generally to make the learners love English, the goal-maker suggested the English tutors to carry out interesting and innovative teaching methods, such as learning
through playing, guessing, drilling, etc.
2. Findings
This study aimed to answer the three research questions. The first question is related to the fifth grade learners’ needs in learning English at Domby Kid’s
Hope 2 . The second question is related to the fifth grade learners’ perceptions on
the English teaching-learning activities at Domby Kid’s Hope 2. And the third question deals with the suitability of the learners’ perceptions and their needs.
a. Fifth grade learners’ needs in learning English at Domby Kid’s Hope 2
The summary of the findings of the learners’ needs in learning English at Domby Kid’s Hope 2
is presented in the following table based on the major themes which appeared in the interviews and also the supporting data from the
observations. To make the table simple, the complete data are provided in the appendix A, B, C, D, and E.
Table 4.5 Findings of the learners’ needs Main
Category Sub
Category Comments
INDI PLAY
The learners need a joyful learning condition since they already attend the school activity in the morning. They
need learning and refreshing at the same time. These needs are also recognized by the first English tutor there.
Account:A_Vella_24;A_Friska_65;A_Dio_152;A_ Eva_162;A_Danny_7,122133;A_Devi_6,8,29;A_Pi
48 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
pit_3,7;A_Hugo_20;A_Andreas_22;A_Charla_;A _Leon_12;A_Hastin_22;A_Diah_12,59;A_Gifan_4
8; E_Hana_6etc
SING The learners’ needs to play make them interested to
learn in various ways, such as singing. Singing is an interesting activity which can eliminate their boredom.
Account:A_All_125;A_Vella_161;A_Eva_163;A_P ipit_9;A_Hastin_4;B_Vella’s mother_8;B_Charla’s
mother_12.etc
SPEAK Communication skill is also important for the young
English learners. The learners at Domby Kid’s Hope 2 want to be able to speak in English especially with
tourists who visit Indonesia. Account:A_Vika_24;A_Pipit_37;A_Danu_7;A_Ch
arla_13; B_Charla’s mother_14.etc
READ Since the fifth grade learners are going to move to the
higher level at school, they need to learn how to read in English.
Account: A_Friska_170; A_Eva_163.etc NEED
VOCAB The learners need to master a lot of vocabularies to
make them fluent in speaking. Since they are in the beginning level, they need the familiar vocabularies.
Account:A_Eva_42;A_Dio_49,54;A_Vella_56;A_ Friska_58,A_Danny_50;A_Devi_12,22;A_Vika_30
;A_Andreas_8;A_Danu_26;A_ArjunCharla_20; B_Charla’s mother_19.etc
SUPP The needs of learning English at Domby Kid’s Hope 2 is
to support their achievements at school since they come from middle-low economic class so they do not have
enough money to join the professional English course. The needs to support the school’ achievement is also
supported by the learners’ parents. Account:A_VellaFriska_68;A_Dio_125;A_Danny
_28,82;A_Devi_19;A_Vika_9;
A_Pipit_8; A_Andreas_4;
A_Charla_5;ADiah,LeonGifan_5;B_Dio’s mother_6.etc
ACHI
REPE To increase their achievements in learning English, the
learners stated that they need to repeat the materials over and over again.
49 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Account:A_Danny_135;A_Devi_31;A_Vika_31;A_ Pipit_44; A_Gifan_15; B_Vella’s mother_43.etc
b.
Fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 Yogyakarta
The summary of the findings of the fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 is
presented in Table 4.6 based on the major themes which appeared in the interviews and also the supporting data from the observations.
Table 4.6 Findings of the learners’ perceptions Main
Category Sub
Category Comments
SELEC The learners often determined their perceptions by their
interests on English teaching-learning activity at Domby Kid’s Hope 2.
Account:A_Friska_3,114;A_Vella_7;A_Dio_13;A_ Danny_1,6 124. etc
EMOT The emotion of the learners was affected by the benefits
that they could get from the English teaching-learning activity at Domby Kid’s Hope 2.
Account:A_Friska_4; A_Eva_18; A_Danny_2.etc
SELF The way the learners see their abilities in learning
English also affected the perceptions shaping. Account:A_Devi_27,56;A_Vika_62;A_Pipit_13,60;
A_Andreas,DanuHugo_2;A_ArjunCharla_2;A_ Charla_1;A_GifanLeon_3;B_Charla’s
mother_23; B_Charla_32.etc
FCT PROD
The product
here means
the outcome
or the
achievements of the learners at school. Their success at school made the learners also have positive perceptions
toward the English teaching-learning activities at Domby Kid’s Hope 2.
50 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Account:A_Eva_102;A_Devi_21,42;A_Vika_41;A _Pipit_57;B_Dio’s
mother_4;B_Charla’s mother_3,5.etc
PROC The process here refers to the learning strategy and
learning situation at Domby Kid’s Hope 2 which also affected the perceptions of English teaching-learning
activities. Account: A_Danny_19-23,42,97,139;A_Devi_18,65;
A_Vika_43,50.etc
PRES Presage here including the learning context at Domby
Kid’s Hope 2 , such as the attributes and learning tools.
The learning aids affected the learners when they shape their perceptions.
Account:A_DioEva_13;A_Danny_130;A_Vika_48, 51;A_Pipit_29,42;A_Charla_8;A_Hastin_25;B_C
harla’s mother_13.etc
c. Suitability of the learners’ perceptions and their needs
