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Table 4.2.6 The Effect on Implementing Independent Learning for Students in Kumon English Course
Close-ended Questionnaire
No Statement
All skills
Not all skills
Sp. Lis
t. Wr
t,R d.
Rd, Sp.
Wrt, Sp.
Rd, Sp,
List Wrt,
Rd, Sp
Wrt, Sp,
List 12.
S tudents’
English skills that
are increased.
9 30
2 7
3 10
2 7
3 10
5 17
4 13
1 3
1 3
21 70
Note: Sp
: Speaking List : Listening Rd : Reading Wrt : Writing
. Some of the participants felt that Kumon English Course helped them to
study grammar. The forth parti cipant shared, “Kumon helps me to study grammar,
although I have not study about grammar at school. I have one up on than my friends.” Appendix 5 The other participant shared, “Kumon helps me to
understand grammar even though it is so difficult. Kumon also helps me to become a though girl, because I must do the worksheet
independently.” Appendix 5 However, overall the participants said that they became good in
speaking but not in conversation. All of the participants answered that by studying English in Kumon English Course, their English score in school increased.
C. The Improvements of the Teaching Learning Process in Kumon English
Course
Overall Kumon English Course had the best way to develop students’ skills,
yet the researcher would give some suggestions from the questionnaire and
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interview result. The researcher found three suggestions on the three problems that the researcher found from the questionnaire and interview result. Those
showed from what children felt toward the implementation of independent learning in Kumon English Course.
1. Students’ Confidence and Motivation when in Advance Level
Since the researcher categorized the participants ’ level of study, the
researcher got the result that those participants who were studying in beginner and intermediate level enjoyed their lesson. They were confident when they were
doing worksheet, and most of them had not found any difficulties yet. However, the researcher found there was less of motivation and confidence in students who
were studying in advance level such as I, L, and K. Based on the interview, some of the students who were studying in high category level of study, they were
bored with the worksheet because they found any difficulties. There were two possibilities which make students were not interested to do
the worksheet. The first possibility, they felt not confident when they were in the high level of study. Besides, they were easy to give up when they found difficult
questions. According to Ormrod 2008, a poor sense of self leads to less productive behaviors, which leads to fewer successes, which perpetuates the poor
sense of self p. 101. Therefore, to make the students were confident to do the worksheet which were difficult, the instructors had to ensure students that they
had numerous opportunities to success to do the worksheet that they felt difficult, or at least to show significant improvement in those questions. Besides the
instructions gave worksheet to adjust their assignments in school and students’
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cognitive skills, the instructors had to assure that students had mastered their lesson in their last level of study. The instructors could not permit students to do
the next level if they had not mastered yet the materials of the last level. The second possibility was less motivation from people around them.
Luthans 2005 explained that motivation is a process that starts with a physiological or psychological deficiency or need that active a behavior or a drive
that is aimed at a goal or incentive. For example, when students were getting bored with their assignments, the instructor or parents could help them with
motivate them. The kind of motivation could be found from the students ’ needs.
When student was bored, the problem that usually occurred was students absent for a week or month or maybe they did not want to do their homework. Therefore,
by helping students to manage their time management, it could help them to arrange their activities. Beside it could make they were more discipline, it also
could encourage them to do the Kumon ’s homework. The time management was
to manage the time their playing, studying school subjects, going to any courses, and doing Kumon
’s homework. Since people around them care about their activity, children would feel comfortable to do their activity.
2. Students’ Self-esteem while having Conversation
In class, they did not speak English so it made some of the children felt not confident to communicate in English. From those findings the researcher gave a
suggestion to Kumon English Course. Children had basic skills to learn language, especially second language or foreign language. Halliwell 1992 stated that
young children did not come to the language classroom empty-handed. They
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brought with them an already well-established set of instincts, skills, and characteristics which would help them to learn another language. This statement
showed that children could learn their second language with their basic skills. Therefore, to enhance the c
hildren’s self-esteem to have conversation the instructors should let children to use English in classroom. The instructor should
use English in classroom to make conversation with the other instructors or students. The instructor could use the simple language to make students could
grasp the meaning. Sometimes the students would use their native-language, while having conversation with students.
It was normal because this is students’ creativity to use of limited language recourses. However, this process will
increase students’ self-esteem to make conversations.
