“Agak bosen sebenernya ya? Padahal Danny suka Bhs. Inggris ya sebenernya?” A_Q_26
“Iya” A_Danny_26
The presage includes the learning context, such as the attributes and learning tools. The learners have positive perceptions on the fulfillment of their
needs in learning English carried out at Domby Kid’s Hope 2. When they were asked about the learning tools, such as a Domby Kid’s Hope 2 English book, they
were little bit disappointed since they needed to repeat the materials at home and there was no English book from Domby Kid’s Hope 2 A_DioEva_13,
A_Danny_130; A_Vika_48,51;
A_Pipit_29,42; A_Charla_8;
A_Hastin_25; B_Charla’s mother_13 .
3. Suitability of the learners’ perceptions and their needs
As described in the previous sub-section, it is revealed that there are some positive perceptions of the learners which are caused by the fulfillment of their
needs in learning English at Domby Kid’s Hope 2. The positive perceptions are toward their emotions since they could get benefits from the English teaching-
learning activities carried out at Domby Kid’s Hope 2, such as get more knowledge, get more friends, and support their school achievements.
The learners’ satisfaction toward the fulfillment of their needs to support their school achievements also shapes the positive perceptions. The learners and
also parents agree that the English teaching-learning activities carried out at Domby Kid’s Hope 2
help the learners to perform better in the English teaching- learning activities at school and make the learners get better achievements.
60 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Since the presage and process of English teaching-learning carried out at Domby Kid’s Hope 2
do not really match with the learners needs so far, the learners shape negative perceptions on it. The presage and process have not
fulfilled their needs based on the learners’ opinion and statement. The learners’ needs and perceptions matched with the goal of English
teaching-learning carried out at Domby Kid’s Hope 2 and the general curriculum. The learners’ perceptions are positive related to their goal in learning English at
Domby Kid’s Hope 2 . This positive perception also match with the goal of English
teaching-learning carried out at Domby Kid’s Hope 2 because based on the guideline issued in June 2007, there are two general and main goals of English
teaching-learning activities. The first is to make the learners love English and the second is to make the learners brave to speak in English. This result was also
supported by the coordinator, secretary, and the first English tutor. Because it was hard to make the learners like English, the tutor tried to teach creatively using
games, song, etc, in order to make the English class interesting. Now the learners begin to love English.
The learners’ goal in learning English at Domby Kid’s Hope 2 to support their achievements at school also match with the statement in the goal guideline
that the English materials are taken from the learners’ school materials and other materials.
The learners have negative perceptions on the English teaching-learning activities process because the English tutors at Domby Kid’s Hope 2 actually do
not follow the general curriculum and the goal of English teaching-learning 61
activity since the general curriculum of Domby Kid’s Hope 2 suggested the tutors to build the learners holistically through creative way. Although Domby Kid’s
Hope 2 has not had a fixed English curriculum yet, they expect the English
teaching-learning activities to be able to grasp the learners’ interests and attention. The English teaching-learning goal guideline suggests the English tutor to employ
interesting and creative method.
4. Other findings
