62 with the use of music and videos might be the alternative ways in dealing with the
difficulties the participants faced. The questionnaires on this topic gave different angle of seeing difficulties
as perceived by the respondents, who were active participants of the course. Four out of nine respondents said
“malas” or laziness as the difficulties they faced during the course, which is a total misconception to the intended meaning of
difficulties. However, it reveals another problem the participants faced dealing with self-commitment. Three respondents stated that vocabulary memorizing was
the big difficulty they faced alongside with pronunciation of the words. One respondents stated that the allocated time for the course, which was held after the
school, made the participants exhausted.
4. Communicative English Course Using Credit-based Modular
Approach in Answering the Expectation of the Students of SMA St. Fransiskus 1 Jakarta
The communicative English course using credit-based modular approach is expected to be able to help the course participants to deal with their
expectation. Thus, the tutors’ opinion on English courses and the course participants’ inputs for future courses are considered as necessary in developing a
course which responsive to the participants’ need.
a. The T
utors’ Opinions on English Courses
The tutors’ opinions about English courses is set before the course par
ticipants’ motivation and expectation in order to give a frame in understanding the English course which they conducted. This frame is beneficial in depicting the
63 “ideal” or the “concept” of an English course embraced by the tutors, who would
affect the way they conduct the course and the way the course participants respond to it.
The tutors’ opinions about an English course are classified into two more specific divisions, namely the tutors’ opinions about an English course in general
and the tutors’ opinions about the English course they had been conducting in SMA St. Fransiskus 1 Jakarta. This classification is essential since it will give a
clear picture of what is ideal, that is the knowledge of English courses or English teaching in general, and what is real, that is what the tutors had been teaching
through a series of English courses in SMA St. Fransiskus 1 Jakarta. The classification of the ideal and the realistic is based on the data collected through
interviews with the tutors. 1
The T utors’ Opinions on English Course in General
In this research, the tutors’ opinions on English course in general were depicted from the tutors’ answers to the two interview’s questions as they are
stated below: Secara umum mengapa para siswa SMA perlu mengikuti kursus bahasa
Inggris? In general, why do Senior High students need to join any English
courses? Segi apakah yang bapakibu anggap penting dalam rangka menguasai
bahasa Inggris? What skills do you think it is important for students in order to acquire
English?
64 The answers to the first question delivered by the two tutors are related to
further study, working world the participants will face, TOEFL preparation and broadening the participants’ knowledge. Those statements which are implying
tutors’ opinions on why Senior High students need to join any English course depict their notion of English courses in general. An English course in this case is
described as preparation for participants’ future plan, whether for study and work. TOEFL preparation can also be considered as preparation for further study or
work. One special answer that differs from those three categorized answers is
broadening participants’ knowledge. This answer came from the second interviewed tutor, who stated that English is important not only in term of further
study and preparation, or seeking for a job, but moreover in term of knowledge development. The tutor said about English as an important tool to improve the
course participants’ knowledge. Thus, in a nutshell it can be stated tha
t in tutors’ opinion an English course is a sort of preparation for the participants to face further opportunity they will
find in academic field and work field. In addition to this “preparation” point of view is “broader” point of English as a window of self-development.
2 The T
utors’ Opinions on the English Course They Conducted in SMA St. Fransiskus 1 Jakarta
The tutors’ opinions on the English course they conducted in SMA St. Fransiskus 1 Jakarta can be derived from some answers about the purpose of the
course itself and from some inputs the tutors might think to be beneficial for the
65 further development of the English course. Those answers were responses to the
interview questions displayed as follows:
Menurut bapakibu apa tujuan dari diselenggarakannya kursus bahasa Inggris ini?
In your opinion what is the purpose of this English course held by the school?.
Apakah kelebihan dan kekurangan dari kursus bahasa Inggris ini? What are the strengths and weaknesses of the English course held by the
school?. Proses belajar seperti apa yang menurut bapakibu dimaui oleh anak
dalam mengikuti kursus bahasa Inggris ini? In your opinion, what learning process do the course participants want
to be conducted in this English course?. Apa yang menurut bapakibu perlu lakukan dalam rangka meningkatkan
kualitas pelayanan kursus bahasa Inggris ini? What do you think you need to do in order to improve your service
quality to the English course participants?. Adakah saran atau usulan dalam rangka meningkatkan kualitas kursus
bahasa Inggris ini? Give your inputs to the course in order to improve its quality.
For the first interview question, there are three classified answers, namely:
Increasing participants’ English ability in general.
Communicative purpose.
Increasing participants’ self-confidence. Those three answers have been coded and classified out of some various
answers. However, those three classified answers were thought to appropriately
66 represent those various answers. One example of the interview transcription on
this topic is presented as follows:
“I think the purposes…to increase the students’ speaking ability…Indonesian people usually do not have…self-confidence
to speak English, even though they…know about structure and grammar…we push them to speak up….” The majority part of
the interview was done in English.
The second interview question on the tutors’ opinions on the English course they conducted dealt with the strengths and the weaknesses the course
might have. The interviews with the tutors found that according to them the strengths of the course they conducted were:
The course has successfully sent some of the course participants to
certain English competition.
The course has successfully became the partner for the school in hosting an English event.
The course has successfully given positive impact to the
participants so that they were able to get good score in the final examination.
The course has successfully increased the participants’ spoken
English ability.
67 The demand on fulfil
ling the participants’ needs has raised an awareness among the tutors of the urgency in exercising appropriate method match with the
participants’ situation. The third interview question on depicting the tutors’ opinions on the English course was closely related to the method the course
participants really wanted the tutors to use. The interviews with the tutors on what learning process the course participants wanted the tutors to carry out
resulted four statements, namely:
Question and answer technique.
Learning vocabulary through music and drama.
Giving the participants more opportunity to choose what topic they want to learn.
Giving the participants materials that connected to their daily lives.
While the previous interview question and its answer have the angle of what the course participants wanted to carry out throughout the course, the fourth
interview question have the tutors’ point of view in assessing themselves, which is how they reflect themselves as the tutors of the course in order to increase their
own performance. Among four collected answers, there were two answers related to the time frame the course had. They are as follows:
Time shifting: the course should not be conducted after the class
due to exhausted time the participants would have.
Additional time for the English course. The two other answers are not related to the time frame, but indeed they
are related to how tutors can increase their performance, as follows:
68
Making the participants love English.
The school must provide a good library. The tutors still thought that to enhance their performance in English
teaching, they needed to make the participants love English. They also thought that in order to make the course participants love English, other than interesting
techniques they should conducted during the class, the school must also provide good library. It is logical to connect the course participants’ performance to
adequate learning sources. The tutors’ inputs to the course can also be considered as the way the
tutors wanted to see further improvements of the course. These inputs can also be regarded as the tutors’ opinions on the course they had been conducting. There
were two inputs from the tutors regarding to the course’ improvement in the future, namely:
Creating English zone, at least once in a week.
Giving more additional time for the tutors.
The first tutor, who gave an input about creating English zone, did not specify English zone in terms of space, but rather in terms of time as he
mentioned Monday and Tuesday as the suggested day for the course participants to practice spoken English in the school, as he said:
“So I ask them to make…English zone, like that, especially maybe once in a week, on Monday or Tuesday.” Note: the interview was
conducted in English.
69
The purpose of creating an English zone, according to the first tutor, was to support the course participants in developing their spoken English. It is clear that the first
tutor’s input emphasized on speaking skill the participants need to acquire. It was clear in the following statements:
“…when you don’t speak English on that day you must give him or her punishment…So, I just support them to build their English speaking
skill….”
b. The Course P
