Dio’s Mother
Charla’s mother
According to the English
tutor Menurut saya
ya ada seiring gitu ya
Prestasi yang disekolah
terbantu
Bisa buat mereka seneng
dengan Bahasa
Inggris Pake nyanyi-
nyanyi Untuk
percakapan sederhana,
sapaan-
Kalimat- kalimat,
nama-nama alat
b. Summary of the learners’ perceptions
The second table of the summary data contains the data summary of the learners’ perceptions. The data are also presented in Bahasa Indonesia to maintain
the authenticity of the data.
Table 4.2 Data summary of the learners’ perceptions Perceptions
Names Positive
Negative Friska
Vella Dio
Eva
Vella, Dio,
Friska, Eva Suka karena biar bisa bicara
Bahasa Inggris, bisa bicara sama turis.
Suka soalnya menarik
Suka karena menarik Suka soalnya biar bisa lebih
tahu Bahasa
Inggris, ada
temen-temennya. Nggak
pernah bosen,
puas, senang,
sudah membantu
prestasi di sekolah. 41
Danny
Devi
Vika
Pipit
Andreas
Danu
Hugo
Arjun Charla
Gifan
Leon Diah
Hastin Suka,
biar tambah
ilmunya, kalau di Domby tu nyenengin.
Sudah puas
karena bisa
diajarin materi
yang nggak
ngerti di sekolah. Enak di Domby, menyenangkan
bisa main-main,
bisa Bantu
yang di sekolah Seneng
di Domby
soalnya nggak
terlalu membosankan,
bertambah ilmunya, materinya mendukung yang di sekolah
Seneng soalnya
sering ada
permainan Suka dengan cara mengajarnya
Menunggu-nunggu datangnya
hari les Bahasa Inggris di
Domby Perasaanku
seneng, ada
nyambvung dengan
yang di
sekolah
Senang kalau lagi permainan, tapi udah puas kok
Enak sekali,
menyenangkan, pelajaranne asyik
Sangat menyenangkan Asik, puas
Membantu sekali
pelajaran yang di sekolah
Tapi agak
bosen sama
pelajarannya sama
sedikit males karena soalnya susah-
susah.
Ya tapi kadang males, bosen, nggak seneng kalau lagi serius,
nggak pernah maen
Nggak seneng kadang kelasnya nggak teratur
Kadang materinya
kurang jelas
Nggak suka karena rada sulit, kadang males
Kadang sedih, nggak bisa
Kurang asyik Sedih kalo lagi pelajaran, udah
capek di
sekolah, kurang
permainannya, membosankan 42
The results of the early coding process led the researcher to generate a small number of themes or categories. These themes are the ones that appear as
major findings in qualitative studies. Then the researcher presents the following table to help the analyzing process after the initial coding process
Table 4.3 Interview coding sample No
Codes Themes
Tentative Interpretation 1.
2.
3.
4. PLAY
SELEC
NEED
VOCAB The interviews revealed that
the learners need joyful teaching teaching-learning
activities.
The learners’ perceptions on the English teaching-learning
activity at Domby Kid’s Hope 2
were often affected by their interests in the
English teaching-learning activity.
The interviews found some basic needs of learning
English at Domby Kid’s Hope 2
both now and in the future.
The learners said that they needed to learn the
The needs of playing and having fun in the teaching-
learning activity is the basic characteristic of
young English language learners.
The process of meaning making of a stimuli
affected by our interests in the stimuli.
Young learners also have needs in learning English
based on the condition of their environment.
The fulfillment of the learners’ needs in learning
English at Domby Kid’s Hope 2
is a significant factor of the perception
shaping.
The young learners need to learn vocabularies as
43 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vocabularies of everything related to their surroundings.
the basic of their English skills
5. REPE
The learners said in the interviews that they needed
to repeat the materials again, at Domby Kid’s Hope 2,
school, also at home. Repetition is an important
principle of children learning.
c. Summary of the classroom observations
