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CHAPTER II THEORETICAL FRAMEWORK
A.
Learning Languages
As the international languages, English is really important in this global era. But there are some reasons that people want to learn English as their foreign
languages. Jeremy Hermer in his book explained some reasons people want to learn English. The first one is because the school’s curriculum, they need to learn
English. The next reason is because of advancement, people think that they will get a good job if they can understand English. Other reasons are some students or
learners need to learn English to survive from their community, learners need to understand English because some purposes, sometimes it is because the learners
want to know the culture or they want to travel around the world.
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Moreover, David Nunan in his book stated that some educational psychologists commonly refer to two types of motivation in studies:
extrinsicinstrumental and intrinsicintegrative. “Extrinsic motivation is the drive
to do or learn something for an external reward, such as good school grades. Intrinsic motivation is the drive to do or learn something for its own sake.
”
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In the language learning, both kind of motivation really affect the learners when they
learn foreign language. The extrinsic motivation of learning language is also from the environment of the learners learn the languages. M.E.S Elizabeth and
Digumarti Bhaskara in their book ‘Method of Teaching’ stated the full class and the noise of the other sound or the facilities for the study can be a problem to the
learning activity. The teacher cannot give more attention to each student in the overcrowded classes. In such situations, the noises from the neighboring class
1
Jeremy Harmer, The Practice of English Language Teaching. London and New York: Longman, 1996, pp. 1-2.
2
David Nunan, Teaching English To Young Learners. USA: Anaheim University Press. 2011
both disturb the teacher and the students not able to concentrate properly. They also stated that in the absence of these aids or facilities to learn the language like
an audio tape, the sound of English and correct pronunciation cannot be taught.
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B.
Non Formal Education 1.
Definition
Non formal education defines as any organized educational activity outside the established formal system whether operating separately or as an important
feature of some broader activity that is intended to serve identifiable learning clienteles and learning objectives.
According to Joesoef ’s book, Konsep Dasar Pendidikan Luar Sekolah, non-
formal education is “Pendidikan yang teratur dengan sadar dilakukan tetapi tidak terlalu mengikuti peraturan-
peraturan yang tetap dan ketat”. In addition, Joesoef said that non-formal education also helps individual qualities in the ability to
create some changes and progress of the country later. Therefore, the task of the non-formal education has also been outlined in national education.
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Furthermore, there is Haim Eshach in his j
ournal with the title “Bridging In-School and Out-of- School Learning: Formal, Non-
Formal, and Informal Education”, Haim Eshach stated that Non-formal learning occurs in a planned but highly adaptable
manner in institutions, organizations, and situations beyond the spheres of formal or informal education. It shares the characteristic of being mediated
with formal education, but the motivation for learning may be wholly intrinsic to the learners.
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3
M.E.S Elizabeth and Digumarti BhaskaraRao, Method of Teaching English. New Delhi: Discovery Publishing House, 2007, pp.41-42
4
Soelaiman Joesoef, Konsep Dasar Pendidikan Luar Sekolah. Jakarta: Bumi Aksara, 1992, p. 79.
5
Haim Eshach, Bridging In-School and Out-of-School Learning: Formal, Non-Formal, and Informal Education, Journal of Science Education and Technology, Vol. 16, No. 2, 2007.
p.173
According to Novosadova et al, “Non-formal education gives young people
the possibility to develop their values, skills and competencies others than the ones developed in the framework of formal education
”.
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It means that young people have more chances to develop their skills outside their schools.
2. Characteristic
Non-formal education has some characteristics based on Joesoef’s book.
There are four important characteristics of non-formal education, which are;
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a. Some forms of Non-Formal Education characterized to reach various
purposes. b.
The responsibility of the institutions of Non-Formal Education divided by general supervision or the community, supervision personal or combination to
most. c.
Some Non-Formal Education’s institutions should be disciplined with time teaching, use modern technology, and have lot of reading books for students.
d. The teaching methods are also different kinds such as face-to-face between
teachers and learning groups, the use of television audio, demonstrations, visual aids and classroom discussions.
6
Monika Novosadova. et al., Non Formal Education Book: The impact of Non Formal Education on young people and society, Belgium: AEGEE-Europe, p. 9
7
Joesoef, op. cit., p. 54
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