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
The findings of the suitability of the fifth grade learners’ perceptions and their needs are presented in Table 4.7.
Table 4.7 Suitability of the learners’ perceptions and their needs Main Category
Sub Category Comments
MATCH -
The learners at Domby Kid’s Hope 2 have certain needs in joining the English teaching-
learning activity there. This study revealed that the English teaching-learning activity match
with the learners’ needs and the goal of learning English at Domby Kid’s Hope 2.
Account:
A_Eva_45,105; A_Dio_52;
A_Vella_57; A_All_101; A_Danny_68,91; A_Devi_34;
A_Vika_40; A_Hugo_9;
a_Hastin_29; B_Vella’s mother_23.etc 51
d. Other findings
This research also gathered some data which were not related to the research problems. The following table presents the other findings of this study.
Table 4.8 Other findings Main
Category Sub
Category Findings
INDE Independent learning sometimes becomes a good way
for some learners to learn when their friends and environment do not support them.
Account:A_Eva_183;A_Friska_207;A_Vika_57; B_Dio’s mother_12.etc
LEARNING GRUP
Young learners are usually interested to learn together with their friends in order to be able to play instead of
learning. Account:A_All_174;A_Danny_153;A_Devi_46;
A_Charla_35; A_All_139.etc
PAREN The ideal condition of learning needs the parents’
support. Most of the learners at Domby Kid’s Hope 2 do not get enough support from their parents.
Account;A_Dio_189;A_Vella_202;A_Danny_144; A_Vika_60;A_Pipit_49;B_Vella’s
mother_6; B_Charla’s mother_9.etc
FAMILY BUSY
The learners’ parents are too busy doing their job so that they can not support their children’s learning.
Account:A_Danny_149;B_Dio’s mother_3,17;
B_Charla’s mother_11,24.etc 52
B. Discussion
The researcher inductively discusses the findings in this section by using the theoretical framework presented in chapter II and also employing the careful
and mindful interpretation.
1. Fifth grade learners’ needs in learning English at Domby Kid’s Hope 2
The learners at Domby Kid’s Hope 2 have various needs in learning English at Domby Kid’s Hope 2. Because of their economic condition, the
learners’ parents could not send their children to a professional English course to support their achievements. Domby Kid’s Hope 2 is the place where they can learn
without paying. Based on the findings of this study, the researcher revealed some needs of the learners in learning English at Domby Kid’s Hope 2.
The first is their needs to learn through Indirect Learning strategy. Indirect learning here is the learning strategy through playing, singing, guessing, etc.
Playing is not an additional activity, but the main activity that the learners need in order to learn something. The children’s instinct for play and fun was stated by
Halliwell 1992. According to Halliwell, children have the capacity for finding and making fun. Some evidences of the learners’ needs to learn through playing
are:
“permainan bisik-bisikan pake Bahasa Inggris
A_Vella_24
“belajar sama ada bermainnya
A_Friska_65
“bermain bersama
A_Dio_152
“Permainan
A_Danny_133
“Menyenangkan, bisa main-main
A_Devi_29
“Ada permainannya sedikit biar nggak bosen
A_Pipit_7 53
