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language. About 57,2 of the teachers said that the materials had been appropriate to the goals of Junior program.
Most of the teachers said that they used question and answer method and discussions to teach the students in the class. About 28,6 said that they used
interview and practicing the dialog. about 57,2 of the teachers said that the roles of the teachers and students in the class were balance, while the rest said the
opposite; the teacher had the bigger role in the class. All of the teachers said that they used flash cards and Junior book as the media to teach. All of the teachers
sad that the input of the students were good enough but the output of the students was not really good because the students still need more drilling to speak.
The teachers gave some suggestions to the writer to add more speaking exercises to the students, some games, and not to be short to be learned in an hour.
About 71,4 of the teachers said that the materials should be more colorful to make it clear. The complete result of the interview could be seen in Appendix 10
page 105
d. The Identification of the Learners’ Characteristics
The writer identified the learners’ characteristic according to the result of the interview and the writer’s experience in teaching the students of PURIKIDS;
the writer observed the students’ characteristic while the writer was teaching the students in the class. The characteristic of the learners was various. The
characteristic of the learners was discussed as follow. First, some students of Junior program were very active in the class. The
students were active to join the course. The students were happy to join the
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activities, which were used by the teacher in the teaching and learning process. The students were also active to ask the teachers or their friends in the learning
process because the children were eager to know more about something that was unfamiliar with them.
Second, some students were still poor in understanding English language. The students were still difficult to understand about the vocabularies, the
grammar, or the expressions that were used in their communication. The background of their school and their family in learning foreign language could
cause those factors. It was also depend on the ability of the students in grasping the English materials.
Third, some of the students were still shy or they were not confident to speak in English. The students felt that English was difficult so they were afraid to
speak up in English to others so the students sometimes use Indonesian language to communicate to others. Therefore, the students needed to be encouraged and
drilled more to speak in English. Fourth, the students had good motivation to join the course. The students
were enthusiastic to come and join the course in the class. The students could meet their friends outside their school and they were happy together in learning
English. The students could have bigger motivation if the activities in the class were very fun for them.
Fifth, some of the students were smart students. The students had good memorization and mastery in English. The students could speak in English
fluently even though there was little mistake in pronouncing the words. The
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students had good background knowledge of English from their school or their family so the students were more confident to speak up in English with the teacher
and their friends.
2. Planning
