The lost one will get
question from me.”… gitu
…ada punishmentnya gituu…
R32 Itu tujuannya apa mister?
G32 Tujuannya minimal banget..
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mengarahkan mereka kembali,
biar belajar. Sesedikit apapun
itu.
Jadi kalau misalnya mereka
belajar satu jam ngak efektif
jangan sapai itu dipaksain …
Jadi sesedikit apapun yang
penting mereka belajar.
Ngak harus sampai satu jam
belajar terus tapi setengah
jam ternyata mereka udah
capek jangan sampai
dipaksain bngt kayak gitu…
itu juga pernah kejadian di
Golden Shine.
US
R33 Adakah media tambahan yang
digunakan dalam mengajar
Sunshine?
G33 Emm… kebetulan kalau laptop
disana, kalau laptop,
audiovisual kayak gitu, karna
disana apay yaa, colokannya
ntah saya jarang lihat atau
memang tidak dianu, saya
belum pernah sekalipun pake
laptop disana. Jadi lebih ke
pake boneka, puzzle, origami,
gunting-menggunting,.. seperti
itu…
R34 Ohh… gitu…. Oh ya tadi
katanya ada pengalaman satu
lagi… itu yang mana ya??
G34 Oh bentar, ini yang learners
ya? …. Satu lagi itu adalah
ceria timoho…. Itu yang luar
biasa itu… Memang anak-
anaknya hanya empat atau
lima tapi, ketika masuk kesana,
dibelakangnya nanti ada angka
nol , satu… seperti mengajar
empat puluh anak…
R35 Wah… kenapa?
G35 Dari segi kemampuan,
mereka ada. Sangat ada.
Tapi yang disitu
tantangannya lebih dari
Sunshine ini mungkin
MEmor
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Sunshine ngk ada apa
apanya.. itu adalah sikap
mereka terhadap teman.
Sometimes, I spent much
time to make them like
behave well in the class.
Work well with their friends,
kayak gitu. Jadi apa ya?
Memang tidak semua. Tapi,
dua tiga murid yang dulu
saya pernah ampu, kayak
gitu. Jadi permasalahannya
adalah sifat anak aktif
dikelas…
able
expeirn
ce
CM
R36 Berarti bukan karna mereka
tidak suka materinya, tapi lebih
ke sifatnya dengan teman-
teman?
G36 Iya … karna kalau ditanya pun
mereka bisa. Kayak gitu..
Mereka memperhatikan
walaupun sambil lari-lari. Tapi
masalahnya, dengan sesama
mereka sendiri itu. Itu yang
jadi masalah.
R37 Apa yang anda lakukan dalam
menanggapi situasi tersebut?
Ketika mereka ngk mau,
misalnya ngak mau bekerja
sama seperti itu.. Jadi apa yang
biasanya dilakukan oleh guru?
G37 Satu, ini aku cuma belajar
dari guru guru yang lain,
karna saya ngk bisa satu hal
ini. Strict in the class. Aku gk
bisa itu.
SA
R38 Tegas gitu yaa?
G38 Iya tegas… Tegas mungkin
aku masih bisa… tapi kalau
galak sampe suara keras,
sampe punishment sampe
keluar laporin masih bisa ya..
Tapi kalau sampai galak, keras
kayak teman-teman yang lain
masih belum bisa sih… jadi
kelemahanku disitu..
R39 Apa yang anda lakukan?
G39 Lebih mengajak mereka
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kegiatan-kegiatan yang
kayak…emm … apa yaaa….?
Yang bikin sesuatu tapi
barengan.
Misalnya ada lego ni… ayo
bikin sesuatu yang gede
banget… apaa….. Related to
tetep dikaitkan dengan
pelajaran. Related to
transportation misalnya…
bikin kapal yang gede bngt.
Bikin pesawat yang gede
bngt.
Ayo… siapa yang nanti… ada
baiknya dikasi reward juga.
Kayak gitu…. Sometimes…
Itu nanti mereka kerja sama
jugakarna permasalahannya,
ketika aku dicertim,
masalahnya komunikasi antar
anak. Bukan antar guru….
Dengan guru bagus… tapi
antar anak anaknya berebutan,
pentung pentungan..
C
R40 Itu ada berapa orang anak yang
diajar disana?
G40 Lima.. Lima orang anak…
R41 Bnyak cewek apa cowok
biasanya?
G41 Cowo dua cewek tiga…
Iyaa….. Tapi sikaplah yang
jelas…. Dengan guru baik…
tapi dengan anak-anak, dan
dengan kelas mereka sendiri,
nah itu yang jadi tantangan
besar.
R42 Berarti goalnya dari kegiatan
itu apa?
G42 Ya mereka kerja sama yang
baik… intinya itu… saling
bantu… saling menjaga…
dengan bikin kayak gitu tadi
kan… “dijaga yuk biar ini
nanti ngk jatuh”…. “Ini nanti
jangan dirusak yuk”… kayak
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gitu… simple aja….
R43 Nah.. tadi mister kan sudah
menceritakan pengalaman
mister… bagaimana perasaan
mister ketika menhadapi situasi
seperti itu? Ketika melihat,
wah anaknya sangat susah
diatur, apa yang mister rasakan
pada saat itu?
G43 Perasaan… yaaaa…. Kalau
perasaan, saya jengkel marah
ngk pernah… tapi apa ya?
Sebetulnya itu perasaannya
lebih ke gimana ya? Sedih jelas
ngk pernah… Marah ngk bisa
juga… tapi apa yaaa??
Perasaannya adalah lebih ke
bingung bagaimana
menghadapi, karna namanya
juga jarang yaa….
Bagaimana mencari jalan
lain, alternative lain biar
“haduh, murid-muridnya
kayak gini nih.. gimana ya
harusnya? Gimana? Harus
diarahin gimana?
Bagaimana… mikir-mikir
keras kayak gitu… nah itu….
Perasaannya ya bingung
gitu.. Apalagi diawasi
gurunya… aduhhh….
Sunshine kan diawasi guru
terus, nah itu….
F
R44 Kalau ini, teacher bisa ngerti
ngk? Maksudnya abis ngajar,
mister bisa tau ngk perasaan
anak-anaknya tu gimana? Abis
belajar bahasa Inggris?
G44 Perasaan anak-anak, nyambung
sama pertanyaan yang ini ngk
ni?
R45 Iya…. Yang tadi kan dari sisi
gurunya… Dari pengamatan
mister, setelah pelajaran
berakhir, perasaan students-nya
gimana?
G45 Yaaa…. Syukurlah selama ini
kalau selesai, aku ngk tau
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mereka senang atau tidak, tapi
paling ngk selama ini ketika
saya ngajar lagi, mereka tetap
manggil, Mr. Galih, Mr.
Galih… semangat kayak
gitu… itu kan udah tanda
positif…saya dirindukan….
Hahah… apaan tuhh sok sok
tau.. haha…
Mungkin karna gurunya ngak
galak… makanya seneng.. tapi
kalau dari anak anak, ada yang
seneng, ada yang ngak senang.
Ku yakin itu…
R46 Iya satu lagi nih… Biasanya,
kalau saya ngajar bahasa
Inggris untuk anak tk, saya
sebagai guru harus
menggunkan bahasa Inggris
secara penuh. Apakah Mister
pernah tidak menggunakan
bahasa Inggris sampai harus
menggunakan bahasa
Indonesia saat mengajar? Atau
Mister tetap berpegang teguh
sama rules yang ditetapkan
oleh lembaga?
G46 English young learners ya??
Kalau TK sampai saat ini
syukur aku masih banyak porsi
bahasa Inggrisnya… Tapi
kalau untuk yang level atas, tau
sendiri ya mungkin, aaa… SD
yang didekat lembaga,
mungkin penggunaan bahasa
Inggris dalam mengajar
mungkin sangat sia-sia.. tapi
kalau untuk young learners ini,
syukurlah aku masih bisa…
tapi tetap kembali ke yang miss
tanyain awal tadi.. Gimana
penggunaannya, aku ngak
memaksakan harus bahasa
Inggris langsung kayak gitu
ngk… untuk anak anak
harus bicara banyak ke aku
pake bahasa Inggris juga.. It
takes process… Tapi tetap
CE
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aku bisa pake bahasa Inggris
secara… yaaa… porsinya
banyak lah..
R47 Okkk…. Sepertinya sudah dulu
untuk hari ini… terima kasih
atas sharingnya yang luar
biasa.. semoga bisa membantu
mister juga sebagai bahan
refleksi mengajar selama ini …
G47 Iya iya… sama-samaa…
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APPENDIX 6. Transcription of re-interview
Miss Ana
Monday, March 19, 2018/12.10-12.25
Siomay Bandung Pak Mul
Description Role Interview Code
I conducted
the interview
after
teaching at
Indriyasana
Baciro.
Then, we
decided to
do the
interview
while
waiting for
our lunch.
The place
was at Super
Sambal. It
was located
near the
previous
interview
place.
R1 Siang miss
A1 Siang..
R2 Saya langsung aja ya..
Miss, kemarin kan udah
diobservasi saya juga ingin
bertanya tentang kegiatan
di kelas kemarin. Sudah
berapa lama miss
mengajar di TK A1
indriyasana Baciro?
A2 Kalau ngak salah mulai
dari Januari. Berarti
sampai sekarang sesayar
3-4 bulanan.
R3 Kemarin ada berapa
banyak siswa yang hadir?
A3 Ada 13 ..
R4 13… Diawal
pembelajaran, Miss
meminta dua orang anak
untuk memimpin doa.
Tujuan miss melakukan itu
apa ya?
A4 Sebenarnya tujuan saya
melakukan itu supaya
temannya yang lain lebih
fokus. Jadi mereka akan
berfikir “ohhhh… ada
temanku yang mau nih…
ngapain ya mereka?”
Jadinya mereka kan lebih
memperhatikan temannya
sehingga mereka mau
mengikuti pelajaran dan
memulai untuk berdoa.
R5 Setelah berdoa, miss
mengajak siswa untuk
bernyanyi. Itu tujuannya
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apa ya miss?
A5 Jadi memang di Purikids
itu, sebelum memulai
pelajaran untuk kelas kelas
yang anak-anak itu saya
akan bernyanyi terlebih
dahulu.
Ya .. untuk menggugah
siswanya biar lebih
bersemangat sebelum
memulai pelajaran.
R6 Sebelum anda memulai
pelajaran, pada saat itu,
anda mengajak anak-anak
untuk bermain dan
bernyanyi chiki chaka.
Mengapa anda melakukan
hal itu?
A6 Sebenarnya karena anak
kelas A itu special ya
khususnya A1 … jadi
mereka tu.. mungkin
karena siswa tersebut
masih umurnya sesayar
3- 4 tahun, jadi mereka
belum siap untuk belajar
serius. Jadi,
pelajarannya sebisa
mungkin dikemas
dengan bermain terlebih
dahulu.
US
R7 Pada saat anda dan siswa
siswi selesai bermain.
Anda memintaa mereka
untuk duduk. Tapi yang
anda lakukan itu, gini..
Anda meminta mereka
untuk duduk dengan
berkata “sit down please”
dan setelah itu berhitung
dari 1-3, tidak hanya sekali
tapi beberapa kali disaat
mereka agak susah
dikontrol. Mengapa anda
melakukan hal itu? Apa
tujuan anda berhitung pada
saat meminta anak untuk
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duduk?
A7 Sebenarnya cuma sitdown
bisa sih… Karna biasanya
kalau dihitung kayak gitu,
mereka langsung “wah
dihitung nih…. Berarti
langsung cepat cepat…”
ya biasanya sih seperti itu..
Tapi yaa…. Kembali lagi
ke kelas tersebut karna
anaknya spesial masih
terlalu kecil ya harus
diulang ulang untuk
membuat mereka
perhatian dan
mendengarkan
gurunya…
US
R8 Diawal proses
pembelajaran , miss tanya
“do you know my name?”
Kenapa miss memulai
pembelajaran dengan itu?
A8 aa… karena.. materi pada
waktu itu adalah My name
is…. I am from Indonesia.
Jadi untuk mengingatkan
murid murid siapa sih
nama gurunya, nah… kan
kalau mereka jawab miss
Ana, misalnya seperti itu
ya.. jadi “Oh ya… My
name is Miss Ana. I am
from Indonesia. Jadi
mereka tau “Ohhh… kalau
mau memperkenalkan
nama itu my name is Miss
Ana… Kayak gitu toh…
Saya dari Indonesia kayak
gitu ngomongnya… Gitu
miss… biar sesuai dengan
direct method dan tetap
menggunakan bahasa
Inggris.
R9 Tadi, miss meminta anak
anak untuk menanyakan
hal yang sama ke saya..
Tujuannya itu apa ya
miss?
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A9 Tujuannya itu untuk biar
siswa itu tau secara
langsung ini miss Vitha ini
miss Ana. Kalau
memperkenalkan diri, my
name is.. kalau dia juga
my name is miss Vitha,
sama seperti itu…
R10 Setelah kegiatan tanya
jawab, anda mengambil
bola dan mengajak anak-
anak untuk berdiri. Itu
tujuannya apa? Missnya
sebenarnya mau
melakukan aktifitas apa
dengan menggunakan
bola?
A10 Sebenarnya saya mau
menggunakan bola
tersebut untuk bernyanyi
bersama… jadi kayak
one two three four five
six seven eight nine
ten…. Nah.. nanti yang
kena terakhir seven
eight nine ten… nahh…
yang ten yang dapat bola
tersebut … saya
pengennya anaknya
maju terus
memperkenalkan dirinya
seperti yang saya
ajarkan tadi. Misalnya
yang maju Chacha.
Terus dia maju, “Hello
my friends, my name is
Chacha. I am from
Indonesia.” Tapi….
Kemarin… ya.. seperti
yang miss lihat sendiri
yaa… karena anaknya
juga special, ya, mereka
tidak mau mengikuti,
malah berebut bola.
TAP
R11 Ada yang menarik nih…
pada saat miss meminta
mereka untuk diam, miss
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juga melakukan bebebrapa
body gesture nih seperti
ssstt… terus ada
melambaikan tangan juga..
Pada saat bernyanyi juga
anda ikut bernyanyi…
bergerak juga… Missnya
ikut serta dalam kegiatan
tersebut? Mengapa miss
melakukan itu?
A11 Soalnya ya karena
merekakan masih kecil
ya miss… Dan sebagai
guru,
kitamencontohkan…
jadi mereka juga harus
tau “Ohhh… kalau
nyanyi gerakannya
seperti ini…” Trus habis
itu, karena mereka
masih kecil-kecil,
mungkin mereka masih
belum tau apa arti sit
down, stand up kayak
gimana, stop, quiet, itu
mereka ngak tau.
Jadi saya sebagai guru
menggunakan bebebrapa
gerakan kalau quiet, Ssssttt
(by putting her finger on
her lips), sit down saya
harus tangannya
mengarahkan biar mereka
duduk gitu lah.. biar
mereka secara tidak
langsung tau itu artinya
apa…
US
R12 Kemarin juga pada saat
mengajar, missnya
keluarkan gambar bendera
merah putih dan burung
garuda. Kemudian
menunjukkan gambar itu
kepada anak-anak. Tujuan
miss melakukan hal itu apa
ya?
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A12 Tujuannya karena
materinya adalah tentang
kebangsaan. Jadi pertama
memperlihatkan gambar
bendera. Itu identitas
bangsa saya dan pancasila
juga. Jadi untuk “ Um…
wahhh ini Indonesia… I
am Indonesian maksudnya
adalah orang Indonesia
dengan menunjukan
gambar tersebut.
R13 Saat anda
memperkenalkan gambar
tersebut, anda bertanya
dalam bahasa Inggris
“What is this?” Ada
beberapa anak familiar
dengan gambar tersebut
dan berkata “Bendera!”
dalam bahasa Indonesia.
Trus anda menanyakan
kembali “what is bendera
in English ?” Itu tujuannya
apa ya miss? Kenapa miss
tidak langsung menjawab
dalam bahasa Inggris?
A13 Kalau saya langsung
menjawab, flag… This is
flag.. mereka akan “This is
flag? Flag itu apa?” kan
mereka belum familiar
dengan kata itu kan…
What is bendera in
English? nah mereka tau
bendera itu apa… Bendera
in English is flag. So this
is flag.. Jadi biar mereka tu
tau kalau bendera dalam
bahasa Inggris itu Flag.
R14
Pada saat missnya bilang “
This is flag”, ada beberapa
anak anak yang mengikuti
apa yang miss ucapkan.
Terus miss bilang gini “
Ok say it together….
One…. two… three…
tujuannya apa miss?
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A14 Karena tau sendiri
anaknya seperti itu ya…
Jadi kalau cuma flag gitu
ya yang mengikuti cuma
beberapa orang.. saya
maunya kan semuanya
berpartisipasi… jadi biar
mereka bareng bareng
belajar.
Tapi ya karna tidak
sesuai dengan yang
diharapkan, ya seperti
itulah miss…
TAP
R15
Ada lagi miss… kemarin
pada saat miss
memperkenalkan gambar
kedua, gambar garuda,
miss mencoba
memperlihatkan gambar
garuda sedikit demi sedikit
dan bernyanyi taram
taraamm….. itu agak
beberbeda ya dengan
gambar pertama tadi…
kalau yang pertama kan
missnya langsung tanya
“What is this?” . Tapi yang
kedua ini beda. Alasannya
apa ya miss? Kenapa
melakukan itu?
A15 Yang pertama kan dari
awal udah banyak yang
memperhatikan. Abis itu
yang kedua, beberapa
anak terlihat sibuk
sendiri… Ngomong
dengan teman-temannya
sendiri, jadi saya
bernyanyi seperti itu
biar mereka tertarik gitu
lho… “Taram taram?
Maksudnya apa sih?”
Biar mereka meliat
gurunya didepan dan
bisa fokus.
C
R16 Dari pengamatan saya
kemarin, pada saat
pelajaran berlangsung,
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ngak semua anak-anaknya
memperhatikan guru
didepan. Banyak yang
sibuk sendiri, teriak,
ngobrol sama teman
disamping, bahkan sampai
ada yang keluar kelas. Apa
yang anda rasakan ketika
anda menghadapi situasi
tersebut?
A16 Yang dirasakan tentunya
capek, sedih dan juga
kecewa lah yaa…
Saya udah melatih mereka,
belajar bersama, tapi yang
memperhatikan cuma
sedikit ngak sampai 50
persen dikelas tersebut.
Karena mereka masih
suka sibuk main sendiri,
belum tau belajar serius
itu seperti apa, tapi
kalau saya lihat dari
gurunya, kalau ngajar,
memang anaknya sibuk
sendiri seperti itu. Jadi
menurut saya berarti
ngak cuma saya toh yang
ngerasain kayak gini.
Gurunya di TK pun
merasakan seperti itu.
Jadi, saya juga harap
maklum… Itu ya karna
mereka belum siap
untuk belajar dengan
usia yang segitu… itu sih
miss….
F
US
R17 Dan untuk kegiatan
sebelum kegiatan terakhir,
sebelum berdoa itu, miss
mengajak mereka untuk
bermain London Bridgre.
Tujuan miss melakukan itu
apa ya?
A17 Ya karena London Bridge
game itu bisa digunakan
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sebagai production. Jadi
mereka juga bisa
mengingat apa sih yang
dipelajari hari ini, lewat
London Bridge. Itu juga
bisa buat Sum-up.
Jadi mengingat dan
melakukan. Jadi secara
langsung QnA dan
bermain.
R18 Pada saat bermain, ada
beberapa anak yang
ketangkap dan saat dikasi
pertanyaan dari miss, dia
tidak mau jawab. Apa
yang miss lakukan saat
mengatasi hal itu?
A18 Kalau tidak mau jawab,
biasanya saya bimbing.
Jadi, saya ajak “My name
is… What is your name?
My name is…. Misalnya
Yuri… my name is Yuri.
Terus saya tunjuk gambar.
Bendera merah putih
kan… terus saya bilang “I
am from… What is this?
Indonesia.
R19 Dari pengamatan miss,
perasaan anak-anaknya
bagaimana? Saat mereka
belajar bahasa Inggris…
A19 Kalau menurutku sih anak
anaknya, ya yang ngak
memperhatikan ya biasa
biasa aja… tidak merasa
apa apa… Tapi kalau yang
benaran memperhatikan ya
menangkap lah mereka
yaaa. Soalnya pada
pertemuan berikutnya saat
ditanya mereka tau. Itu
menurut saya sudah baik
ketika mereka mampu
mengingat materi
sebelumnya.
R20 Bagaimana perasaan anda
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melihat hal itu?
A20 Sedikit kecewa sih…
Karena yang
memperhatikan cuma
sedikit. Tapi saya
senang. Masih ada yang
mau memperhatikan.
Hal itu memotivasi saya
dalam mengajar.
Walaupun hanya
beberapa murid yang
tapi mereka bisa
menangkap apa yang
saya ajarkan dengan
baik.
F
R21 Terima kasih Miss.
A21 Iya miss…
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APPENDIX 7.
Transcription Re-interview Mr. Galih
Friday, April 20, 2018/ 17.30-18.20
Purikids Godean Office
Description Role Interview Code
Before I
started the
interview, I
asked Mr.
Galih for his
permission to
have the re-
interview
session on
Monday at
Maguwo
office. It was
the end of the
meeting. Mr.
Galih
planned to
unite class A
and B into
one class. We
conducted the
interview on
Friday, April
20, 2018. I
had a private
class at one
of the
students
house near
Godean at 4
p.m. I went to
Godean
office at 5
p.m., after I
finishing my
teaching. At
the office, I
saw some
teachers
including Mr.
Galih. I got
inside,
greeted them,
and filled
R1 Saya langsung aja ya mister.
Kemarin saya sudah observasi ke
sekolah Golden shine. Mr. Galih
bilang kemarin saat observasi
yang hadir 26 anak. Kemarin
pada saat observasi, Mister juga
bilang kalau kelasnya digabung.
Kenapa kelas A dan B digabung?
Tujuannya itu apa ya Mister?
G1 Sebenarnya tidak ada tujuan apa
apa sih. Sebetulnya,.. Hanya saja
setiap kelas itu kan setengah jam
setengah jam. Jadi ngk
membuang waktu kalau
misalnya mau nonton film kayak
gitu. Kan ngk mungkin kan kalau
gini “Oke yang duluan masuk
kelas TK A yukk...” Jadi untuk
lebih mudahnya untuk dijadikan
satu kelas aja. Kan ini juga
meeting terakhir.
R2 Oh jadi ini meeting terakhir?
Kemarin saat saya observasi,
saya lihat anak anak menonton
film. Apakah kegiatan menonton
film sering dilakukan di Purikids
saat meeting terakhir?
G2 Untuk kelas apa aja?
R3 Untuk kelas rekanan
G3 Untuk kelas rekanan, beberapa
iya. Ada yang tidak.
R4 Oh begitu… Kemarin, sebelum
mulai, Mister persiapan dulu.
Pada saat berdoa, Mister
mengajak dua orang anak untuk
memimpin doa. Itu tujuannya
apa ya mister?
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some notes
related to my
previous
class. After
that, I asked
Mr. Galih
whether he
was ready to
be
interviewed.
We
conducted the
interview at
the same
class we did
for the in-
depth
interview.
G4 Tujuannya satu. Pembiasaan.
Jadi selain melatih murid pede
berbahasa inggris dengan cara
kecil seperti itu, tapi itu juga
pembiasaan biar mereka bisa
pimpin doa ngak hanya dipimpin
aja tapi bisa pimpin doa.
Walaupun mungkin tidak dengan
suara keras, tapi dengan mereka
mau maju, udah bisa menjadi
contoh yang baik.
R5 Ok.. kemarin juga pada saat
berdoa, ada satu saat dimana
mister tiba tiba nyela dan bilang
“watching movie” dan saya lihat
anak anak bingung. Kenapa tiba-
tiba Mister melakukan itu? Apa
alasannya?
Mr. Galih
choose
watching
movie for the
last meeting
was because
the students
had not
experience
the activity
yet.
G5 Emmm… apa yaa? because that
was their first time yaa… jadi ya
saya mau kasi sesuatu aja gitu.
Memang ngk pernah kalau sama
aku nonton. Jadi ya mereka
memang kelihatan entah bingung
entah merasakan “yeee nonton
film” kayak gitu. Itu mungkin
karna pertama kali pakai
projector kayak gitu.video,
nyanyi nyanyi pun ngk pake
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suara atau projector kayak gitu.
R6 Mister galih mengajar di TK
Golden Shine sejak kapan? Udah
berapa lama ditempatkan ngajar
disana?
G6 8 Agustus
R7 Tahun lalu?
G7 Iya.
R8 Jadi kegiatan menonton film atau
video belum pernah dilakukan?
G8 Baru kemarin itu…
R9 Ok. Kemarin pada saat mengajar,
sebelumnya Mister galih sudah
menyiapkan sebuah film. Bisa
diceritakan sedikit filmnya
tentang apa?
G9 Filmnya itu The Boss Baby. Itu
sebetulnya dari filmnya ya
memang animasi biasa. Tapi
kenapa pilih film itu, karena itu
film paling ramah anak dari pada
film animasi lain yang pernah
aku lihat. Disitu ada nilai-nilai
juga. Tapi itu juga tidak
mengajarkan hal-hal yang
mungkin buat saya tidak keras
tapi buat anak anak sebaliknya.
Di film Big bos baby itu tidak
ada tendency seperti itu. Kan
banyak film anak-anak, seperti
kartun Tom and Jerry suka
ditonton anak-anak. Tapi apakah
itu film ramah anak? Belum
tentu. Banyak adegan
kekerasannya. Spongebob bisa
jadi film yang disukai anak-anak
tapi bisa jadi juga ada adengan
yang kurang pas. The Boss Baby
itu bagus dan dipilih karena
alasannya itu ramah anak.
R10 Pada saat anak-anak menonton
film tersebut, dari pengamatan
mister, bagaimana perasaan
mereka?
G10 Yang aku ngk sangka itu, mereka
suka.
Tapi aku ngk heren kalau
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mereka ternyata cepat bosan.
Karena itu baru pertama
kalinya. Kan kemarin, belum
ada satu jam, lewat setengah
jam, itu kemarin udah bosan.
Jadinya aku langsung kasi
inisiatif untuk anak anak.
Habis itu selang beberapa
menit kemudian, filmnya
dimainkan lagi.
US
R11 Itu tujuannya untuk apa Mister
selang selingkan antara game
terus nonton lagi?
G11 Satu biar tidak bosan. Biar
anak-anak tidak lihat layar
terus. Anak-anak kan kalau
lihat layar terus satu jam kan.
Misalnya TK Certim deh. 1
jam last meeting disuruh
nonton film itu kan juga ngak
mungkin. Setengah jam juga
masih mungkin. Tapi kalau
seterusnya juga kan bosan
juga. Jadi saya selipin kegiatan
lain. Walaupun tidak se-
smooth atau malah lebih
smooth dari yang aku pikirin.
US
R12 Setelah nonton film, pas jeda itu,
mister juga sudah ada inisiatif
mengajak murid murid untuk
bermain game. Ada berapa jenis
game yang dimainkan kemarin?
G12 Two.
R13 Bisa dijelaskan game-nya itu apa
aja?
G13 Yang pertama itu interactional
game. Saya pake kata kerja yang
sudah cukup sering mungkin
didengar anak-anak seperti jump,
swim, move forward, move back
backward. Nanti mereka masing-
masing milih salah satu dari itu
dan yang lain mengikuti.
R14
Kemarin juga saya lihat ketika
mister meminta salah satu anak
untuk memberi perintah ke
teman-temannya, Mister juga
melakukan hal yang sama.
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Misalnya, jump, mister juga
jump. Swing, mister juga swing.
itu tujuannya apa ya?
G14 Ya kasi contoh aja. Yang jelas,
students should be leaded by
example. Murid itu mesti
dikasi contoh dulu. Guru mesti
kasi contoh dulu. Mungkin
murid murid sudah tahu. Tapi
mungkin mereka tidak
percaya diri kalau gurunya
tidak memberi contoh, atu
tidak mengikuti gerakan saya.
Dan satu lagi jangan sampai
mereka jump, saya diam-diam
aja karena ya ayok lah saya
ikut. Jangan cuma lihat aja.
TAP
R15
Setelah memberi contoh
beberapa gerakan, kemudian
mister memilih satu orang murid
untuk memimpin game.
Kelihatannya yang dipilih agak
bingung terus mister bertanya
lagi kepada anak itu dan
akhirnya dia mau melakukannya.
Tujuan mister mengajak anak
memimpin game itu untuk apa
ya?
G15 Itu satu lagi kembali lagi ke
pembiasan, biar mereka juga
merasakan gimana memberi
suatu contoh atau perintah.
R16 Game yang kedua apa ya mister?
G16 Game yang kedua. Sebetulnya
aku sempat bingung memang
rencanany pakai bola itu tapi
materi apa ya yang TK A dan
B itu ada dua duanya? Oh iya,
warna. Nah makanya…
Karena kelas mereka
digabung, kalau misalnya
belajar tentang misalkan
clothes, yang kelas B memang
udah belajar tapi mereka tidak
belajar lagi di kelas B.
Pertama, satu anak kasi bola ke
temannya trus tanya, “What
TAP
F
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color is it?” nanti anak yang
satunya jawab, “white” atau
“yellow”. Tapi itu memang tidak
lama juga. Karna mungkin
memang waktunya cukup
terbatas jadinya tidak bisa lama-
lama.
R17 Apa kesulitan yang mister hadapi
saat mengajak anak anak dari
awal untuk bermain game
tersebut?
G17 Kalau dari awal, tidak ada
kesulitan. Yang Instructional
game itu tidak. Memang
kesulitannya adalah pada saat
menunjukkan ini warna apa,
itu agak kesulitan. Karna TK
B sebagian dari mereka udah
dibentuk untuk lebih tertata.
Sedangkan TK A dari segi
mental, masih suka main,
habis main, kan game pertama
tuh… Setelah game selesai,
masih main dan belum bisa
untuk di ubah.. yuk sekarang
saya main game ini…
Transisinya masih belum
dibentuk..
TAP
US
R18 Dari pengamatannya mister juga
pada saat mereka bermain
dengan mister kemarin, apa yang
mereka rasakan?
G18 Gimana ya? Mungkin senang,
mungkin aneh, mungkin
capek… Senang atau tidak
senang pasti adaa yang
mersakan itu
F
R19 Diakhir pelajaran, lanjut nonton
film. Dari pengamatan Mister,
bagaimana perasaan mereka?
apakah ada perbedaan dari awal
sebelum dan sesudah game?
G19 Mungkin lebih beda ya… ada
prubahannya terutama fokusnya
gitulah. Jadi lebih fokus yang
pertama. Tapi kelihatannya
mereka lebih terlihat senang
pada saat menonton film
F
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setelah melakukan activities
itu tadi.
R20 Itu kenapa mister?
G20 Karna habis gerak ya.. Karna
habis gerak biasanya anak-
anak itu kan karena itu capek
jadinya nonton dulu ah… itu
satu… Mereka jadi pengen
nonton karna habis gerak.
US
R21 Apaka ada kegiatan lain yang
dilakukan selain nonton film di
pertemuan terakhir?
G21 Nah… Ada satu, creativity time.
R22 Oh creativity time… itu gimana
ya mister?
G22 Jadi kalau buat TK itu
kegiatannya ngk menggambar
atau mewarnai ya… itu udah
cukup sering dan jatuhnya juga
membosankan. Itu cuma
menggunting dan menempelkan
itu aja… Itu yang kulakukan di
pertemuan terakhir di TK
primagama Jakal. Jadi saya itu
bikin ikan dari kertas. Bentuknya
seperti lampion.. jadi gimana
yaa… ya gituu…
R23 Berarti untuk anak TK kalau
pertemuan terakhir itu biasanya
movie dan creativity time?
G23 Iyaaa… atau game biasa sih…
tapi kalau game biasanya untuk
SD
R24 Jadi kegiatan tersebut sering di
lakukan di akhir meeting .. ?
G24 Iyaa.. soalnya kalau TK kan
memang kegiatannya itu yaa….
Kalau SD atau SMP, biasanya
ada ELP.
R25 ELP? Itu apa ya Mister?
G25 End Level Performance. Mereka
mempraktekkan sesuatu terkait
dengan pelajaran yang sudah
mereka pelajari. Presentasi, bikin
dialog, gitu….
Wahh… menarik sekali. Terima
kasih untuk sharingnya hari ini
mister galih…
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APPENDIX 8. Transcription In-depth Interview 2
Miss AnA
Friday, May 18, 2018/15.00-15.25
Purikids Godean Office
Description Role Interview Code
R1 Hi miss Ana
A1 Hello
R2 Langsung aja ya miss. Miss
Ana, Kemrin pas waktu
interview yang pertama,
miss Ana bilang kalau
mengajar bahasa Inggris
melalui bahasa Inggris itu
sendiri adalah sebuah
keharusan. Miss juga bilang
kalau mengajar bahasa
inggris melalui bahasa
Inggris itu sendiri agak
susah jika diajarkan ke anak
kecil. Bisa diceritakan
pengalaman miss saat
mengajar menggunakan
bahasa Inggris ke anak
kecil?
A2 Kesusahannya karena
mereka belum tau arti
dari beberapa kata dari
bahasa Inggris ya
dan cara membuat
mereka gampang untuk
menerima ya saya bisa
menggambar,
menunjukkan flash card,
sehingga mereka “o…
maksudnya bottle it ini
toh..”
TAP
R3 Apakah ada pengalaman
yang bisa miss ceritakan
tentang itu?
A3 Yang sebenarnya mereka tu
banyak yang nangkap, tapi
ya tergantung sama
anaknya. Dan anaknya tu
mereka merasa capek,
US
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mereka kurang
konsentrasi, sehingga
menerima materinya itu
susah.
R4 Itu di sekolah apa miss?
A4 Itu dibaciro. Terutama
kelas yang siang siang itu.
Kebanyakan dari mereka
lebih memilih untuk main
sendiri. Seperti itu.
R5 Miss juga pernah bilang.
Dalam mengajar anak kecil
sebisa mungkin
menggunakan body
language dan media lainnya.
Bisakah miss menceritakan
pengalaman miss saat
menggunakan body
language.
A5 Biasanya disaat pembukaan
kelas. Saya meminta
muridnya untuk nyanyi.
Trus kalau ngak pas saya
mau main game. Gitu kan
kadang mereka tidak tahu.
Misalnya “Game sit and
stand”. Kan ada anak yang
belum tahu sit itu kayak
apa, stand itu kayak apa,
Jadi saya harus
memperagakan atau kalau
ngk saya mengajak mereka
untuk melakukan hal itu
bersama.
R6 Adakah pengalaman yang
bisa miss bagikan saat
menggunakan body gesture
di kelas?
A6 Ada. Pernah dulu di Baciro
itu, ada game Sit and Stand
itu, awalnya anak anak di
kelas a itu kurang fokus
untuk belajar jadi mereka
masih sibuk untuk bermain
sendiri, trus kurang
memperhatikan guru, tapi
pas saya melakukan game
sit and stand itu, anaka-
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anaknya senang. Jadi
mereka bilang, “lagi miss…
lagi miss!”. Jadi kalau main
sit and stand itu, kalau ada
yang salah pergerakkannya,
itu dikasi pertanyaan. Jadi,
dengan maksud lain, kalau
gamenya berjalan, dan kalau
mereka salah, pelajarannya
juga berjalan karna mereka
dapat pertanyaan dari saya
tentang pelajaran yang saya
sampaikan waktu itu.
R7 Miss juga bilang kemarin,
saat mengajar, missnya
menggunakan flashcard.
Adakah pengalaman yang
bisa dibagikan saat miss
menggunakan flashcard
ketika mengajar dikelas?
A7 Apa ya? Pengalaman
malah terkadang kalau
flashcardnya itu menarik
malah mereka antusias
untuk memegang
flashcard itu dan
terkadang merobek.
TAP
R8 Itu kejadiannya dimana miss
pada saat itu?
A8 Di baciro juga.
R9 Bisa diceritakan miss?
A9 Karna disitu materinya
beda dengan sekolah lain.
Jadi sebelum belajar, guru
harus mempersiapkannya
terlebih dahulu. Dan itu
tidak di laminating. Itu tu
cuma diprint pakai kertas
tebal seperti itu, ya
mungkin karna materinya
menarik bagi mereka gitu
kan, terus berebut eee
malah disobek.
TAP
R10 Aduh…. Kan sobek tuh..
Terus apa yang miss
lakukan?
A10 Yaaa… untung sobeknya
cuma sedikit dan kelas yang
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lain bisa melihat dan belajar
dengan flash card tersebut.
R11 Oh ok… itu dipakai untuk
yang lain juga?
A11 Yaa… untung cuma sedikit
robeknya. Ngk semuanya.
R12 Missnya juga bilang,
materinya tentang food,
transportation dan lain lain.
Kalau TK yang dibaciro itu
materinya apa ya miss?
A12 Dari awal?
R13 Yang pernah diajarkan di tk
A.
A13 Sebenarnya yang diajarkan
di Tk A dan B itu sama.
R14 Di baciro itu?
A14 A a….iya tentang animals,
and then part of body, fruit,
trus macam macam
transportation, trus ada juga
tentang ragam Indonesia,
seperti ada logo garuda,
flag, makanan tradisional.
R15 Bagaimana caranya
mengajar materi itu miss?
Itu kan ada garuda, ada
makanan tradisional juga.
Yang difokuskan disitu apa
miss?
A15 Jadi, seumpama Garuda.
Jadi my name is siapa, I am
from Indonesia. Kalau
makanan itu, ada gudeg,
sate, cireng gitu kan. It is
gado gado. I like gado gado.
R16 Itu yang diajarkan pas saya
observasi di tk A kemarin
ya?
A16 Iya..
R17 Ada lagi miss. Kegiatan apa
saja yang miss lakukan saat
mengajar bahasa inggris ke
anak kecil? Aktivitas yang
membantu mereka belajar
bahasa inggris dengan
mudah.
A17 Yang pertama sih game.
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Saya harus prepare game
yang membuat mereka
tertarik sehingga mereka
dapat mengikuti pelajaran
tersebut tapi secara tidak
sadar mereka juga belajar.
R18 Game apa miss?
A18 Seperti game “point and
say”. Kalau ngk round ball
gitu. Kayak saya nyanyi one
two three four five six…..
nah nanti yang mendapat
urutan ke sepuluh, dapat
kesempatan disuruh maju
trus saya kasi pertanyaan
sesuai dengan language
fokus pada hari itu.
R19 Biasanya miss melakukan
itu di Tk mana saja?
A19 Kebanyakan di….yaa
dikelas tk rekanan, atau sd
kelas rekanan, kadang juga
dikantor.
R20 Nah… miss kan sudah
punya banyak pengalaman
mengajar anak TK. Apakah
miss menyadari ada
perubahan yang miss alami
setelah miss mengajar
bahasa Inggris selama ini ke
young learners?
A20 Jujur pertama dulu pas saya
ngajar pertama kali di TK
itu, Masih merasa “wah…
anaknya kok gini banget
yaa?” ahhh… aku harus
gimana untuk mengatasi
mereka yang masih aktif lari
kesana lari kesini, main
sendiri gitu…
Dan lama kelamaan bisa
mendalami. “Oh mereka
tuh maunya game”. game
yang gimana yang biar
mereka tuh tertarik, apa
lagi kelas yang itu supaya
mereka tertarik saat
US
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belajar. Nah setelah itu
baru ternyata seperti itu
ngajar anak TK.
Jadi, harus persiapkan
game, kedua saya harus
sabar, ketiga saya harus apa
ya? Aaa…. Menyediakan
game sebanyak banyaknya
sehingga ketika mereka
bosan, saya bisa berganti
dengan game yang lain dan
aktivitas belajar tetap
berjalan.
R21 Aw…. Ok… adakan sisi
lain yang berubah? Dari
dalam diri missnya sendiri?
A21 Apa yaa?? Sabar. Saya
menjadi lebih sabar dan
memahami kalau anak TK
seringnya main kalau
diajar. Jadi kalau mereka
main, ya mungkin saya
mengikuti mainnya itu.
Tapi kalau sesuai sama
materi. Seumpama
mereka pengennya lari, ya
udah saya ikutin aja,
suruh lari sama
seumpama “Run and
say!” jadi mereka suruh
lari, ke realia mana gitu,
dan nyebutin apa sih itu.
US
R22 Ada ngk miss, sisi lain
berubah dari dalam diri miss
yang miss tidak sadari?
A22 Sisi lainnya apa ya? Apa
yaa? Yaa ternyata kalau
saya ngajar dengan
kesabaran itu seumpama
anaknya itu nakal, bandel
dan tidak bisa diatur dan
kalau saya mengikuti
terus oh ternyata anak ini
juga asik ya bisa
mengikuti gitu.. jadi ngk
usak mikir kalau anak ini
SA
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nakal, malasin banget.
Tapi ya udah saya
sebelum masuk kelas, ya
udah semua anak anak ini
baik. Bisa mengikuti. Gitu
Ok Miss. Sudah selesai.
Makasi.
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APPENDIX 9. Transcript In-depth Interview 2
Mr. Galih
Friday, May 18, 2018
Purikids Godean Office at 01.00-01.36 p.m
Description Role Interview Codes
I contacted Mr.
Galih on Thursday
through Whatapp
in order to inform
him about
following
interview. We
decided to have the
interview in
Purikids Godean
office on Friday,
May 18, 2018. I
was going to teach
in Godean at 4
o‟clock. So, we did
the interview
earlier. I came to
the office at 12.45.
When I was about
to park my
motorcycle, I saw
Mr. Galih opened
the front door of
Purikids Office.
We started the
interview at 1 p.m.
The interview
session stopped
when one of the
workers arrived.
R1 Mister, terkait dengan apa yang
mister katakan kemarin, pada saat itu
mister bilang pada saat mengajar
bahasa inggris, guru diharapkan
untuk bisa mengarahkan siswa siswi
dalam berbicara bahasa Inggris.
Bisakah mister galih menceritakan
pengalamannya saat mengajar dengan
mengarahkan mereka untuk berbicara
bahasa Inggris?
G1 Di TK ya? Sebetulnya
mengarahkan itu lebih banyak
meminta mereka mengulang ya.
Jadi semacam repetition gitu lho.
Jadi ngak mengarahkan
“Ok you say or you ask her.. what
is this?” bisa juga tapi yang terjadi
dilapangan lebih banyak saya
meminta mereka untuk mengulang
terutama kosakata misalnya it is
an orange, it is a mango.
Mereka diminta mengulang and then,
saya mengarahkannya itu bukan
dengan guru masih apa langsung
“Ok. You ask her, you ask him”
kayak gitu.” Saya kasi gambar gitu
misalnya, “Ok, say it like this.” For
example, “It is an apple”. Kayak gitu.
“Okay, What‟s that? Ayo apa itu? It
is a…” kayak gitu. Jadi,
mengarahnya kayak gitu. Termasuk
juga misalnya ke instruction ya kecil
kecilanlah misalkan “Ok. Throw
there! Draw an apple”. Gambar
apple. Yang paling lancar itu TK
primagama Jakal menurutku.
Kegiaan banyak berlangsung dengan
baik disitu. Misalkan draw a dress.
B
TAP
R2 Ok… Terus?
G2 Kalau dah selesai kan saya langsung
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“Ok. Thank you. Please erase the
board. Erase the white board.” Yang
biasanya aku sering maintain tolong
Afla. Yang laki-laki sih. Or tidy up
gitu. Mereka udah tahu kata-kata tidy
up, be careful kayak gitu. Jadi saya
tidak mengarahkan seperti orang
dewasa. Tidak langsung. Saya kasi
contoh.
R3 Kemarin juga Mr. bilang kalau rules
nya tergantung dari gurunya sendiri
menyesuaikan dengan level dan
situasi anaknya juga kalau untuk
kelas TK, dari pengalamannya
mister, rules yang pernah mister
terapkan itu apa aja sih?
G3 Ah kalau rules yang pernah aku
terapkan… apa yaa? Kalau TK itu
sebetulnya tidak ada yang khusus.
Memang dari gurunya masing-
masing punya rulesnya sendiri ya..
Yang aku hadapi selama ini,
mengajar TK primagama jakal,
mengajar TK Golden shine,
sebenarnya beda dengan mengajar
TK PL (Pangudi Luhur) dan Ceria
Timoho. Itu saya harus lebih keras
di situ. Certim, PL saya harus
keras disitu misalkan “Ok. Be
serious!” Biasanya pas mau latihan
performance.
A
R4 Itu yang dimana mister?
G4 Itu yang di PL. Kalau di ceria timoho
itu “Be Nice. hayoo yang baik sama
temannya.” Kadang kan mereka suka
bertengkar. Sometimes I used
Indonesian to make sure that they
will not repeat the same bad behavior
again. Kayak di Certim, kan ada 2
truble makersnya disitu.
Nah saya harus mendudukkan
mereka bersama dan I sometimes
speak in Indonesian, “Ok, kamu
mau ngak kalau kayak gini
hayoo?” Namanya tu Soran sama
Loisa. Mereka suka bertengkar
sendiri, dan si Loisa itu yang
US
A
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perempuan malah suka nakalin
yang laki. “Ayo coba kalau nakalin
kayak gitu, baik ngak sih? kalau
sama teman teman suka nakalin
kayak gitu ngak?” “ngak.” “Kalau
gitu Soran sama baiknya dong.”
Kayak gitu. For example like that.
Jadi peraturannya tidak berbentuk
kayak “Ok, in this class you must
not speak in Bahasa Indonesia.”
Bukan seperti itu. Tapi, seiring
dengan bagaimana murid murid
bersikap, bertingkah laku,
melakukan kegiatan dikelas, aku
ada sesuatu yang mesti aku
berikan ke mereka. Misalkan itu
kayak kalau mereka nakal, saya
harus gimana. Kayak gitu.
R5 Untuk learning material juga, Mister
kemarin bilang kalau 50 persen dari
persen dari lembaga terus 50
persennya lagi dari guru. Saya cari
sendiri kaa mister kemarin.
Materinya tentang apa aja ya yang
mister ajarkan di TK? Bisa
diceritakan..
G5 TK A TK B kan rangenya beda tapi
masih bisa dilakukan ya misalnya TK
A, perkenalan trus buah, sayur, terus
pakaian, terus family, binatang itu…
Kalau TK B itu lebih grammaticalnya
lebih banyak lah. Misalkan “How
many bla bla are there?” Atau “What
are they?” Gitu.. Jadi lebih
grammatical. Tapi topiknya hamper
sama sih antara A dan B. Cuma
bedanya kalau di B itu, saya udah
masukin angka 1-20 sama alphabet.
Nah dari situ saya ngak melulu
ngadalin dari buku. Karna apa ya?
Terlalu text book dan monoton sekali
kalau cuma dari buku. Nah, dari situ
saya bisa ambil dari internet, atau
dari game-game ppt yang bisa
didownload dari beberapa situs
internet. Kayak gitu.
Anak anak biasanya malah lebih
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senang apalagi kalau misalkan
kalau ada kegiatan yang ngak
cuma menggambar mewarnai aja,
tapi juga cutting and glueing, saya
bisa banyak ambil dari internet.
Apalagi tentang binatang, tentang
pakaian itu banyak sekali.
Makanya aku bilang dulu, 50 50.
Bahkan sebetulnya tidak 50 50 sih.
Ya mungkin lebih dari itu dari
gurunya.
US
A
R6 Kalau untuk PPT, biasanya kan
diinternet tersedia banyak. Tapi dari
sekian banyak PPT belum pasti juga
sesuai dengan materi yang akan saya
ajarkan. Itu bagaimana mister?
G6 Oh iya.. Ya, itu tinggal saya pintar
pintarnya menyeting aja atau
malah saya bikin sendiri kalau pas
selo ya. Misalkan… Sek… bentar …
aku kasi contoh…. (Mr. Galih
menunjukkan salah satu PPT yang ia
buat). Ini tentang animals ya … kalau
mau tanya how many animals are
there? Gitu… Saya kayak gini.
A
C
R7 Mister pernah menerapkan media ini
dimana?
Mr. Galih showed
one of power point
game which he
created by himself.
It was about
counting animal.
G7 Primagama Jakal, sunshine. Misalnya
kayak gini. (Mr. Glih menunjukkan
PowerPoint media) .. Nah.. itukan
simple toh… kayak gini aja…
bentar…. How many animal are
there? (kemudian Mr.galih
menunjukkan beberapa gambar
binatang dan meminta untuk
menghitung binatang secara cepat.
Sementara menghitung, Mr. Galih
berhitung 1-5) Sep nanti mereka
anaknya mengingat ingat. “Ok. Five
seconds”. “Oke how many deer are
there? There are eight … nine…
ten…. Eight or nine??? Ok. Let‟s
check!” “Aw there are… one two
three four five…..
R8 Ini dari internet?
G8 Oh ini bikin sendiri dan gambarnya
dari internet.
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R9 Oh bikin sendiri.
There were many
animals on the
PowerPoint slides.
One of them the
giraffe. Here, Mr
Galih Show the
other example in
using the
PowerPoint slide.
G9 Terus apalagi sih…. Nahh ini….
“Ok, How many giraffe are there?
There are…. Haa… there are or there
is?
R10 Gambarnya juga kelihatan menarik
ya mister…
Mr. Galih
menunjukkan salah
satu foto beberapa
unta dan salah
satunya terlihat
agak tersembunyi
dibandingkan
dengan lainnya.
G10 Iya… Aku nyarinya yang bisa
menipu mata. Jadi.. For example
like this We can see there maybe
four or five dolphins. Or for
example like this. Camel…
biasanya anak anak bingung disini.
How many? Eight or seven? Eight?
Ok Let’s count… Don’t forget
here.. Jadi lebih… apa ya… untuk
TK kan saya harus lebih kreatif. Kalau SD, SMP biasanya lebih, saya
pakai yang dibuku, yang disediakan
oleh kantor, itu juga bisa dengan
various activities.
C
R11 Bagaimana perasaan mereka ketika
mister menerapkan ini di kelas?
G11 Oh senang… apalagi kalau
dikompetisikan.
R12 Ohh… ngak cuma di tunjukkan dan
dipelajari tapi juga di gunakan untuk
kompetisi gitu?
G12 Iya… because sometimes my bad
habit is that I did not bring the
realia. I mean in form of cards,
flash cards, or yahh alat peraga
lainnya. Sebisa mungkin aku
provide di laptopku. Yang jelas
yang paling sering kubawa hampir
setiap hari itu laptop. Tapi saya
harus berhati hati juga, terkadang
sering anak-anak mencoba untuk
mendekati leptop dan tekan tekan
keyboard laptop. Pernah waktu itu
saat saya memperkenalkan
beberapa gambar,beberapa anak
mencoba utak atik dan kelas jadi
TAP
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tidak terkontrol. Jadinya saya
harus mematikan laptop dan
mencari alternative lain.
R13 Kemarin juga mister bilang pada saat
menggunakan bahasa Inggris dalam
mengajar pengulangan dan memberi
contoh itu sangat penting. Apakah
mister punya pengalaman yang bisa
mister ceritakan?
G13 Ya contohnya ini tadi. Saya kasi
contoh How many bla bla are there?
So you answer, there are blab la bla
kayak gitu. Apa lagi ya?
Memperkenalkan diri aja deh…
hello…Good Morning. My name is
galih. How about you? Ok. Could
you introduce yourself? Jadi mereka
menirukan saya gitu.. Jadi contoh
yang diberikan guru gitu tidak hanya
benar tapi juga jangan terlalu bertele
-tele. Jangan terlalu panjang lah…
R14 Kalau disekolah, pernah punya cerita
tentang itu?
G14 Ya itu sih.. salah satunya… ya kayak
yang aku bilang tadi lebih banyak
berjalan lancar banget di TK Golden
Shine dan TK Primagama Jakal. Dua
skolah itu among the best school That
I‟ve…. No bukan aku aja sih tapi
bagaimana pembelajaran berlangsung
dengan baik itu aku kira selama ini
selama aku mengajar di dua sekolah
itu. Saya bisa minta mereka turn on
the lamp, turn off the lamp seperti
itu. Dan saya tunjuk “Ok. Please turn
on the lamp.
R15 Ini juga mister. Mister kemarin
bilang kalau ngajar mister pakai
gesture. Mister juga bilang kalau
penggunaan gesture tubuh itu sangat
membantu dalam mengajar bahasa
Inggris terutama mengajar bahasa
Inggris melalui bahasa Inggris ke
anak anak. Bisa ceritakan
pengalaman mister ketika
menggunakan body gesture saat
mengajar?
G15 Sebetulnya banyak. Tapi tidak ada
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yang secara khusus sekali gitu sih…
mungkin ketika saya… main…
Hmm.. ngak gitu sih… Itu
perkenalan salah satu ya.. Jadi aku
sering kalau mereka pertama tama itu
abis saya perkenalan, abis tu nama,
mereka aku minta maju ke depan.
Tapi saya kasi contoh dulu. Oke. My
name is Galih. Nah gitu.. Abis itu
don‟t forget to say Hello… Good
morning … kayak gitu. Itu udah
bagian dari gesture. Trus dalam
bentuk permainan juga banyak juga
sebetulnya. Misalkan tentang
keluarga.. Family.. TK A ..
R16 TK A mana mister?
G16 TK A Bianglala. Bainglala tu juga
enak mereka aktif.
Disitu kasi contohnya kasi miming
game. Family tapi. Ayo bisa ngak
niruin kayak bapak bapak, atau nenek
nenek atau kakek kakek.. kan father,
mother, grandfather, grandmother,
for example related to their activity
kayak gitu… mereka ngapain? It bisa
dipakai.
R17 Itu pengunaan gesture. Kalau realia
tambahan? Kemarin juga mister
bilang untuk mengajar itu baiknya
membawa barang barang yang bisa
membuat anak itu senang. Saat
mengajar, pernah membawa sesuatu
untuk mereka?
G17 Apa ya… selain laptop jarang banget
sih. Tapi, yang bikin mereka senang
kan sebetulnya bukan apa yang saya
bawa ya… tapi apa yang mereka mau
lakukan.
Menggunting, menampelkan, kayak
bikin mosaik, main puzzle, kayak
gitu kan itu udah bikin mereka
excited. Jadi kalau yang dibawa
selalu gambar, kertasnya agak tebelan
biar awet untuk ditempel kayak gitu.
Yang bikin mereka senang kan
sebetulnya ketika hasil mereka itu
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boleh dibawa pulang.
“You can bring it home ya… Ok.
Show that to your parents”. Because
sometimes, they ask mungkin
pertama kali aku ngajar ya… trus
mereka nanya boleh dibawa pulang
ngak? Of course you can… kayak
gitu. Ya udah kalau gitu aku
berusaha sebisa mungkin bawa
sesuatu yang mereka bisa bawa
pulang, mereka bisa senang,
tunjukkan ke orang tua mereka.
M
R18 Kegiatan apa saja yang pernah mister
lakukan?
G18 Oh iya… Selain menggambar dan
mewarnani ya.. Selain itu juga ada
menggunting, menempelkan, mosaik,
trus puzzle, jadi ngak cuma disusun
tapi mereka juga tempel jadi satu
gambar yang benar. Terus origami…
mereka bikin sesuatu dengan itu. Jadi
pas itu tentang clothes.
Aku ngajar di Bianglala dan di
Certim. Mereka suka itu. Suka
banget. Suka bikin origami.
R19 Dari origami terus diapakan mister?
G19 Dilipat lipat terus ditempelkan, dan
digunting juga. Terus ditempel
dikertas. Kalau mungkin mereka
ngak mau biasanya mereka bawa
dalam bentuk origami. Gitu aja sih…
For example shorts, pants, skirts…
mereka yang suka bikin ya banyak
perempuannya sih… mereka lebih
banyak suka bikin dress kali ya…
gitu…
R20 Lalu mereka bawa pulang?
G20 Iya… aku selalu menyuruh mereka
bawa pulang. Biar orang tua mereka
tu tau.. Itu lho productionnyaa…
R21 Menarik tu… untuk anak anak… itu
diadakan saat kapan itu mister?
G21 Di saat selo sih… Disaat saya bisa
dan saya mau aja sih… Sometimes
kan saya juga banyak kegiatan, ya
udah deh nanti ngak usah yang
A
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terlalu ribet. Kalau frekuensi
berapa kali sih, ngak tau yaa….
Yang penting anak itu tertarik.
R22 Aktifitas apa saja yang pernah mister
lakukan untuk meningkatkan
kemampuan bahasa Inggris dari
murid muridnya mister? Apakah ada
kegiatan lain lagi selain membuat
kreasi?
(percakapan
terpotong ketika
salah satu
karyawan datang
ke kantor. )
G22 Games juga. Misalkan Hide and
Seek. Anak anak belajar banyak kata
seperti not yet. “Finish? Not yet”
Primagama Jakal sering banget.
Dan juga salah satu cara untuk
meningkatkan kemampuan anak
berbicara bahasa Inggris secaraa ngak
langsung ya sebetulnya… saya
ngomong finish, ok not yet.. kayak
gitu. Itu sedikit cara meningkatkan
kemampuan mereka. Trus juga lewat
permainan sih banyaknya… Tap
game.
Lebih ke permainan sih… untuk
meningkatkan kemampuan anak-
anak. Kan lebih ke vocabulary-nya.
R23 Mister uga bilang kemarin sebagai
guru saya juga harus bisa
komunikatif dan kreatif
G23 Kreatif ya … contohny itu tadi…
R24 Iyaa…. Yang barusan tadi ya? Kalau
komunikatif?
G24 Ya salah satu contohnya…. Apa
ya?... ohhh…. Pernah contoh baik
dan kurang baik. Sebetulnya awal
dulu ya.. yang kurang baik.. nahh…
Dulu aku kan sering ngasih kalau
anak TK itu tugasnya misalkan
Tracing atau Drawing.
R25 Tracing dan Drawing ?
G25 Tracing, drawing, coloring….
Nah.. Disitu aku apa ya? Istilahnya
membiarkan mereka… Aku ngak
ngomong tapi mereka yang
ngomong ngomong. Nah itu
sebetulnya kan contoh yang
kurang tepat. Itu kan ngak
TAP
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komunikatif banget dalam artian
saya who did not even
communicate with them, and I did
not even build their vocabulary
abilities. Dari situ saya berinisiatif
mencari cara agar bisa mengajak
anak untuk berkomunikasi aktif
dengan bahasa Inggris di kelas.
Abis itu lama kelamaan, setelah
banyak mengikuti rapat guru,
banyak tau dari teman teman, Oh
yaa…. Itu kayak gini toh..? Ok.
Keep being communicative gitu…
Oh.. Kalau kayak gitu berati ya
udah. Berarti kalau misalnya saya
tanya. Gimana? Bisa ngak? Kayak
gitu… Is it difficult? Is it hard? Do
you need something? Salah satu
contoh kecilnya itu sih. Saya harus
tetap tanya mereka, sekalipun itu
tugasnya menggambar, mewarnai,
kayak gitu.
SA
R26 Kalau contoh yang baiknya?
G26 Ya itu… contoh baiknya saya banyak
ngomong ke mereka. Misalnya kan
sekolah yang tenang kan Primagama
Jakal. Kalau mereka ngak diajak
ngomong, mereka ngak ngomong
betulan. Dulu tapi…. Term yang aku
masih sama miss Khusnul. Yang
sekarang aku sama miss Vitha itu,
anak anaknya aktif sih. Tapi yang
dulu tu ya harus banyak omong.
“Ayo bisa ngak? Tu lihat
contohnya… Look at your friend…”
“look like this…” we can give
example if they found difficulties in..
emmm like tracing, making y letter,
“huruf Y kayak gimana??”
Saya kasi contoh.. Itu kan salah satu
contoh being komunikatif aku sadar
juga tidak secara langsung, aku habis
di training itu.
R27 Mister juga kemarin kalau mengajar
suka pake games, pictures, dan media
lain juga yang paling berkesan dari
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semua itu yang mana mister? Yang
menurut mister bisa diterapkan ke
anak kecil.
G27 Banyak sih sebetulnya… Tapi
gimana ya… sebetulnya apapun itu
berkesan… Aku pun bebebrapa
kali di Sunshine itu pakai Lego.
Pakai Playdoh. Misalkan bikin
apa… Itu sebagai bentuk
production pun bisa. Playdoh itu
dibikin fruits. And then you
present it. “Ok… There are three
tomatoes.” Ya sesuai dengan
mereka bikin.
Tapi yang bikin berkesan itu adalah
ketika hasil yang mereka buat itu bisa
diperlihatkan ke orang tua mereka.
Soalnya aku sering kayak gitu. Anak
itu dijemput. Waktu itu di TK
Primagama Jakal, trus di kelas
reguler di maguwo. Itu mereka
memamerkan contoh kayak gunting
mengguntingannya ke orang tua
mereka. Mereka kelihatan senang
udah suatu hal yang sangat berkesan.
Soalnya kenapa aku bilang sangat
berkesannya ketika mereka keluar,
ketika mereka bawa pulang, terlepas
dari medianya apapun, karna kadang
saya bawa media banyak tapi kadang
ngak berjalan dengan baik. Dan itu
akhirnya bisa bikin buyar kan…
Pernah itu…
C
R28 Pernah? Pada saat mister mengajar
dimana itu?
G28 Pernah.. Di Olifant. Dua murid
salah satunya inisialnya R, mereka
kan moodnya naik turun ya… aku
udah bawa origami kayak gitu,
ternyata mereka ngak berminat.
Mereka itu maunya ini itu ini itu
sendiri. Akhirnya ngak jalan.
Suatu hal yang jadi pelajaran…
Oh ternyata, saya harus hati hati.
TAP
R29 Satu lagi mister… pertanyaan
terakhir. Mister kan sudah
berpengalaman dalam mengajar anak
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TK, apakah mister menyadari da
perubahan dalam diri mister?
G29 Oh jelas ada…. Dari training ya… It
was silly experience actually... Aku
beruntung tidak dilihat banyak orang.
Trus Miss Fina kan jelas
memicroteaching ya.. Untung aku
sama miss Safna, sama miss Keke.
Mengajarku itu benar benar wow…
benar benar not direct method, itu
benar benar kayak … sorry… dosen
yang tidak inspiratif gitu lho. Ngajar
itu benar benar melihat textbook,
benar benar writing saying writing
saying… Dan belajar dari teman-
teman, Oh cara ngajarnya baiknya
kayak gini,… kayak gitu… Tapi
terus terang perubahan banyak.
Tapi yang aku masih belum bisa
itu untuk tegas. Itu yang jujur aja
Miss Fina sama Miss Santi berkali
kali mengingatkan aku. Sebetulnya
itu kenapa aku dulu apa… aku
dulu sempat dipindah ngajar
kelas.Jadi, Primagama Jakal, itu
kan dua kelas. Kelas A sama kelas
B. Waktu aku ngajar kelasnya
Miss Vitha, nah aku kurang tegas
gitu lho… lalu aku sama bu nurul
yang disana dipindah ngajar di
kelas B. Akhirnya kelas A jatuh ke
dirimu kan?
M
R30 Ohhh… ituuuu....
G30 Ho‟oh… itu… akhirnya aku
ditekanin Miss Santi lagi. Tapi ngak
serius. Itu bukan masalah yang serius
banget I made a mistake in teaching
or I did something bad kayak gitu..
no ya… Miss Santi juga bercanda…
“Mister, kamu nek tegas kayak gitu,
tegesmu kayak pie toh?” Wah aku
nek menghadapi anak kecil kayak
gitu unyu unyu gitu teges kurang
bisa… kayak gitu kan.. Itu ada
benernya tapi, sebetulnya itu juga
bukan hal yang bisa dibiarin terus
menerus.
W
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Kayak gitu. Kalau tegas ya memang
aku sering bilang ke Miss Fina, Miss
Santi, dan Miss Rini.
R31 Apakah ada yang lain yang Mister
rasakan?
G31 Kalau yang berubah ya banyak sih…
secara khusus yang benar-benar nyata
dirasakan itu ketegasan sih.
R32 Berarti udah bisa lebih tegas lah
ya…?
G32 Yaaa… not really… much better
than before. But I still learning
from all the teachers.
SA
R33 Apakah ada suatu perubahan yang
mister tidak sadari tapi terjadi dalam
diri mister?
G33 Kalau yang tidak disadari justru itu…
yang banyak itu.. Jadi kegiatan
kegiatan, oh… cara menghandle anak
kayak gitu… kadangkan kayak gitu
seiring dengan berjalannya waktu,
saya banyak ngajar, sayakan jadi
banyak tau… ngalamin juga… dan
itu sadar ngak sadar saya tau
ohh… caranya handle anak TK itu
gini, caranya hadapi anak SMP itu
kayak gini. Harus tegas… Itu kan
ngak disadari.
SA
R34 Ok. Thank you so much mister..
G34 Your welcome. Thank you for having
me…
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APPENDIX 10
Classroom Observation
Teacher: Miss Ana
School: Indriyasana Baciro Kindergaten
Class: TK A1
Date: April 12, 2018
Time: 10.30-11.00
It was a sunny and hot day. I came to the school a little bit early than
usual. I arrived there at 9.50 a.m. The students were looked so lovely. Since it
was “Kamis Pahing” day, all of the students and teachers use Javanese traditional
costume. I was not really familiar with this thing since I am from West
Kalimantan. This was always interesting for me since starting from the beginning
of my journey teaching English in Yogyakarta.
I met the school headmaster. The school headmaster was very nice. She
gave me permission for the observation. Then, I gave the permission letter which I
got from the university. After that, I waited for Miss Ana outside the office. Miss
Ana Arrived 20 minutes later. At that time, we taught two classes. There were A1
and A2 class. In A1, Miss Ana will teach the students and I assisted her. My job
was to help the teacher controlling the class.
Miss Ana told me her plan for teaching while we were waiting for the
class outside. We entered the A1 class at 09.30. Before Miss Ana and I entered the
class, I prepared my camera and asked the class teacher permission. Then, I put
the camera on the safe place so that the students would not be able to reach it. The
condition of the class was humid. The air circulation was bad.
Time Activities Description
10.30-
10.33
Teachers entered the class. Teachers
guide the students to sit nicely and
got ready to start the class. After the
class ready, teachers greeted the
students and asked two of the
students to lead the prayer. Then, the
teacher asked the students stood up
and singing opening song.
After singing, the teacher asked the
students to get back to their seats and
start the lesson.
When we were outside the
class, some students
approached us and gave us
hugs. As soon we entered the
class, they were spread out
and busy with themselves.
Miss Ana did sing and dance
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10.33
10.35
10.35-10.
The teacher asked the students to
stand. Then, the teacher asked the
students to sing “Chiki Chaka” song
with movements. Before the teacher
guided the students, the teacher asked
them to stand in front of the class.
After that, the teacher, show the chiki
chaka movement. When the teacher
said chaka, the students move one
step in front. When the teacher said
chiki, the students followed her step
by stepping backwards once. Then,
the teacher invited the students to
sing the song. After that, teachers
asked the students to back on their
seat by counting 1 up to 3.
The lesson was continued with the
introduction of the lesson material.
Miss Ana asked the students “Do you
know my name? “.
Then, the teacher asked students to
ask her name in English “Now, you
ask me, What is your name?” Then
students repeat the same way she
asked the students to do. Then, Miss
Ana answered by saying her name in
a full sentence “My Name is Miss
Ana.”
After that Miss Ana asked the
students the name of the other teacher
(me). Miss Ana led the students to
ask the teacher‟s name in the proper
way “What about her? Do you know
her name? Ok let‟s ask her. What is
your name?” and the students
repeated what she said. The teacher
answers the questions in the complete
sentence “My name is Miss Vitha”.
Then, Miss Ana pointed to herself
and said “Miss Ana”, and pointed to
me by said “Miss Vitha”. After that
Miss Ana said “My name is Ana. I
am Indonesian.
Miss Ana took a ball and asked the
with the students. She led the
game and showed the same
movement as the students to
follow.
She introduced the learning
material by asking the
student the expression in
asking names.
She introduced the
expression by asking the
students to repeat her
question.
Miss Ana let the students to
ask the same expression to
another teacher (me)
She introduced the lesson
material
Miss Ana did the drilling of
the lesson material using a
game.
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40
10.48
10.48-
10.53
students to play a game. Some
students were getting excited. They
tended to get the ball form Miss Ana.
Then, Miss Ana gave the ball to me.
The class became out of control.
Students got noisy and tried to get the
ball from the teacher. In order to
make the students sat nicely, Miss
Ana count 1 up to 3. She did “shh”
body gesture to get the students. She
also said “Sit down, please… Sit
down” for a couple of times. Then,
she asked the students to hold each
other hand and make a big circle.
Miss Ana asked the students‟ name
one by one “What is your name?”
then Miss Ana led the student to
answer in a full sentence by repeating
the same thing that she said. “My
name is… “
Then, Miss Ana took two pictures
from her bag. As she showed the
pictures, students got excited and
tended to get the picture. Then, Miss
Ana showed a picture of Indonesia‟s
flag. “What is this?”. One of the
students answered,”Bendera merah
putih” suddenly Miss Ana said,
“What is bendera in English?”.
Nobody answered Miss Ana‟s
question. Then she said “Flag” some
of the students repeated what the
teacher‟s said. Miss Ana asked the
students to say the word together
“Say it together! 1 2 3” Then the
students answered “Flag!”.
Miss Ana did the same thing with the
second picture. The second picture
was Pancasila. She covered the
picture (using the previous picture)
and revealed slowly to the students.
“tararamtaraaaaam…. Whoooop…
yeahhhh… What is it?”. One of the
students said, “Merah Putih”. Then
Miss ana kept repeating the
learning material by having
questions and answer
session.
The picture was used as the
learning media. Miss Ana
introduced the vocabularies
by using pictures.
The learning process was not
done smoothly. In the middle
of the learning process, one
of the students took the cards
away from Miss Ana. The
class became out of control.
Some students tried to get
the cards from the teacher.
They jumped and shouted in
order to get the cards. I
helped Miss Ana to control
the class. Suddenly, Miss
Ana counted 1 up to 10 to let
the students back on their
seat.
Miss Ana used other
alternatives in introducing
the picture to the students in
order to gain the students‟
interest in looking the
picture.
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10.53-
10.55
Miss Ana said, “Panca….”, the
students said “ Sila! Pancasila”. Miss
Ana said “Pancasila! Good!”. Then
Miss Ana said “This one Indonesia,
right? I am Indonesian!”. Students
repeated the same thing.
Then, Miss Ana said to the students
“Oh wait…. I will choose….
(Suddenly one student was busy
talking about the toy that she held to
her friend. Miss Ana let her gave her
toy and continued the lesson). Miss
Ana used the toy as the media for
choosing the student. “I will choose
you… bang bang bang…” “What is
your name?” The student answered
by only saying name. Then, Miss Ana
gave feedback by asking the student
to answer in the complete sentence.
She did the same activities three
times.
Miss Ana chose 1 student and asked
his name. “What is your name?” She
asked again “What is your name?”
Namanya? The student answered
“Ngak tau”. “Ha? What is your
name?” Miss Ana asked. Then, Miss
Ana asked other students
“Everybody, do you know his name?
…. Do you know his name? ….
Namanya siapa?”. The students
answered “ Rian!”. Miss Ana said to
Rian “Ok say… My name is …
(Rian looked confused. Then Miss
Ana repeated the statement again) My
name is Rian”. Rian repeated the
statement for the second time “My
name is Rian”. Then, Miss Ana asked
“Are you Indonesian?” Rian nodded
his head. Miss Ana said “I am
Indonesian”. Then, Rian repeated
what Miss Ana said “I am
Indonesian”. “Ok. Good..” Miss Ana
said.
After she introduced the
learning material, she asked
one or two students to check
their understanding.
She used the toy as the
media for choosing the
student.
She did a drilling to let the
students practice the learning
material. However, it was
not done smoothly. There
were only four students who
were paying attention to the
teacher while others were
busy playing by themselves
or with friends.
She conducted a game which
helped the students in
practicing the learning
material.
In question and answer
session, Miss Ana used one
or two Indonesian words as
the hint of the question. She
used it since the student did
not get the question well.
She did ask the student to
repeat what she said.
Before she continued asking
other students, the class was
out of control. Students were
busy with themselves. They
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10.55 –
10.59
10.59
“Ok… Cap Cip Cup I will choose…
ahhh here… the purple girl” (one
student wore a purple kebaya). Then,
Miss Ana asked her “What is your
name?” “Yuri!” She answered with a
short answer. Miss Ana asked her to
answer the question in a long
sentence. “Ok say.. My name is
Yuri.” Yuri repeated what Miss Ana
said to her. “My name is Yuri”. Miss
Ana gave her the feedback by said,
“Ok. Good.”
After she asked two students for
practice, Miss Ana asked all students
to play London Bridge game. “Now,
everybody…. Do you want to play
London Bridge?” Then, she began to
sing “London bridge is falling
down…” She asked the students one
more time. “Do you want?” Some of
the students nodded their head. “Ok..
everybody please… make a line” I
helped Miss Ana to control the class.
I was asked to help Miss Ana in
guiding the students to make one line
with their friends for playing the
game. Then, the students started the
game. “London bride is falling down,
falling down, falling down….
“Students played along with Miss
Ana for three times. The one that
chased by the bridge will be asked by
Miss Ana. Then, Miss Ana asked the
students to go back on their seat
Miss Ana called one of the students
to lead the closing prayer. Before
that, she asked her to introduce
herself infront of her friends. Miss
Ana lead her to speak. “My name is
Ghea. I am Indonesian.” Ghea
repeated what Miss Ana told her.
Then Miss Ana asked her to lead the
prayer “Let‟s pray together!” Then,
all of the teachers and students
ignored the teacher. Then,
Miss Ana counted 1 up to 3
to get the students back on
their seat. “One …. Two..
three… Sit down.. Sit
down….” Students went
back on their seat and Miss
Ana continued the lesson.
Miss Ana used cap cip cup
game to take the students
attention and choose the next
student to be asked to.
She gave feedback and asked
the students to repeat the
correct answer every time the
student answered in short
answer.
She did the production and
summary of the lesson
through London Bridge
game. At first, there were
only several students who
wanted to play the game.
Then, other students started
to join the game. One
student, who was chased by
her friends (who were in
charge at the bridge) got a
question by Miss Ana. When
Miss Ana delivered the
question, she did not want to
answer the question. Then,
Miss Ana asked her to be the
bridge and the game was
continued. Suddenly, some
students went out of the
class. Miss Ana and I called
them and got them back to
class. Miss Ana count 1 up to
3 and started to sing the
song.
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prayed together. After that, we sang
the closing song.
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APPENDIX 11
Observation
Teacher: Mr. Galih
School: Golden Sunshine Kindergarten
Class: TK A and B
Date: April 17, 2018
Time: 09.00-10.00
This was the first time I went to Golden Shine kindergarten. I took 30
minutes from my boarding house to get to the school. It was far. At first, I opened
my GPS to make sure that I was on the right way. It said that the location was on
Ukrim Street. I arrived at 8.35 a.m. When I was about to cross the road, I saw Mr.
Galih parked his motorcycle. Then, we went inside and met the headmaster. The
headmaster was Miss …. She knew the purpose I went there previously from Mr.
Galih. She gave warm welcome and let me observe the class.
Before we get inside the class, Mr. Galih told me that this was the end of
the level. The activities would be watching a movie. The class would be mixed s
one class. At first, I was a little bit worried because I thought that this would be
about watching movies from the beginning to the end of the class. I thought there
will be fewer activities presented today since it was about watching a movie.
Then, one of the teachers called and asked us prepare for the class.
Time Activities
9.28
Preparation: Mr. Galih prepared the
laptop and viewer. Teachers called the
students to get inside the class.
Teacher greeted the students. Then, he
asked two students to lead the prayer.
Students pray and sing the opening
song. Mr. Galih said he had already
told the students that they would have
the watching movie activities today.
So, Mr. Just directly played the movie.
The students looked very enthusiastic
while watching the movie. Sometimes
they like to discuss their movie with
their friends next to them.
In these minutes, some students looked
a bit bored. Some of them, especially
students who sat in front of the class,
said that they were tired. They said
Mr. Galih prepared a Movie
entitled the boss baby as the
move for movie time class.
I saw two students were busy
with themselves. They started
uninterested with the movie.
They went next to the laptop,
sit, and walked again around the
class. Some of them were
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9.36
9.42
they had neck ache. “Duhh… leherku
sakit”… Mr. Galih asked them to move
back so that they could watch the
movie comfortably. “Kevin, Kevin,
move back… move back… (and
showing his hand gesture.) Rio.. Rio…
move back….. Rafa Rafa…. Move
back yaa…. (still did the same
gesture)”… Suddenly one of the
students said “Move back Rafa…
Move back…”
Suddenly Mr. Glih stopped the movie
and asked the students to stand. Some
of the students said “aaaa….. lagi mau
lagi…“.. Mr. Galih said, “Ok. Wait
yaa… wait. Now, I want all of you to
stand up. Stand up stand up stand up….
Make a big circle yaa… make a big
circle… ”. “Ok… Now, I want you to
follow me! Follow me yaa (getting the
students attention by waving his hand).
“one two three, I want you to
jump!”(Mr. Galih jumped, some of the
students followed his action), “Jump
everyone! Jump!.. and then, stop!.” Mr.
Galih and the students stopped. “Ok..
now, swing your hands (show the
action) “Like this…. Swing!..” (then,
he swing to the opposite direction)
“turn back…. Yeeey… Ok” Then, Mr.
Galih said again “Ok yaaa….. and
then, The last one, I want you to move
forward… Move forward” (Mr. Galih
holded the students hands besides him
and asked them to move forward) “ and
move back….” (back to the previous
spot). “Ok yaa…. Last one last one…”
Mr. Galih asked one students to lead
the game. “Now I want to choose
Pandu…”. “Choose one ya…. Jump,
playing with the viewer. They
made shadow with their hand.
One of the students covered the
view and the shadows covered
theentire wall. Some of the
students stood. It was disturbing
for some students who were
watching the movie. They
began to shout asking their
friends to go back on their
seats. The class became out of
control. Then, Mr. Galih asked,
“Do you want to drink? Drink
Drink…. (showing his hand
gesture) ”. Most of the students
said no.
Mr. Galih prepared some games
for the class.
There were two school teachers
stayed inside the class with us.
One of the teachers helped Mr.
Galih while he was conducting
the game.
While leading the game, Mr.
Galih did body gestures as the
example. He asked the students
to repeat his action.
The class was noisy. Some
students were getting excited as
soon the game started.
Sometimes the school got in
and made sure the students
were nice.
Mr. Galih let the students
participate as the leader of the
game.
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9.48
swing, or move forward or raise your
hands?” Suddenly Mr. Galih changed
the student “oh…. Farah first yaa….
Farah first…” “Ok .. Farah, choose
what? Jump? Swing? Raise hands?
Move forward?...” Farah nodded. Mr.
Galih said “Say, move forward…”.
Then, Farah did what Mr. Galih asked
her to do. “Move forward” She said.
Mr. Galih “Move forward, Move
forward…” ( a few seconds later)
“Ok…. Move backward…. Move
backward….. make a circle… make a
circle…..” “Ok…. Still make a
circle…. still make a circle……” The
class became noisy. Then Mr. Galih
counted 1 up to 3. “Ok… One….
two….. three…. Jump! (Mr.Galih and
the
students jump together). Then, Mr.
Galih chose one more student to lead
the game. “Dewa…. Ok… Dewa….”
Then, Mr. Galih asked the same thing
to Dewa, to choose between jump,
swing, raise hand, move forward, and
move backward. Dewa chose swing.
Then, Mr. Galih asked Dewa to say
“swing” and let the other did the
action.
This time, Mr. Galih leaded the
students to play the second game.
“Now… I want you to make a group…
make a group…. Grouping game….”
“Now, I want you make a group of…
5” Students found their friends and
make a group that consisted of 5
people. Mr. Galih checked the
students. He also game feedback to the
students “Five? Good!!” He did the
same thing by asking the students to
make group with by stating other
number. While playing the game, one
student was asking for going to toilet.
At first, the student asked the
permission in Indonesian. Then, Mr.
Galih directly leaded him to say it in
English…
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9.50
S: “Mr. Galih mau pipis….”
Mr. Galih: “Oh yes… wait wait
wait…. Repeat after me… May I go to
toilet?
S: May I go to toilet?
Mr. Galih: Ok…
After the game ended, Mr. Galih lead
the students to sit with their groups.
“Ok… now, sit in a group yaa…. Sit
down… sit down….” Mr. Galih took a
basket of toys from the shelf near him.
Some students were exited and tended
to take some of the toys out of the
basket. Then, Mr.Galih took one of the
toy. “ Now, I will throw the orange…”
the students were too excited. The class
become noisy… “Orange! Orange!”
said the students.. Mr.Galih said “no no
no…. wait…. I will throw this to
someone yaa….” The class became out
of control. Then, Mr. Galih said “ sit
nicely… sit nicely…” Then, Mr. Galih
continued the game.
Mr. Galih: “ Now I will throw this (the
orange) to …. Faqih….
Faqih: (Faqih cathed the ball)
Mr. Galih: (Showing a banana)
Faqih… What color is it? (approaching
the student) white? Red? Yellow?
Faqih: yellow (with a small voice)
Mr.Galih: Louder….
Faqih: Yellow!
Mr. Galih: Ok… throw it (the orange)
to your friend…
Then Faqih throw the ball to Emir.
Mr. Galih: Ok… Emir.. What color is
it?
Emir: (with louder voice) Red!
Mr.Galih: Red… Good!
Emir throw ball to the next person,
Dewa. Mr. Galih gave the green ball
to one student (Keiko) and asked her to
ask Dewa. Mr. Galih asked Dewa and
Keiko to stand and let keiko asked
something to Dewa.
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Mr. Galih: Ok… Keiko. Ask.. What
color is it?
Keiko: (Looked confused. Suddenly
she repeated the question and facing
Mr. Galih)
Mr. Galih: No no no… Ask to Dewa…
What color is it?
Keiko: (She did not say anything.)
Mr. Galih: (He guided Keiko to ask
Dewa) What color is it? Yaa… Tanya
… Tanya…. What color is it?
Keiko: What color is it?
Mr. Galih: Ok…. Dewa.. Dewa…
What color is it?
Dewa: (Dewa were busy playing with
the orange.)
Mr. Galih: Dewa… Dewa…. What
color is it? (then, he repeated the same
question twice by showing the green
ball)
Dewa: Green.
After that, Mr. Galih put the toy back
to the shelf. Then, He asked the
students. “Do you want to watch
again? He repeated the same question
twice. Some students nodded. Mr.
Galih played the movie again. “Ok.. I
will turn it again”
The students continued to watch the
movie. They looked happier than
before. Mr. Galih Joined the students
and sit in the middle with them.
The clock showed 10.00 a.m. Mr.
Galih stopped the movie and said that
the time was over. Then, Asked me to
choose two students to lead the prayer.
They prayed together and then sang the
closing song. Then, the went to the
cafeteria to get the snacks.
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Appendix 12. Miss Ana‟s Personal Account [pa.1-Ana]
Code Themes Account
Ap4.[tin1-Ana] A1 Selamat pagi
Ap4.[tin1-Ana] A2 Miss Ana.. Yohana Sri Widiastuti
Ap4.[tin1-Ana] A3 Kalau mengajar bahasa Inggris, dulu sebelum
lulus kuliah, pas ppl, saya disuruh mengajar di
SMA 1 ngaglik tiga bulan karna mengantikan guru
yang sedang hamil. Sehabis itu saya masuk di
Purikids.
Ap4.[tin1-Ana] A4 Mulai dari bulan desember. Jadi sekarang udah
masuk tiga bulan.
Ap4.[tin1-Ana] A5 B Menurut saya, mengajar bahasa Inggris melalui
bahasa Inggris tentunya menjadi sebuah
keharusan. Apalagi saya lulusan dari PBI.
Ap4.[tin-1-Ana] A5 US Tapi yang membuat itu susah adalah ketika saya
mengajar anak kecil yang mereka belum terlalu
mapan
.Ap4.[tin1-Ana] A6 CE Rulesnya kalau dari Purikids sendiri itu, guru
harus menggunakan bahasa Inggris. Maupun itu
muridnya paham atau tidak saya harus
menggunakan bahasa Inggris
Ap4.[tin-1-Ana] A6 Jadi sebisa mungkin saya mungkin menggunakan
body language, atau berbagai macam contoh untuk
membuat murid itu paham tentang apa yang saya
maksudkan.
Ap4.[tin-1-Ana] A7 A Kalau materi, saya mendapatkannya dari institusi
itu sendiri. Namun kalau saya ingin mengubah
cara saya untuk mengajar, pake teknik tersendiri,
saya bisa memasukkan cara tersebut kalau itu
sesuai dengan bahan yang akan saya ajarkan pada
saat itu juga.
Ap4.[tin-1-Ana] A9 B Emmm … mengajar bahasa Inggris…. Aaa… saya
sebagai guru harus menyampaikan atau
mendistribusikan ilmu saya kepada anak kecil
tersebut tentang bahasa inggris. Itu sebaiknya …
Ap4.[tin-1-Ana] A9 Kalau untuk anak kecil tentang vocabularies, yang
mudah mudah lah ya…. Dan kalau itu meningkat
ke jenjang berikutnya, yaaa, mungkin saya
menggunakan grammar, pake sentences… seperti
itu…
Ap4.[tin-1-Ana] A11
Tentu saja yang diperlu disiapkan kalau itu
bersifat apa ya? Yang terlihat, tentu saja flash
cards, akan membuat murid-murid gampang untuk
memahami materi yang akan disampaikan. Yang
kedua mungkin ada media lain seperti ball ataupun
apa yang itu akan membuat murid agar tertarik
dalam belajar.
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Ap4.[tin-1-Ana] A11 Kalau dari guru sendiri itu mental yang harus
disiapkan untuk menghadapi murid murid dengan
berbagai macam karakter.
Ap4.[tin-1-Ana] A13 Materinya biasanya tentang things, foods, toys,
transportation… banyak sih miss sebenarya….
Tapi itu biasanya em… untuk materi yang untuk
vocab dulu. Belajar tentang vocab yang mudah-
mudah.
Ap4.[tin-1-Ana] A14 B Karna ketika guru menggunakan bahasa Inggris
ketika mengajar, tentu saja murid apalagi anak
kecil tersebut lama kelamaan akan mengikuti. Jadi
mulai dari pertemuan pertama dia akan
mengetahui Hello Good morning atau apa, lama
kelamaan pasti akan mengikuti dan memahami
apa yang saya maksud. Dan tentu saja mereka
akan dapat menggunakan bahasa inggris tersebut.
Ap4.[tin-1-Ana] A15 M Tentu saja banyak yang dapat saya ambil yaa…
terutama saya sebagai guru untuk mengajar young
learners, harus bisa kreatif agar murid tersebut
dapat tertarik untuk belajar bahasa Inggris.
Dan kedua saya juga bisa belajar bagaimana saya
mengolah emosi saya. Karna saya tidak tahu
kapan murid tersebut akan berbuat sesuatu. Saya
tidak akan bisa menduga itu.
Ap4.[tin-1-Ana] A16 US Karna sebelum mereka belajar bahasa Inggris,
ketika saya mengajar rekanan, apa mereka belajar
disekolah kemudian belajar diPurikids, murid itu
akan merasa capek karna pelajaran disekolah
mereka yang dituntut untuk menghafal ataupun
apa.. tapi ketika saya menggunakan flashcard dan
game, tanpa sadar mereka akan belajar bahasa
Inggris.
Ap4.[tin-1-Ana] A16 Jadi mereka akan belajar, tapi mereka juga akan
merasa senang karna bermain sambil belajar.
Ap4.[tin-1-Ana] A17 Tentu saja untuk era jaman sekarang ya yang
menggunakan bahasa Inggris, game pun
menggunakan bahasa Inggris, tentu saja itu sangat
bermanfaat untuk anak kecil tersebut, dan semua
market mereka pergi kemanapun mungkin ya
mereka ikut orang tuanya main keluar negeri,
mereka bisa menggunakan bahasa Inggris
tersebut.
Ap4.[tin-1-Ana] A18 Karna kalau belajar bahasa Inggris targetnya ya
harus mampu dan fluent untuk menggunakan
bahasa Inggris.
.
Ap4.[tin-1-Ana] A18 Tidak hanya seperti pelajaran di sekolah yang
menghapalkan vocab dan menggunakan, tetapi
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ketika mereka bertanya sama guru, menggunakan
bahasa Indonesia. Itu sangat kurang maksimal
menurut saya seperti itu.
Ap4.[tin-1-Ana] A22 CM Untuk kelas A1 yang hari kamis, karena anaknya
masih terlalu kecil, dan mereka masih sulit untuk
belajar dan memahami, mereka tuh lebih sering
untuk main sendiri ketika guru menerangkan. Dan
mereka lari kesana kesini dan susah untuk diatur.
Dan untuk kelas B2, itu sebenarnya anaknya
sudah bisa memahami, dan bisa menulis.
Ap4.[tin-1-Ana] A22 US Tetapi, mungkin karna kelasnya yang berada di
jam yang mungkin itu termasuk siang ya untuk
anak-anak. Karna jamnya jam siang, makanya
mereka udah merasa capek dan bosan untuk
belajar ya… dan itu sama aja…. Muridnya ada
yang moody, ada yang mau memperhatikan, sibuk
sendiri sehingga kelasnya itu susah dikontrol.
Ap4.[tin-1-Ana] A22 CM Walaupun dikelas itu ada 2 guru, tetap saja saya
harus kerja ekstra dalam menghadapi dan
mengajar mereka disiang hari itu ….. …..
Ap4.[tin-1-Ana] A23 Yang pertama kali saya lakukan adalah meminta
mereka untuk duduk
Ap4.[tin-1-Ana] A24 Iya duduk… jadi saya mengatakan freeze, biar
mereka diam dulu… kemudian kalau mereka tidak
mau, saya dekati anak tersebut dan memberikan
nasihat kepada dia, supaya tidak melakukan hal
tersebut. Ketika dia mengganggu temannya,
ataupun anak tersebut sedang moody, dan ngak
mau belajar bahasa Inggris sebisa mungkin saya
memberikan nasihat kepada anak tersebut….
Ap4.[tin-1-Ana] A25 Kalau banyak murid yang susah diatur, saya
mengubah, seumpama ini saya sedang
menjelaskan dengan kartu mungkin saya bisa
menggunakan game.
Ap4.[tin-1-Ana] A25 Ketika anak tersebut susah untuk diatur dan
kebanyakan muridnya juga emang konsentrasinya
terpecah, saya bisa mengubahnya dengan
melakukan game.
Ap4.[tin-1-Ana] A25 Jadi game tersebut bisa membuat mereka “yes,
ada game”. dan mereka bisa exited, di game
tersebut tanpa sadar mereka juga belajar.
Ap4.[tin-1-Ana] A26 Sebenarnya saya melakukan itu kepada mereka
supaya mereka memperoleh materi yang harus
mereka terima pada hari itu. Jadi ya sebagai guru
sebenarnya kan saya maunya anak tersebut dapat
memahami dengan baik. Nah maunya juga seperti
itu.. Supaya mereka memperoleh materi pelajaran
pada hari itu. Yang merupakan target
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pembelajaran.
Ap4.[tin-1-Ana] A27 F Ya, jujur yang dirasakan adalah capek. Capek hati
dan capek fisik.
Ap4.[tin-1-Ana] A28 Itu setengah jam.
Ap4.[tin-1-Ana] A29 Tapi dikelas b itu ada tiga kelas sehingga saya
harus mengajar 1 setengah jam. Perkelas 30 menit.
Ap4.[tin-1-Ana] A30 F Ya lumayan capek. Karena yang bisa diatur itu
kelas b1. Kelas b2 itu terkadang bisa diatur
terkadang tidak, dan b3 itu terkadang karena kelas
paling akhir terkadang banyak anak yang kurang
memperhatikan. Seperti itu…
Ap4.[tin-1-Ana] A31 US Kelas A itu kelas awal. Setengah 11. Belum
terlalu siang sih… Tapi mungkin karna anaknya
masih terlalu kecil, ya itu susah diaturnya seperti
itu…
Ap4.[tin-1-Ana] A33 Setelah melakukan game, atau activities yang
menyenangkan, mereka tuh senang. Jadi ketika
saya keluar kelas pun mereka “Miss, jangan
pulang dulu… Main disini..” gitu …
Ap4.[tin-1-Ana] A33 Tanpa sadar mereka belajar, walaupun mereka
kurang fokus diawal, diakhir mereka merasa
senang dan bisa memahami materi. Gitu…
Ap6.[trin_Ana] A4 Sebenarnya tujuan saya melakukan itu supaya
temannya yang lain lebih fokus. Jadi mereka akan
berfikir “ohhhh… ada temanku yang maju nih…
ngapain ya mereka?” Jadinya mereka kan lebih
memperhatikan temannya sehingga mereka mau
mengikuti pelajaran dan memulai untuk berdoa.
Ap6.[trin_Ana] A5 Jadi memang di Purikids itu, sebelum memulai
pelajaran untuk kelas kelas yang anak-anak itu
saya akan bernyanyi terlebih dahulu. Ya .. untuk
menggugah mungkin ya siswanya lebih
bersemangat sebelum memulai pelajaran.
Ap6.[trin_Ana] A6 US Sebenarnya karena anak kelas A itu special ya
khususnya A1 … jadi mereka tu.. mungkin karena
siswa tersebut masih umurnya 3- 4 tahun, mereka
belum siap untuk belajar serius. Jadi,
pelajarannya sebisa mungkin dikemas dengan
bermain terlebih dahulu.
Ap6.[trin_Ana] A7 Karna biasanya kalau dihitung kayak gitu, mereka
langsung “wah dihitung nih…. Berarti langsung
cepat cepat…”
Ap6.[trin_Ana] A7 US Kembali lagi ke kelas tersebut. Karna anaknya
special dan masih terlalu kecil ya harus diulang
ulang untuk membuat mereka perhatian dan
mendengarkan gurunya…
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Ap6.[trin_Ana] A8 aa… karena.. materi pada waktu itu adalah My
name is…. I am from Indonesia. Jadi untuk
mengingatkan murid murid siapa sih nama
gurunya, nah… kan kalau mereka jawab miss
Ana, misalnya seperti itu ya.. jadi “Oh ya… My
name is Miss Ana. I am from Indonesia. Jadi
mereka tau “Ohhh… kalau mau memperkenalkan
nama itu my name is Miss Ana… Kayak gitu
toh… Saya dari Indonesia kayak gitu
ngomongnya…
Gitu miss… biar sesuai dengan direct method dan
tetap menggunakan bahasa Inggris.
Ap6.[trin_Ana] A9 Tujuannya itu untuk biar siswa itu tau secara
langsung ini miss Vitha ini miss Ana. Kalau
memperkenalkan diri, my name is.. kalau dia juga
my name is miss Vitha, sama seperti itu…
Ap6.[trin_Ana] A10 TAP Sebenarnya saya mau menggunakan bola tersebut
untuk bernyanyi bersama… jadi kayak one two
three four five six seven eight nine ten…. Nah..
nanti yang kena terakhir seven eight nine ten…
nahh… yang ten yang dapat bola tersebut … saya
pengennya anaknya maju terus memperkenalkan
dirinya seperti yang saya ajarkan tadi. Misalnya
yang maju Chacha. Terus dia maju, “Hello my
friends, my name is Chacha. I am from
Indonesia.” Tapi…. Kemarin… ya.. seperti yang
miss lihat sendiri yaa… karena anaknya juga
special, ya, mereka tidak mau mengikuti, malah
berebut bola.
Ap6.[trin_Ana] A11 US
Soalnya ya karena merekakan masih kecil ya
miss… Dan sebagai guru, saya mencontohkan…
jadi mereka juga harus tau “Ohhh… kalau nyanyi
gerakannya seperti ini…” Trus habis itu, karena
mereka masih kecil-kecil, mungkin mereka masih
belum tau apa arti sit down, stand up kayak
gimana, stop, quiet, itu mereka ngak tau.
Ap6.[trin_Ana] A11 Jadi saya sebagai guru menggunakan beberapa
gerakan. Kalau quiet, Ssssttt (by putting her finger
on her lips), sit down saya harus tangannya
mengarahkan biar mereka duduk gitu lah.. biar
mereka secara tidak langsung tau itu artinya apa…
Ap6.[trin_Ana] A12 Tujuannya karena materinya adalah tentang
kebangsaan, jadi pertama memperlihatkan gambar
bendera. Itu identitas bangsa dan pancasila juga.
Jadi untuk “um… wahhh ini Indonesia… I am
Indonesian maksudnya adalah orang Indonesia
dengan menunjukan gambar tersebut.
Ap6.[trin_Ana] A13 Kalau saya langsung menjawab, flag… This is
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flag.. mereka akan “This is flag? Flag itu apa?”
kan mereka belum familiar dengan kata itu kan…
What is bendera in English? nah mereka tau
bendera itu apa… Bendera in English is flag. So
this is flag.. Jadi biar mereka tu tau kalau bendera
dalam bahasa Inggris itu Flag.
Ap6.[trin_Ana] A14 TAP
Karena tau sendiri anaknya seperti itu ya… Jadi
kalau cuma flag gitu ya yang mengikuti cuma
beberapa orang.. Saya maunya kan semuanya
berpartisipasi… jadi biar mereka bareng bareng
belajar.
Tapi ya karna tidak sesuai dengan yang
diharapkan, ya seperti itulah miss…
Ap6.[trin_Ana] A15 C
Yang pertama kan dari awal udah banyak yang
memperhatikan. Abis itu yang kedua, beberapa
anak terlihat sibuk sendiri… Ngomong dengan
teman-temannya sendiri, jadi saya bernyanyi
seperti itu biar mereka tertarik gitu lho… “Taram
taram? Maksudnya apa sih?” Biar mereka melihat
gurunya didepan dan bisa fokus.
Ap6.[trin_Ana] A16 F Yang dirasakan tentunya capek, sedih dan juga
kecewa lah yaa…
Ap6.[trin_Ana] A16 Saya udah melatih mereka, belajar bersama, tapi
yang memperhatikan cuma sedikit ngak sampai 50
persent dikelas tersebut.
Ap6.[trin_Ana] A16 US Karena mereka masih sibuk main sendiri, belum
tau belajar serius itu seperti apa. Tapi kalau saya
lihat dari gurunya, kalau ngajar, memang anaknya
sibuk sendiri seperti itu. Jadi menurut saya berarti
ngak cuma saya toh yang ngerasain kayak gini.
Gurunya di TK pun merasakan seperti itu. Jadi,
saya juga harap maklum… Itu ya karna mereka
belum siap untuk belajar dengan usia yang
segitu… itu sih miss….
Ap6.[trin_Ana] A17 Ya karena London Bridge game itu bisa
digunakan sebagai production. Jadi mereka juga
bisa mengingat apa sih yang dipelajari hari ini,
lewat London Bridge. Itu juga bisa buat Sum-up.
Ap6.[trin_Ana] A17 Jadi mengingat dan melakukan. Jadi secara
langsung QnA dan bermain.
Ap6.[trin_Ana] A18 Kalau tidak mau jawab, biasanya saya bimbing.
Jadi, saya ajak “My name is… What is your
name? My name is…. Misalnya Yuri… my name
is Yuri. Terus saya tunjuk gambar. Bendera merah
putih kan… terus saya bilang “I am from… What
is this? Indonesia.
Ap6.[trin_Ana] A19 Tapi kalau yang benaran memperhatikan ya
menangkap lah mereka yaaa. Soalnya pada
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pertemuan berikutnya saat ditanya mereka tau. Itu
menurut saya sudah baik ketika mereka mampu
mengingat materi sebelumnya.
Ap6.[trin_Ana] A20 F Sedikit kecewa sih… Karena yang memperhatikan
cuma sedikit. Tapi saya senang. Masih ada yang
mau memperhatikan. Hal itu memotivasi saya
dalam mengajar. Walaupun hanya beberapa murid
yang tapi mereka bisa menangkap apa yang saya
ajarkan dengan baik.
Ap5.[tin-2-Ana] A2 TAP Kesusahannya karena mereka belum tau arti dari
beberapa kata dari bahasa Inggris ya dan cara
membuat mereka gampang untuk menerima ya
saya bisa menggambar, menunjukkan flash card,
sehingga mereka “o… maksudnya bottle it ini
toh..”
Ap8.[tin-2-Ana] A3 US Yang sebenarnya mereka tu banyak yang nangkap,
tapi ya tergantung sama anaknya. Dan anaknya tu
mereka merasa capek, mereka kurang konsentrasi,
sehingga menerima materinya itu susah.
Ap5.[tin-2-Ana] A4 Itu dibaciro. Terutama kelas yang siang siang itu.
Kebanyakan dari mereka lebih memilih untuk
main sendiri. Seperti itu.
Ap5.[tin-2-Ana] A5 Misalnya “Game sit and stand”. Kan ada anak
yang belum tahu sit itu kayak apa, stand itu kayak
apa, Jadi saya harus memperagakan atau kalau
ngk saya mengajak mereka untuk melakukan hal
itu bersama.
Ap5.[tin-2-Ana] A6 Ada. Pernah dulu di Baciro itu, ada game Sit and
Stand itu, awalnya anak anak di kelas A1 itu
kurang fokus untuk belajar. Mereka masih sibuk
untuk bermain sendiri, trus kurang memperhatikan
guru. Tapi pas saya melakukan game sit and stand
itu, anaka-anaknya senang. Jadi mereka bilang,
“lagi miss… lagi miss!”. Jadi kalau main sit and
stand itu, kalau ada yang salah pergerakkannya,
itu dikasi pertanyaan. Jadi, dengan maksud lain,
kalau gamenya berjalan, dan kalau mereka salah,
pelajarannya juga berjalan karna mereka dapat
pertanyaan dari saya tentang pelajaran yang saya
sampaikan waktu itu.
Ap5.[tin-2-Ana] A7 TAP Apa ya? Pengalaman malah terkadang kalau
flashcardnya itu menarik malah mereka antusias
untuk memegang flashcard itu dan terkadang
merobek.
Ap5.[tin-2-Ana] A9 TAP
Karna disitu materinya beda dengan sekolah lain.
Jadi sebelum belajar, guru harus
mempersiapkannya terlebih dahulu. Dan itu tidak
di laminating. Itu tu cuma diprint pakai kertas
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tebal seperti itu, ya mungkin karna materinya
menarik bagi mereka gitu kan, terus berebut eee
malah disobek.
Ap8.[tin-2-Ana] A14 A a….iya tentang animals, and then part of body,
fruit, trus macam macam transportation, trus ada
juga tentang ragam Indonesia, seperti ada logo
garuda, flag, makanan tradisional.
Ap8.[tin-2-Ana] A15 Jadi, seumpama Garuda. Jadi my name is siapa, I
am from Indonesia. Kalau makanan itu, ada
gudeg, sate, cireng gitu kan. It is gado gado. I like
gado gado.
Ap8.[tin-2-Ana] A17 Yang pertama sih game. Saya harus prepare game
yang membuat mereka tertarik sehingga mereka
dapat mengikuti pelajaran tersebut tapi secara
tidak sadar mereka juga belajar.
Ap8.[tin-2-Ana] A18 Seperti game “point and say”. Kalau ngk round
ball gitu. Kayak saya nyanyi one two three four
five six….. nah nanti yang mendapat urutan ke
sepuluh, dapat kesempatan disuruh maju trus saya
kasi pertanyaan sesuai dengan language fokus
pada hari itu.
Ap8.[tin-2-Ana] A20 Jujur pertama dulu pas saya ngajar pertama kali di
TK itu, Masih merasa “wah… anaknya kok gini
banget yaa?” ahhh… aku harus gimana untuk
mengatasi mereka yang masih aktif lari kesana lari
kesini, main sendiri gitu…
Ap8.[tin-2-Ana] A20 US Dan lama kelamaan bisa mendalami. “Oh mereka
tuh maunya game”. Game yang gimana yang biar
mereka tuh tertarik, apa lagi kelas yang itu supaya
mereka tertarik saat belajar. Nah setelah itu baru
ternyata seperti itu ngajar anak TK.
Ap8.[tin-2-Ana] A20 Jadi, harus persiapkan game, kedua saya harus
sabar, ketiga saya harus apa ya? Aaa….
Menyediakan game sebanyak banyaknya sehingga
ketika mereka bosan, saya bisa berganti dengan
game yang lain dan aktivitas belajar tetap berjalan.
Ap8.[tin-2-Ana] A21 US Saya menjadi lebih sabar dan memahami kalau
anak TK seringnya main kalau diajar. Jadi kalau
mereka main, ya mungkin saya mengikuti
mainnya itu. Tapi kalau sesuai sama materi.
Seumpama mereka pengennya lari, ya udah saya
ikutin aja, suruh lari sama seumpama “Run and
say!” jadi mereka suruh lari, ke realia mana gitu,
dan nyebutin apa sih itu.
Ap8.[tin-2-Ana] A22 SA Yaa ternyata kalau saya ngajar dengan kesabaran
itu seumpama anaknya itu nakal, bandel dan tidak
bisa diatur dan kalau saya mengikuti terus oh
ternyata anak ini juga asik ya bisa mengikuti
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gitu..jadi ngk usah mikir kalau anak ini nakal,
malasin banget.
Ap8.[tin-2-Ana] A22 Tapi ya udah saya sebelum masuk kelas, ya udah
semua anak anak ini baik. Bisa mengikuti. Gitu
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Appendix 13. Mr.Galih‟s Personal Account [pa.1-Galih]
Codes Themes Account
Ap5.[tin-1-Galih]G1 Selamat sore
Ap5.[tin-1-Galih]G2 Em… nama panjang saya Galih Prabaswara
Paripurno, biasa dipanggil Galih
Ap5.[tin-1-Galih]G3 Saya mengajar bahasa Inggris dari tahun 2012.
Ap5.[tin-1-Galih]G4 Dari tahun 2016. Akhir 2016.
Ap5.[tin-1-Galih]G5 Iya satu tahun lebih
Ap5.[tin-1-Galih]G6 F
Mengajar bahasa Inggris dengan menggunakan
bahasa Inggris itu sulit juga..
Ap5.[tin-1-Galih]G6 Aku juga ngk terlalu paham tapi intinya bukan
hanya guru saja yang menggunakan bahasa
Inggris, ditransferkan langsung ke murid tapi
juga murid itu diharapkan biasa menggunakan
bahasa Inggris di kelas juga. Ketika saya
ngasih pertanyaan kayak ee…. How old are
you? Like that harapannya murid murid tidak
menjawab emmm…. Sepuluh tahun, sebelas
tahun,
Ap5.[tin-1-Galih]G6 Tidak begitu tapi, ya memang ada kayak gitu,
tapi saya juga bisa mengarahkan, Oke …
answer eleven years old. Jadi mengarahkan
menggunakan bahasa Inggris.
Ap5.[tin-1-Galih]G6 B
Itu saya kira aa… dengan secara langsung ya..
Jadi murid itu tidak hanya berbicara dengan
bahasa Inggris saja, tapi juga berbicara dengan
bahasa Inggris dengan tahu maksudnya. Saya
ngomong bahasa Inggris ngalor ngidul tapi
mereka ha heh hah heh semoga tidak seperti
itu. Tapi saya juga kasi tau artinya.
Ap5.[tin-1-Galih]G7 Kalau dari institusi, saya kurang tahu. Yang
jelas intinya kalau dari lembaga sendiri
memang kan harus pake bahasa Inggris ya
Ap5.[tin-1-Galih]G7 A
Tapi kalau rules itu saya kira suka-suka saya
sendiri. Kalau dari saya sendiri lebih
cenderung menyesuaikan dengan level dan
situasi anak. Misalnya TK saya kan ngk
mungkin juga oke kalau kalian semua ngk
bicara pake bahasa Inggris saya coret kalian
pake set set atau saya tempelkan sticky notes
ke kalian. Kalau gitu kan, kayaknya juga anak-
anak malah jadi takut untuk belajar. Nah, kalau
untuk saya sendiri kalau TK, atau SD kelas 1,
2, dan 3 itu biasanya masih lebih saya arahkan
untuk bicara bahasa Inggris. Oke, nanti
jawabannya begini yaa.. ee…. It is … Jadi
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menggunakan bahasa Inggris.
Ap5.[tin-1-Galih]G7 Tergantung dari level dan usia juga. Tapi
makin tinggi usia dan jenjang si anak, itu
makin ada tantangannya sendiri. Kalau pake
sticky notes itu tadi. “Oke, you‟re now in
Junior level. If you don‟t speak English more, I
will give something for you.” Something in
form of sticky notes. “If you say one two or
three words of Bahasa Indonesia, and you still
speak some Indonesians, I will give you sticky
notes”, and so on and so on.
Ap5.[tin-1-Galih]G8 A Itu, to be honest, 50 50. Jadi 50 persen dari
lembaga, 50 persen cari sendiri. Saya pun
tidak, kalau memberi penugasan beberapa kali
tidak dari buku. Jadi, apa ya?, untuk,
istilahnya memberitahu tentang oh ini lho ada
kayak gini. Contoh soal yang seperti ini.
Penugasan seperti ini. Materi yang
disampaikan seperti ini. Dalam bentuk artikel,
apakah itu video atau power point seperti itu.
Kan banyak sumber sumber internet yaa toh
Ap5.[tin-1-Galih]G10 M/SA Sebetulnya tantangannya adalah ketika saya
ngobrol bahasa Inggris, jangan sampek saya
berharap bahwa anak ini nanti biar eemm…
paham bahasa Inggris, bisa bahasa Inggris.
Jangan sampek seperti itu.
Ap5.[tin-1-Galih]G10 Nah, justru saya harus menekankan, ini lho
ketika aku kayak gini, for example, close the
door please. Pintu pintu… tutup pintunya yaa..
Close the door ok. .. Jadi terkadang saya perlu
mengulang ngulang seperti itu …
Ap5.[tin-1-Galih]G10 US Terkadang ke anak TK yang mungkin diam,
sulit menerima instruksi kayak gitu. Jangan
sampai, direct method itu, terkesan dipaksakan
oleh si guru. Tapi tetap guru harus berusaha
sebisa mungkin berbicara menggunakan bahasa
Inggris.
Ap5.[tin-1-Galih]G11 Kalau dari saya lebih ke satu, gesture,
menunjukkan kayak misalnya oh ok please
erase the white board… erase ya, erase (seolah
olah menghapus papan tulis) ..
Ap5.[tin-1-Galih]G12 Iyaaaa… so not only say aa… please Vitha
erase the board.. and… Erase the board here…
(Melakukan gesture menghapus). Saya harus
tunjukkan example.
Ap5.[tin-1-Galih]G12 TAP
Kalau itu masih belum bisa juga, saya harus
mengarahkan si anak untuk mempraktekkan
langsung. Erase.. ok… erase… Kamu kasih
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misalnya penghapusnya lalu suruh hapus ke
papan tulis.
Ap5.[tin-1-Galih]G12 TAP Lalu kalau masih belum bisa juga, itu bisa
menggunakan translation. Please erase the
board. Tapi jangan sampai terlalu penuh,
tolong hapus papan tulisnya kayak gitu. So,
you said, please erase the board. Papan tulis.
Like that. So, it is to… itu untuk
meminimalisir biar anak ngk terlalu, satu
terlalu banyak mikir, dua, ngk terlalu bnyak
bahasa Indonesia yang masuk, nanti akhirnya
ngalahin bahasa Inggris, kayak gitu..
Ap5.[tin-1-Galih]G12 B Direct method tetap jalan tapi jangan sampai
saya terlalu, “Kalian harus bicara bahasa
inggris… Memaksa untuk berbicara Bahasa
Inggris”
Ap5.[tin-1-Galih]G15 C Pertama tama jelas saya ngk bisa pake “ok
please kerjakan halaman ini buka buku”.. Ya
nnti ditinggalkan anaknya malah. Yang harus
dilakukan be creative itu yang paling…
haaaa… dengan harapan bawalah hal hal yang
ngk usah merepotkan tapi membuat anak anak
senang. Misalnya belajar tentang binatang.
Belajar tentang parts of body.
Ap5.[tin-1-Galih]G15 Bawalah poster, bawalah boneka-bonekaan
kalau punya yaa... Bisa pinjem kayak gitu…
Bawalah kertas lipat misalnya untuk nanti
production misalnya. Penugasan ngk melulu
harus mewarnai, menggambar kayak gitu, tapi
juga bisa menggunting, melipat, menempelkan
seperti itu. Jadi yang jelas yang harus
dibutuhkan itu yaa wmmm… alat alat yang
lebih, bukan alat- alat …eee…. Perlengkapan
yang lebih banyak dari pada sekedar buku atau
kertas. Boneka, laptop, poster, origami,..
emmm..
Ap5.[tin-1-Galih]G16 Real things… to make them captivated.
Ap5.[tin-1-Galih]G17 Ya itu tugas sayasebagai guru bahkan untuk
memastikan bahwa materi yang sayalihat “oh
ini kira kira ada ngk ya? Nanti bendanya,
barangnya? Ohh.. nanti ngk ada nih… ini nanti
aku harus cari yang lain. Jadi, the first thing I
think to make sure that the learning materials
that we will give to the students, is existed or
not. We have or not.
Ap5.[tin-1-Galih]G18 US Memang banyak, tapi saya kira tidak jauh
berbeda, tidak lepas dari hewan, bagian-bagian
anggota tubuh, lalu identitas pribadi seperti
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nanyain nama, alamat, umur, belajar tentang
angka, menanyakan identitas orang lain, terus
buah buahan juga.. ada.. Tanaman mungkin
sedikit, about flower or tree, terus huruf,
sampai huruf.
Ap5.[tin-1-Galih]G18 Tapi jelas saya tidak memaksakan anak-anak
untuk menulis atau membaca.
Ap5.[tin-1-Galih]G19 Pakaian juga sudah diajarkan. Tentang
pakaian, lalu warna.. itu jangan sampai lupa.
Lalu bentuk juga ada. Tapi saya kira bentuk
lebih minimal ya lebih sekedar lingkaran,
kotak seperti itu.. saya kira ngk jauh dari itu
sih…
Ap5.[tin-1-Galih]G21 Aku ngk bilang ya atau tidak dulu yaa… karna
itu tergantung dari bagaimana guru mengajar.
Kalau gurunya menarik, komunikatif, ya nanti
anak-anaknya terpancing, kalau bicara guru
ngajak, oke jawabnya nanti kayak gini, bahasa
inggris ya, it is or she is bla blab la …kayak
gitu, itu bisa jadi anak-anak nanti terpengaruh
berbicara dalam bahasa Inggris. Sangat
mendukung. Tapi sebaliknya kalau cuma
ngasih aktivitas menggambar, mewarnai kayak
saya nanti ngk jadi jadi.
Ap5.[tin-1-Galih]G23 Jadi gurunya harus komunikatif dan kreatif
juga sama anak, jadi ngak cuma ngasih anu,
ditekankan ya nanti akhirnya dari situ, anak
anak bisa kelihatan…
Ap5.[tin-1-Galih]G24
C
Emmm… kalau dari guru saya kira sangat
bermanfaat. Dari satu sisi, itu membiasakan
berbicara bahasa Inggris yang kedua juga
…emm…. Jadi aware dengan kemampuan diri
guru sendiri. Misalnya, aku ngomong ini, aku
paham artinya ngk ya? Gitu…. Aku ngomong
kayak gini, muridnya nanti pada paham ngk
ya? Kayak gitu. Itu aja sih… tapi yang jelas,
kalau dari segi guru, bermanfaat.
Saya juga terkadang masih suka salah ketika
berbicara menggunakan bahasa Inggris pas
ngajar. Jadinya sebelum ngajar saya benar
benar mempersiapkan semuanya dengan baik.
Ap5.[tin-1-Galih]G24 Kalau dari segi murid, liat dulu. Gurunya
kayak gimana… Gurunya yang bagus, bisa jadi
muridnya juga bagus. Kayak gitu..
Ap5.[tin-1-Galih]G26 Ya, apa artinya ya mengajar bahasa Inggris
tanpa game tanpa pictures..? Kalau cuma
diomongin, Trus, dari buku mungkin iya…
kalau cuman diomongin aja, sayangak akan tau
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gimana visualisasinya, kayak gitu. Kalau
untuk anak-anak, juga selain kalau ngomongan
sama mereka bisa jadi kosong gitu, dari buku
mungkin iya. Kalau cuman diomongin aja,
kita, mereka ngk tau kayak gimana
visualisasinya. Kayak gitu..
Ap5.[tin-1-Galih]G26 C Kalau untuk anak-anak juga selain kalau cuma
ngomong sama mereka bisa saja jadi kosong
gitu, kalau anak-anak kan tertariknya kan
dengaan game ya, mesti dengan cara itu
makanya harus kreatif juga kembali lagi tadi..
Dan game sama gambar itu ya penting banget.
Sangat penting.
Ap5.[tin-1-Galih]G27 US Ya penting…. Karna anak-anak ketika belajar
bahasa Inggris ngk apa yaaa…. Emmm yaaa
setidaknya yaa dibiasakan dulu. Tapi kembali
lagi ke yang tadi jangan sampai sayaterlalu
memaksakan anak itu nanti harus ngomong
bahasa Inggris plek kayak gitu… karna
penerimaan anak beda-beda.
Ap5.[tin-1-Galih]G30 CM Sekolah yang memberiku tantangan paling
wow itu Golden Shine. TK A Golden Shine.
Karna anak-anak disana dibandingkan kelas B,
wow…. Itu betul betul luar biasa…. Ada yang
bikin markas markas sendiri, main mainan
sendiri,…. Markas markas kan sembunyi di
bawah meja… “Oh disini mister!..” oo…
kayak gitu Sunshine. Mereka suka apa ya?
Mereka tidak berbuat onar yang menyakiti
kayak gitu tidak… tapi mereka ada aja
kegiatannya.
Ap5.[tin-1-Galih]G30 CM Walaupun ada game (dari guru) tapi mereka
berpikir lebih depan untuk mainan yang ada
lagi… Jadi guru tantangannya disitu satu…
trus apa ya?? Satu lagi aja yaa… ee… itu tadi
sih.. Itu tadi anak-anaknya bukan usil, buat
nakal, tapi mereka kesana kemari cari mainan
yang benar-benar baru… kayak gitu….
Misalnya bikin ini bikin ini… mereka suka
kayak gitu, diajak belajar kayak gitu,… Tapi
yang ini wooo… dikumpulkan jadi satu sulit
sekali..
Ap5.[tin-1-Galih]G31 Saya bikin kelompok. Jadi misalkan ada kayak
competition game gitu.. Trus yang kedua
sayakasi kayak mainan puzzle, itu dibikin
kelompok gitu… jadi intinya untuk menarik
perhatian mereka tapi juga ngak langsung
sayalepas tangan dengan memberi gambar-
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gambar dan mewarnai gitu ngak… tapi tetap di
guide. Biar tau groupnya siapa… ada kan
game yang juga make a group game "Ok
everyone … Listen… make a group of three!”
The lost one will get question from me.”…
Gitu …ada punishmentnya gituu…
Ap5.[tin-1-Galih]G32 US Tujuannya minimal banget. Mengarahkan
mereka kembali, biar belajar. Sesedikit apapun
itu.
Ap5.[tin-1-Galih]G32 US Jadi kalau misalnya mereka belajar satu jam
ngak efektif jangan sapai itu dipaksain … Jadi
sesedikit apapun yang penting mereka belajar.
Ngak harus sampai satu jam belajar terus tapi
setengah jam ternyata mereka udah capek
jangan sampai dipaksain bngt kayak gitu. Itu
juga pernah kejadian di Golden Shine
Ap5.[tin-1-Galih]G33 Jadi lebih ke pake boneka, puzzle, origami,
gunting-menggunting,.. seperti itu…
Ap5.[tin-1-Galih]G35 CM Dari segi kemampuan, mereka ada. Sangat ada.
Tapi yang disitu tantangannya lebih dari
Sunshine ini mungkin Sunshine ngk ada apa
apanya.. itu adalah sikap mereka terhadap
teman. Sometimes, I spent much time to make
them like behave well in the class. Work well
with their friends, kayak gitu. Jadi apa ya?
Memang tidak semua. Tapi, dua tiga murid
yang dulu saya pernah ampu, kayak gitu. Jadi
permasalahannya adalah sifat anak aktif
dikelas…
Ap5.[tin-1-Galih]G36 Iya … karna kalau ditanya pun mereka bisa.
Kayak gitu… Kayak gitu.. Mereka
memperhatikan walaupun sambil lari-lari. Tapi
masalahnya, dengan sesama mereka sendiri itu.
Itu yang jadi masalah.
Ap5.[tin-1-Galih]G37 SA Satu, ini aku cuma belajar dari guru guru yang
lain, karna saya ngk bisa satu hal ini. Strict in
the class. Aku gak bisa itu.
Ap5.[tin-1-Galih]G38 Weakness Tegas mungkin aku masih bisa… tapi kalau
galak sampe suara keras, sampe punishment
sampe keluar laporin masih bisa ya.. Tapi
kalau sampai galak, keras kayak teman-teman
yang lain masih belum bisa sih… jadi
kelemahanku disitu..
Ap5.[tin-1-Galih]G39 Lebih mengajak mereka kegiatan-kegiatan
yang kayak…emm … apa yaaa….? Yang bikin
sesuatu tapi barengan.
Ap5.[tin-1-Galih]G39 C Misalnya ada lego ni… ayo bikin sesuatu yang
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gede banget… apaa….. Related to tetep
dikaitkan dengan pelajaran. Related to
transportation misalnya… bikin kapal yang
gede bngt. Bikin pesawat yang gede bngt.
Ap5.[tin-1-Galih]G39 Itu nanti mereka kerja sama juga karna
permasalahannya. Ketika aku di Certim,
masalahnya komunikasi antar anak. Bukan
antar guru…. Dengan guru bagus… tapi antar
anak anaknya berebutan, pentung pentungan..
Ap5.[tin-1-Galih]G41 Tapi sikaplah yang jelas…. Dengan guru
baik… tapi dengan murid murid yang lain, dan
dengan kelas mereka sendiri, nah itu yang jadi
tantangan besar.
Ap5.[tin-1-Galih]G42 Ya mereka kerja sama yang baik… intinya
itu… saling bantu… saling menjaga… dengan
bikin kayak gitu tadi kan…
Ap5.[tin-1-Galih]G43 F
Perasaan… yaaaa…. Kalau perasaan, saya
jengkel marah ngk pernah… tapi apa ya? Sedih
jelas ngk pernah… Marah ngk bisa juga…
Perasaannya adalah lebih ke bingung
bagaimana menghadapi mereka. Bagaimana
mencari jalan lain, alternative lain biar “haduh,
murid-muridnya kayak gini nih.. gimana ya
harusnya? Gimana? Harus diarahin gimana?
Bagaimana… mikir-mikir keras kayak gitu…
nah itu…. Perasaannya ya bingung gitu..
Apalagi diawasi gurunya… aduhhh….
Sunshine kan diawasi guru terus, nah itu….
Ap5.[tin-1-Galih]G45 F Syukurlah selama ini kalau selesai, aku ngk tau
mereka senang atau tidak, tapi paling ngk
selama ini ketika sayangajar lagi, mereka tetap
manggil, Mr. Galih, Mr. Galih… semangat
kayak gitu… itu kan udah tanda positif…saya
dirindukan. Hahah… apaan tuhh sok sok tau..
haha… Mungkin karna gurunya ngak galak…
makanya seneng.. tapi kalau dari anak anak,
ada yang seneng, ada yang ngak senang. Ku
yakin itu…
Ap5.[tin-1-Galih]G46 CE
English young learners ya?? Kalau TK sampai
saat ini syukur aku masih banyak porsi bahasa
Inggrisnya… Tapi kalau untuk yang level atas,
tau sendiri ya mungkin, aaa… SD yang didekat
lembaga, mungkin penggunaan bahasa Inggris
dalam mengajar mungkin sangat sia-sia.. tapi
kalau untuk young learners ini, syukurlah aku
masih bisa… tapi tetap kembali ke yang miss
tanyain awal tadi.. Gimana penggunaannya,
aku ngak memaksakan harus bahasa Inggris
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langsung kayak gitu ngk… untuk anak anak
harus bicara banyak ke aku pake bahasa
Inggris juga.. It takes process… Tapi tetap aku
bisa pake bahasa Inggris secara… yaaa…
porsinya banyak lah..
Ap8.[trin_Galih]G4 Tujuannya satu. Pembiasaan. Jadi selain
melatih murid pede berbahasa inggris dengan
cara kecil seperti itu, tapi itu juga pembiasaan
biar mereka bisa pimpin doa ngak hanya
dipimpin aja tapi bisa pimpin doa. Walaupun
mungkin tidak dengan suara keras, tapi dengan
mereka mau maju, udah bisa menjadi contoh
yang baik.
Ap8.[trin_Galih]G9 Filmnya itu The Boss Baby. Itu sebetulnya dari
filmnya ya memang animasi biasa. Tapi
kenapa pilih film itu, karena itu film paling
ramah anak dari pada film animasi lain yang
pernah aku lihat. Disitu ada nilai-nilai juga.
Tapi itu juga tidak mengajarkan hal-hal yang
mungkin buat sayatidak keras tapi buat anak
anak sebaliknya. Di film Big bos baby itu
tidak ada tendency seperti itu. Kan banyak film
anak-anak, seperti kartun Tom and Jerry suka
ditonton anak-anak. Tapi apakah itu film
ramah anak? Belum tentu. Banyak adegan
kekerasannya. Spongebob bisa jadi film yang
disukai anak-anak tapi bisa jadi juga ada
adengan yang kurang pas. The Boss Baby itu
bagus dan dipilih karena alasannya itu ramah
anak.
Ap8.[trin_Galih]G10 Yang aku ngk sangka itu, mereka suka.
Ap8.[trin_Galih]G10 US Tapi aku ngk heren kalau mereka ternyata
cepat bosan. Karena itu baru pertama kalinya.
Kan kemarin, belum ada satu jam, lewat
setengah jam, itu kemarin udah bosan. Jadinya
aku langsung kasi inisiatif untuk anak anak.
Habis itu selang beberapa menit kemudian,
filmnya dimainkan lagi.
Ap8.[trin_Galih]G11 US Satu biar tidak bosan. Biar anak-anak tidak
lihat layar terus. Anak-anak kan kalau lihat
layar terus satu jam kan. Misalnya TK Certim
deh. 1 jam last meeting disuruh nonton film itu
kan juga ngak mungkin. Setengah jam juga
masih mungkin. Tapi kalau seterusnya juga
kan bosan juga. Jadi saya selipin kegiatan lain.
Walaupun tidak se-smooth atau malah lebih
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smooth dari yang aku pikirin.
Ap8.[trin_Galih]G13 Yang pertama itu interactional game. Saya
pake kata kerja yang sudah cukup sering
mungkin didengar anak-anak seperti jump,
swim, move forward, move back backward.
Nanti mereka masing-masing milih salah satu
dari itu dan yang lain mengikuti.
Ap8.[trin_Galih]G14 TAP Ya kasi contoh aja. Yang jelas, students should
be leaded by example. Murid itu mesti dikasi
contoh dulu. Guru mesti kasi contoh dulu.
Mungkin murid murid sudah tahu. Tapi
mungkin mereka tidak percaya diri kalau
gurunya tidak memberi contoh, atu tidak
mengikuti gerakan kita. Dan satu lagi jangan
sampai mereka jump, sayadiam-diam aja
karena ya ayok lah sayaikut. Jangan cuma
lihat aja.
Ap8.[trin_Galih]G15 Itu satu lagi kembali lagi ke pembiasan, biar
mereka juga merasakan gimana memberi suatu
contoh atau perintah.
Ap8.[trin_Galih]G16 TAP
F
Game yang kedua. Sebetulnya aku sempat
bingung memang rencanany pakai bola itu tapi
materi apa ya yang TK A dan B itu ada dua
duanya? Oh iya, warna. Nah makanya…
Karena kelas mereka digabung, kalau misalnya
belajar tentang misalkan clothes, yang kelas B
memang udah belajar tapi mereka tidak belajar
lagi di kelas B.
Ap8.[trin_Galih]G16 Pertama, satu anak kasi bola ke temannya trus
tanya, “What color is it?” nanti anak yang
satunya jawab, “white” atau “yellow”.
Ap8.[trin_Galih]G17 TAP
US
Kalau dari awal, tidak ada kesulitan. Yang
Instructional game itu tidak. Memang
kesulitannya adalah pada saat menunjukkan ini
warna apa, itu agak kesulitan. Karna TK B
sebagian dari mereka udah dibentuk untuk
lebih tertata. Sedangkan TK A dari segi
mental, masih suka main, habis main, kan
game pertama tuh… Setelah game selesai,
masih main dan belum bisa untuk di ubah.. yuk
sekarang saya main game ini… Transisinya
masih belum dibentuk.
Ap8.[trin_Galih]G18 F Gimana ya? Mungkin senang, mungkin aneh,
mungkin capek… Senang atau tidak senang
pasti adaa yang mersakan itu
Ap8.[trin_Galih]G19 F
Mungkin lebih beda ya… ada prubahannya
terutama fokusnya gitulah. Jadi lebih fokus
yang pertama. Tapi kelihatannya mereka lebih
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terlihat senang pada saat menonton film setelah
melakukan activities itu tadi.
Ap8.[trin_Galih]G20 US Karna habis gerak ya.. Karna habis gerak
biasanya anak-anak itu kan karena itu capek
jadinya nonton dulu ah… itu satu… Mereka
jadi pengen nonton karna habis gerak.
Ap8.[trin_Galih]G22 TA Jadi kalau buat TK itu kegiatannya ngk
menggambar atau mewarnai ya… itu udah
cukup sering dan jatuhnya juga membosankan.
Itu cuma menggunting dan menempelkan itu
aja… Itu yang kulakukan di pertemuan terakhir
di TK primagama Jakal. Jadi sayaitu bikin ikan
dari kertas. Bentuknya seperti lampion.. jadi
gimana yaa… ya gituu…
Ap9.[tin-2-Galih]G1 B DI TK ya? Sebetulnya mengarahkan itu lebih
banyak meminta mereka mengulang ya. Jadi
semacam repetition gitu lho. Jadi ngak
mengarahkan
Ap9.[tin-2-Galih]G1 TAP “Ok you say or you ask he.. What is this?” bisa
juga tapi yang terjadi dilapangan lebih banyak
saya meminta mereka untuk mengulang
terutama kosakata misalnya it is an orange, it is
a mango.
Ap9.[tin-2-Galih]G1 Mereka diminta mengulang and then,
sayamengarahkannya itu bukan dengan guru
masih apa langsung “Ok. You ask her, you ask
him” kayak gitu.” Sayakasi gambar gitu
misalnya, “Ok, say it like this.” For example,
“It is an apple”. Kayak gitu. “Okay, What‟s
that? Ayo apa itu? It is a…” kayak gitu. Jadi,
mengarahnya kayak gitu. Termasuk juga
misalnya ke instruction ya kecil kecilanlah
misalkan “Ok. Throw there! Draw an apple”.
Gambar apple. Yang paling lancar itu TK
primagama Jakal menurutku. Kegiaan banyak
berlangsung dengan baik disitu. Misalkan draw
a dress.
Ap9.[tin-2-Galih]G2 Kalau dah selesai kan saya langsung “Ok.
Thank you. Please erase the board. Erase the
white board.” Yang biasanya aku sering
maintain tolong Afla. Yang laki-laki sih. Or
tidy up gitu. Mereka udah tahu kata-kata tidy
up, be careful kayak gitu. Jadi sayatidak
mengarahkan seperti orang dewasa. Tidak
langsung. Sayakasi contoh.
Ap9.[tin-2-Galih]G3 A Ah kalau rules yang pernah aku terapkan.. apa
ya? Kalau TK itu sebetulnya tidak ada yang
khusus. Memang dari gurunya masing-masing
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punya rulesnya sendiri ya.. Yang aku hadapi
selama ini, mengajar TK primagama jakal,
mengajar TK Golden shine, sebenarnya beda
dengan mengajar TK PL (Pangudi Luhur) dan
Ceria Timoho. Itu sayaharus lebih keras di situ.
Certim, PL sayaharus keras disitu misalkan
“Ok. Be serious!” Biasanya pas mau latihan
performance.
Ap9.[tin-2-Galih]G4
Itu yang di PL. Kalau di ceria timoho itu “Be
Nice. hayoo yang baik sama temannya.”
Kadang kan mereka suka bertengkar.
Sometimes I used Indonesian to make sure that
they will not repeat the same bad behavior
again. Kayak di Certim, kan ada 2 truble
makersnya disitu.
Ap9.[tin-2-Galih]G4
US
A
Nah saya harus mendudukkan mereka bersama
dan I sometimes speak in Indonesian, “Ok,
kamu mau ngak kalau kayak gini hayoo?”
Namanya tu Soran sama Loisa. Mereka suka
bertengkar sendiri, dan si Loisa itu yang
perempuan malah suka nakalin yang laki. “Ayo
coba kalau nakalin kayak gitu, baik ngak sih?
kalau sama teman teman suka nakalin kayak
gitu ngak?” “ngak.” “Kalau gitu Soran sama
baiknya dong.” Kayak gitu. For example like
that. Jadi peraturannya tidak berbentuk kayak
“Ok.
Ap9.[tin-2-Galih]G4 BEL In this class you must not speak in Bahasa
Indonesia.” Bukan seperti itu. Tapi, seiring
dengan bagaimana murid murid bersikap,
bertingkah laku, melakukan kegiatan dikelas,
aku ada sesuatu yang mesti aku berikan ke
mereka. Misalkan itu kayak kalau mereka
nakal, sayaharus gimana. Kayak gitu.
Ap9.[tin-2-Galih]G5 TAP TK A TK B kan rangenya beda tapi masih bisa
dilakukan ya misalnya TK A, perkenalan trus
buah, sayur, terus pakaian, terus family,
binatang itu… Kalau TK B itu lebih
grammaticalnya lebih banyak lah. Misalkan
“How many bla bla are there?” Atau “What are
they?” Gitu.. jadi lebih grammatical. Tapi
topiknya hamper sama sih antara A dan B.
Cuma bedanya kalau di B itu, sayaudah
masukin angka 1-20 sama alphabet. Nah dari
situ sayangak melulu ngandalin dari buku.
Karna apa ya? Terlalu text book dan monoton
sekali kalau cuma dari buku. Nah, dari situ
sayabisa ambil dari internet, atau dari game-
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game ppt yang bisa didownload dari beberapa
situs internet.
Ap9.[tin-2-Galih]G5 US
Anak anak biasanya malah lebih senang
apalagi kalau misalkan kalau ada kegiatan yang
ngak cuma menggambar mewarnai aja, tapi
juga cutting and glueing, sayabisa banyak
ambil dari internet. Apalagi tentang binatang,
tentang pakaia itu banyak sekali.
Ap9.[tin-2-Galih]G5 A Makanya aku bilang dulu, 50 50. Bahkan
sebetulnya tidak 50 50 sih. Ya mungkin lebih
dari itu dari gurunya.
Ap9.[tin-2-Galih]G6 A
C
Oh iya.. Ya, itu tinggal saya pintar pintarnya
menyeting aja atau malah saya bikin sendiri
kalau pas selo ya.
Ap9.[tin-2-Galih]G6 Oh ini bikin sendiri dan gambarnya dari
internet.
Ap9.[tin-2-Galih]G10 C Iya… Aku nyarinya yang bisa menipu mata.
Jadi.. For example like this We can see there
maybe four or five dolphins. Or for example
like this. Camel… biasanya anak anak bingung
disini. How many? Eight or seven? Eight? Ok
Let‟s count… Don‟t forget here.. Jadi lebih…
apa ya… untuk TK kan sayaharus lebih kreatif.
Ap9.[tin-2-Galih]G11 Oh senang… apalagi kalau dikompetisikan.
Ap9.[tin-2-Galih]G12 TAP Iya… because sometimes my bad habit is that I
did not bring the realia. I mean in form of
cards, flash cards, or yahh alat peraga lainnya.
Sebisa mungkin aku provide di laptopku. Yang
jelas yang paling sering kubawa hampir setiap
hari itu laptop. Tapi saya harus berhati hati
juga, terkadang sering anak-anak mencoba
untuk mendekati leptop dan tekan tekan
keyboard laptop. Pernah waktu itu saat saya
memperkenalkan beberapa gambar,beberapa
anak mencoba utak atik dan kelas jadi tidak
terkontrol. Jadinya saya harus mematikan
laptop dan mencari alternative lain.
Ap9.[tin-2-Galih]G13 BEL Ya contohnya ini tadi. Saya kasi contoh How
many bla bla are there? So you answer, there
are blab la bla kayak gitu. Apa lagi ya?
Memperkenalkan diri aja deh… hello…Good
Morning. My name is galih. How about you?
Ok. Could you introduce yourself? Jadi mereka
menirukan saya gitu.. Jadi contoh yang
diberikan guru gitu tidak hanya benar tapi juga
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jangan terlalu bertele -tele. Jangan terlalu
panjang lah.
Ap9.[tin-2-Galih]G14 Ya kayak yang aku bilang tadi lebih banyak
berjalan lancar banget di TK Golden Shine dan
TK Primagama Jakal. Dua skolah itu among
the best school That I‟ve…. No bukan aku aja
sih tapi bagaimana pembelajaran berlangsung
dengan baik itu aku kira selama ini selama aku
mengajar di dua sekolah itu. Sayabisa minta
mereka turn on the lamp, turn off the lamp
seperti itu. Dan sayatunjuk “Ok. Please turn on
the lamp.
Ap9.[tin-2-Galih]G15 Jadi aku sering kalau mereka pertama tama itu
abis sayaperkenalan, abis tu nama, mereka aku
minta maju ke depan. Tapi saya kasi contoh
dulu. Oke. My name is Galih. Nah gitu.. Abis
itu don‟t forget to say Hello… Good morning
… kayak gitu. Itu udah bagian dari gesture.
Trus dalam bentuk permainan juga banyak juga
sebetulnya. Misalkan tentang keluarga..
Family.. TK A.
Ap9.[tin-2-Galih]G16 Disitu kasi contohnya kasi miming game.
Family tapi. Ayo bisa ngak niruin kayak bapak
bapak, atau nenek nenek atau kakek kakek..
Kan father, mother, grandfather, grandmother,
for example related to their activity kayak
gitu… mereka ngapain? It bisa dipakai.
Ap9.[tin-2-Galih]G17 M Apa ya… selain laptop jarang banget sih. Tapi,
yang bikin mereka senang kan sebetulnya
bukan apa yang sayabawa ya… tapi apa yang
mereka mau lakukan. Menggunting,
menampelkan, kayak bikin mosaik, main
puzzle, kayak gitu kan itu udah bikin mereka
excited. Jadi kalau yang dibawa selalu gambar,
kertasnya agak tebelan biar awet untuk
ditempel kayak gitu, yang bikin mereka senang
kan sebetulnya ketika hasil mereka itu boleh
dibawa pulang.
Ap9.[tin-2-Galih]G17 M “You can bring it home ya… Ok. Show that to
your parents”. Because sometimes, they ask
mungkin pertama kali aku ngajar ya… trus
mereka nanya boleh dibawa pulang ngak? Of
course you can… kayak gitu. Ya udah kalau
gitu aku berusaha sebisa mungkin bawa
sesuatu yang mereka bisa bawa pulang, mereka
bisa senang, tunjukkan ke orang tua mereka.
Ap9.[tin-2-Galih]G18 Selain itu juga ada menggunting,
menempelkan, mosaik, trus puzzle, jadi ngak
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cuma disusun tapi mereka juga tempel jadi satu
gambar yang benar. Terus origami… mereka
bikin sesuatu dengan itu. Jadi pas itu tentang
clothes.
Ap9.[tin-2-Galih]G18 Aku ngajar di Bianglala dan di Certim. Mereka
suka itu. Suka banget. Suka bikin origami.
Ap9.[tin-2-Galih]G19 C Dilipat lipat terus ditempelkan, dan digunting
juga. Terus ditempel dikertas. Kalau mungkin
mereka ngak mau biasanya mereka bawa
dalam bentuk origami. Gitu aja sih… For
example shorts, pants, skirts… mereka yang
suka bikin ya banyak perempuannya sih…
mereka lebih banyak suka bikin dress kali ya…
gitu
Ap9.[tin-2-Galih]G21 A Di saat selo sih… Disaat sayabisa dan sayamau
aja sih… Sometimes kan sayajuga banyak
kegiatan, ya udah deh nanti ngak usah yang
terlalu ribet. Kalau frekuensi berapa kali sih,
ngak tau yaa…. Yang penting anak itu tertarik.
Ap9.[tin-2-Galih]G22 Games juga. Misalkan Hide and Seek. Anak
anak belajar banyak kata seperti not yet.
“Finish? Not yet”. Dan juga salah satu cara
untuk meningkatkan kemampuan anak
berbicara bahasa Inggris secaraa ngak langsung
ya sebetulnya… sayangomong finish, ok not
yet.. kayak gitu. Itu sedikit cara meningkatkan
kemampuan mereka. Trus juga lewat
permainan sih banyaknya…
Ap9.[tin-2-Galih]G22 Lebih ke permainan sih… untuk meningkatkan
kemampuan anak-anak. Kan lebih ke
vocabulary-nya.
Ap9.[tin-2-Galih]G25 TAP Tracing, drawing, coloring…. Nah.. Disitu aku
apa ya? Istilahnya membiarkan mereka… Aku
ngak ngomong tapi mereka yang ngomong
ngomong. Nah itu sebetulnya kan contoh yang
kurang tepat. Itu kan ngak komunikatif banget
dalam artian saya who did not even
communicate with them, and I did not even
build their vocabulary abilities. Dari situ saya
berinisiatif mencari cara agar bisa mengajak
anak untuk berkomunikasi aktif dengan bahasa
Inggris di kelas.
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Ap9.[tin-2-Galih]G25 SA
Abis itu lama kelamaan, setelah banyak rapat,
banyak tau dari teman teman, Oh yaa…. Itu
kayak gini toh..? Ok. Keep being
communicative gitu. Oh.. kalau kayak gitu
berati ya udah.. berarti kalau misalnya
sayatanya.. “gimana? Bisa ngak? Kayak gitu…
Is it difficult? Is it hard? Do you need
something? Salah satu contoh kecilnya itu sih.
Sayaharus tetap tanya mereka, sekalipun itu
tugasnya menggambar, mewarnai, kayak gitu.
Ap9.[tin-2-Galih]G27 Sayakasi contoh.. Itu kan salah satu contoh
being komunikatif aku sadar juga tidak secara
langsung, aku habis di training itu.
Ap9.[tin-2-Galih]G27 Aku pun bebebrapa kali di Sunshine itu pakai
Lego. Pakai Playdoh. Misalkan bikin apa… Itu
sebagai bentuk production pun bisa. Playdoh
itu dibikin fruits. And then you present it.
“Ok… There are three tomatoes.” Ya sesuai
dengan mereka bikin
Ap9.[tin-2-Galih]G27 Tapi yang bikin berkesan itu adalah ketika
hasil yang mereka buat itu bisa diperlihatkan
ke orang tua mereka.
Ap9.[tin-2-Galih]G27 Misalnya waktu itu di TK Primagama Jakal,
trus di kelas reguler di maguwo. Itu mereka
memamerkan contoh kayak gunting
mengguntingannya ke orang tua mereka.
Mereka kelihatan senang udah suatu hal yang
sangat berkesan.
Ap9.[tin-2-Galih]G27 Karna kadang sayabawa media banyak tapi
kadang ngak berjalan dengan baik. Dan itu
akhirnya bisa bikin buyar kan… Pernah itu…
Ap9.[tin-2-Galih]G28 TAP Pernah.. Di Olifant. Dua murid salah satunya
inisialnya R, mereka kan moodnya naik turun
ya… aku udah bawa origami kayak gitu,
ternyata mereka ngak berminat. Mereka itu
maunya ini itu ini itu sendiri. Akhirnya ngak
jalan. Suatu hal yang jadi pelajaran… Oh
ternyata, sayaharus hati hati.
Ap9.[tin-2-Galih]G29 M
Oh jelas ada…. Dari training ya… It was silly
experience actually... Aku beruntung tidak
dilihat banyak orang. Aku, trus Miss Fina kan
jelas memicroteaching ya.. Untung aku sama
miss Safna, sama miss Keke. Mengajarku itu
benar benar wow… benar benar not direct
method, itu benar benar kayak … sorry…
dosen yang tidak inspiratif gitu lho. Ngajar itu
benar benar melihat textbook, benar benar
writing saying writing saying… Dan belajar
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dari teman-teman, Oh cara ngajarnya baiknya
kayak gini,… kayak gitu… Tapi terus terang
perubahan banyak.
Ap9.[tin-2-Galih]G29 Weakness Tapi yang aku masih belum bisa itu untuk
tegas.
Ap9.[tin-2-Galih]G30 Weakness
M
Wah aku nek menghadapi anak kecil kayak
gitu unyu unyu gitu teges kurang bisa… kayak
gitu kan. Itu ada benernya tapi, sebetulnya itu
juga bukan hal yang bisa dibiarin terus
menerus.
Ap9.[tin-2-Galih]G32 SA …much better than before. But I still learning
from all the teachers.
Ap9.[tin-2-Galih]G33 SA Kalau yang tidak disadari justru itu… yang
banyak itu.. Jadi kegiatan kegiatan, oh… cara
menghandle anak kayak gitu… kadangkan
kayak gitu seiring dengan berjalannya waktu,
saya banyak ngajar, sayakan jadi banyak tau…
ngalamin juga… dan itu sadar ngak sadar saya
tau ohh… caranya handle anak TK itu gini,
caranya hadapi anak SMP itu kayak gini.
Harus tegas… Itu kan ngak disadari.
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