TEACHING ENGLISH THROUGH ENGLISH TO YOUNG LEARNERS

1

1

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

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


ii


iii


iv

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


v

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


vi

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


vii

everyone that I cannot mention one by one who had supported me in completing

this thesis. May God bless them!

Vitha Ama Matuate


viii

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


ix

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


x

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


xi

LIST OF TABLES

Table Page

2.1 Study Procedures ....................................................................................... 27

2.2 Data Analysis ............................................................................................ 29


xii

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


xiii

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


xiv

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


xv

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.


xvi

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


1

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.


2

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.


3

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


4

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.


5

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


6

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


7

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


8

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.


9

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


10

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).


11

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


12

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


13

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


14

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


15

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


16

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.


17

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


18

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.


19

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


20

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.


21

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


22

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


23

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.


24

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


25

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


26

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


27

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


28

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.


29

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


30

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


31

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


32

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


33

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


34

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.


35

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.


36

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


37

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


38

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


39

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


40

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.


41

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


42

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.


43

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


44

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


45

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


46

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


47

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


48

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


49

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


50

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


51

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


52

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


53

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


54

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


55

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


56

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


57

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.


58

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


59

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.


60

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)


61

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


62

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


63

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.”


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.


64

“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)


65

“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


66

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


67

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.


68

“… 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.


69

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


70

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.


71

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]


72

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)


73

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.


74

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


75

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


76

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


77

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.”


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


78

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


79

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.


80

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


81

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)


82

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


83

instruction. I wanted all students participated in so they could learn

together. However, the result was not like my expectation.”


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


84

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


85

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.


86

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)


87

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,


88

I decided to do the second member checking. The second member checking was

on September 1, 2018, in Purikids office.


89

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


90

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.


91

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


92

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


93

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.


94

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.


95

BIBLIOGRAPHY

Archana S. & Rani K. U. (2017). Role of A Teacher in English Languag Teaching

(ELT). International Journal of Educational Science and Research 7 (1),

1-4.

Borland, Helen & Eckersley, B. (2012). English Medium of Instruction (EMI) in

Indonesian Public Junior Secondary School: Student's Langauge Use

Attitudes/Motivation and Foreign Language Outcomes. ACTA

International TESOL Conference.

Bradly, B. (2002). Psychology and Experience. New York, NY: Cambridge

University Press.

Briggs, B. (2014). Second Langauge Teaching and Learning: the Roles of

Teachers, Students and the Classroom Environment. All Graduate Plan B

and other Reports, 377.

Burns, N & Grove, S. (2001). The Practice of Nursing Research: Conduct,

Critique, and Utilization. 4th Ed. Philadelphia: W.B. Saunders.

Cameron, L. (2001). Teaching Languages to young learners. United Kingdom:

Cambridge University Press.

Connors, M. H. & Macaro, P. W. (2015). A Cognitive Account of Belief: A

Tentative Road Map. Hyphothesis and Theories Article 5(15), 1-14.

Cresswell, J. W. (2012). Education Research, Planning, Conducting and

Evaluating Quantitative and Qualitative Reasearch. 4th Ed. Boston :

Pearson.

Dearden, J & Macaro, E. (2016). Higher Education Teachers' Attitudes towards

English Medium Instruction: A Three Country Comparison. Studies in

Second Language Learning and Teaching 6(3), 455-486.

Hrda, M. (2017). Teaching English to Very Young Learners. Pardubice:

University of Pardubice.

Hu, R. (2016). The Age Factor in Second Language Learning. Theory and

Practice in Language Studies 6 (11), 2164-2168.

Kafle, N. P. (2011). Hermeneutic phenomenology Research Method Simplified.

Interdisciplinary Journal 5, 181-200.


96

Kim, S. Y. (2008). Five Years of Teaching English through English: Responses

from Teachers and Prospects for Learners. English Teaching 63 (1), 51-70.

Kreshen, D. K. & Terrell, T. D. (1983). The Natural Approach : Language

Aqusition in The Classroom. New York: Pergamon Press.

Macro, E. (2015). English Medium Instruction: Time to Start Asking Some

Difficult Questions. Modern English Teacher 24 (2), 4-8.

Manen, M. (1990). Reseaarching Lived Experience. Canada: The Althouse Press.

Manen, M. V. (1990). Researching Lived Experience. Canada: The Althouse

Press.

McCarthy, M. M. (2014). A Discussion of the Role of Input and Output in in

Second Langauge. University College Cork.

Mercer, S. (2011). The Beliefs of Two Experts EFL Learners. Language Learning

Journal 39, (1), 57-74.

Musthafa. (2010). Teaching English to Young Learners in Indonesia: Essential

Requirements. Retrieved August 29, 2017, from

http://file.upi.edu/Direktori/JURNAL/EDUCATIONIST/Vol._IV_No._2-

Juli_2010/07_Bachrudin_Musthafa.pdf.

Nunan, D. (2011). Teaching English to Young Learners. Anaheim: Anaheim

University Press.

Oiler, C. (1982). The Phenomenological Approach in Nursing Research. Nursing

Research 31, (3)178-181.

Parse, R. R. (1996). Building Knowledge through Qualitative Research: The Road

Less Traveled. Nursing Science Quarterly 9(1), 10-16.

Pinter, A. (2006). Children Learning Second Languages. Hampshire: Palgrave

Mac Milan.

Rabbidge, M. & Chappell, P. (2014). Exploring Non-native English Teachers'

Classroom Langauge Use in South Korean Elementary Schools. The

Electric Journal for English as a Second Language 17 (4).

Scott, W. A. & Ytreberg, L. H. (2001). Teaching ENglish to Children 14th Ed.

New York: Longman.

Sebold L. F., Locks M.O. H., Hammerschmidt K. S., Fernandez D. L. R., Tristao

F. R., & Girondi J. B. R. (2018). Heidegger's Hermeneutic Circle: A

Possibly for Interpreting Nursing Care. Enferm 26 (4).


97

Shaffer, D. E. (2004). Teaching English through English: Not An All-or-Nothing

Approach. The Internet TEFL Journal 49.

Sheehan, S. (2014). A Conceptual Framework for Understanding Transcendental

Phenomenology through the Lived Experiences of Biblical Leaders .

Emerging Leadership Journeys 7(1), 10-20.

Splichal, K. L. (2015). Retrieved January 16, 2018, from Lived Experiences of

Two Pre-service Teachers from A Midwestern Rural University during

Internships. (Doctoral Dissertation Kansas University, Mnhattan Kansas).:

http://krex.k-

state.edu/dspace/bitstream/handle/2097/19151/KevinSplichal2015.pdf;seq

uence=1

Tembo, A. C. (2016). Phenomenological Inquiry as A Mthodology for

Investigating the Lived Experience of Being Critically Ill in Intensive

Care. . Journal of intensive and critical care 2, 8.

Tsukamoto M. & Tsujioka N. (2013). Teaching English through Nglish to Seniour

High School Students in Japan: Towards the Implimentation of the New

Course of Study. The Bulletin of Shitennoji University 56, 309-324.

Uysal, N. D. & Yayuz F. . (2015). Teaching English to Very Young Learners.

Procedia-Social and Behavioral Sciences 197, 19-22.

Willis, J. (1981). Teaching English through English. London : Longman.

Yuliana. (2003). Teaching English to Young Learners through songs. Retrieved

September 1, 2018, from

http://file.upi.edu/Direktori/JURNAL/EDUCATIONIST/Vol._IV_No._2-

Juli_2010/07_Bachrudin_Musthafa.pdf.


98

98

APPENDICES


99

APPENDIX 1. Permission Letter (Purikids)


100

APPENDIX 2. Permission Letter (TK Indriyasana Baciro)


101

APPENDIX 3. Permission Letter (TK Golden Shine)


102

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


103

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


104

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


105

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,


106

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


107

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


108

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


109

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….


110

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


111

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


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


112

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


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


113

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


114

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


115

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


116

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,


117

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


118

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


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


pas ngajar. Jadinya sebelum

ngajar saya benar benar

C


119

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


120

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


121

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..


122

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


123

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


124

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


125

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


126

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


127

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…


128

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


129

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


130

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?


131

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


132

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?


133

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?


134

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,


135

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


136

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


137

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…


138

APPENDIX 7.

Transcription Re-interview Mr. Galih

Friday, April 20, 2018/ 17.30-18.20

Purikids Godean Office


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?


139

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


140

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


141

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.


142

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


143

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


144

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…


145

APPENDIX 8. Transcription In-depth Interview 2

Miss AnA

Friday, May 18, 2018/15.00-15.25

Purikids Godean Office


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


146

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-


147

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


148

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.


149

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


150

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


151

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.


152

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


153

“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


154

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


155

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.


156

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


157

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


158

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


159

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


160

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


161

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


162

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


163

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


164

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…


165

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


166

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.


167

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.


168

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


169

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.


170

prayed together. After that, we sang

the closing song.


171

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


172

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.


173

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…


174

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.


175

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.


176

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


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.


177

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


178

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


179

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…


180

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


181

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


182

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


183

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


184

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


185

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


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


186


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


187

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


188

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


189

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-


190

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


191

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


192

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


193

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


194

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


195

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-


196

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


197

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


198

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.


199

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


200

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.


Documents

TEACHING ENGLISH THROUGH ENGLISH TO YOUNG LEARNERS