4.3.5 Emerging Themes Related to the Challenges and Strategies in Teaching
Based on P1’s statement, teaching English in Pesantren Hidayatullah was fun and challenging since English was not the it’s background.
P2 also stated the statement that:
“Kalau menurut kami tentang mengajar Bahasa Inggris ini adalah pelajaran yang penting karena terkait dengan bahasa internasional dimana nanti tidak setiap murid itu pasti belajar agama, pasti ada pelajaran yang lain atau tempat-tempat yang mana mereka pasti akan menggunakan Bahasa inggris ini seperti itu. (In our opinion, teaching English is an important lesson because it is related to international language where not every student will have to learn religion, there must be other lessons or places where they will definitely use English.) [Partisipan-P2-ET-1]
According to the statement above, P2 said that teaching English in Pesantren was crucial because English is an international language which learned globally. In Pesantren students did not always study about Islamic teaching, there must be other subjects, places or situations that required students to use English.
Besides that, both teachers agreed that teaching English in Pesantren Hidayatullah was difficult due to some challenges that have been described in the beginning of this chapter.
In short, both teachers claimed that English language teaching at Pesantren Hidayatullah was really fun, challenging and very essential to be learned.
4.3.5.2 Emerging Themes: Number of Students in the Class
Each teacher teaches in accordance with what has been determined. P1 said that:
“Ada 3 kelas, semuanya ada 6 kelas, jadi yang saya ajar 3 kelas. Kelas 1,2,3 putri. Untuk jumlah muridnya bermacam-macam. Kelas 1 yang putri ada 13.
Kelas 2 nya 18, kelas 3 nya 20.” (There are three classes, over all there are six classes, so I teach three class, first, second, and third female classes. The number
of students varies. In first grade, there are eighteen students, in second grade, there are eighteen students, and twenty students in third grade.) [Partisipan-P1-ET-2]
Based on the statement above, P1 was only teaching female students in three classes. The number of students in each class also varies. There are eighteen students in first grade, eighteen students in second grade, and twenty students in third grade.
Meanwhile, P2 mentioned that:
“Ada 3 kelas putra, kelas 1 yang putra ada 15, kelas 2 sekitar 13, kelas 3 17 lah.”
(There are three male classes, first grade for male students is fifteen, second grade is around thirteen, and third grade is seventeen students.) [Partisipan-P2-ET-2]
According to the statement mentioned above, P2 was teaching the male students.
The number of students in every class are different. For male students in the first grade there are fifteen students, around thirteen students in second grade, and seventeen students in third grade.
In conclusion, P1 and P2 taught different classes. P1 taught the female students in the first, second, and third grades, while P2 taught the male students in the same grades.
The number of students in each class also varies.
4.3.5.3 Emerging Themes: Duration of Teaching
The second emerging themes is about the duration of teaching in a week. As stated by P1:
“Seminggu 3 kelas 12 jam.” (One week, three classes, twelve hours.) [Partisipan-P1-ET-3]
Based on P1’s statement, in a week she taught three classes in approximately twelve hours of teaching.
P2 also mentioned that:
“Seminggu ada 3 kelas 12 jam.” (A week there are three classes, twelve hours.) [Partisipan-P2-ET-3]
According to P2’s statement, he taught three classes in a week, with a total twelve hours of lessons.
Both teachers also added that with a total twelve hours of teaching in a week was still not enough. P1 mentioned that:
“Kurang sebenarnya, makanya ada jam tambahan. Karena mereka berasrama, di asrama mereka mendapatkan pelajaran vocab penambahan kosa kata. Sehari ada 4 kosa kata.” (Actually, it is still not enough, however there are additional hours. Because they are in dormitory, in there, they get vocabulary additional lessons. There are four vocabularies in a day.)
In line with that, P2 also stated that:
“Masih kurang.” (Still not enough.)
Based on the statements above, it can be concluded that the teacher taught three classes in a week, every class learned English twice a week, therefore the teachers’
duration of teaching was twelve hours. They also agreed that with just twelve hours of teaching, it was still not sufficient to teach the lessons.
4.3.5.4 Emerging Themes: Teaching Media
The third emerging themes is about the teaching media used by the teachers in teaching English in Pesantren Hidayatullah. As mentioned by P1:
“Textbook, kadang pakai teknologi seperti proyektor dan speaker ya untuk mendengarkan native.” (Textbooks, sometimes using technology such as, projector and speaker to listen to natives.) [Partisipan-P1-ET-4]
According to the statement above, P1 used textbooks, sometimes used projector and speaker to listen to native’s speaker.
In line with the statement, P2 also stated that:
“Pakai buku, kadang juga pakai infocus.” (Using books, sometimes also using projector.) [Partisipan-P2-ET-4]
From the statement above, P2 also mentioned books and projector as the teaching media for him to teach English.
To conclude, both teachers used the textbook, and using technology such as projector and speaker as their teaching media.
4.3.5.5 Emerging Themes: Ability to Use Technology
Previously, participants had mentioned about the use of technology as the teaching media. In this section, teachers’ ability to use the technology in teaching English will be explained. As mentioned by P1:
“Selama ini lancar lah, bisa.” (So far, it has been smooth.) [Partisipan-P1-ET-5]
From the statement mentioned by P1, she can utilize the technology smoothly.
P2 also stated that:
“Selama ini lancar saja.” (So far, it been fine.) [Partisipan-P2-ET-5]
According to the statement above, P2 stated that his ability to utilize the technology was just fine.
In short, both teachers believed that they were good enough to utilize the technology.
4.3.5.6 Emerging Themes: Language Use in Teaching
This section is explaining about the language use by the teacher when teaching English. P1 stated her statement that:
“Mix ya, campuran.” (Mix English-Indonesian.”) [Partisipan-P1-ET-6]
Based on P1’s statement, she used both English and Indonesian when teaching English. P2 also mentioned that:
“Campur ya, Bahasa Inggris Bahasa Indonesia.” (Mix, both English and Indonesian.) [Partisipan-P2-ET-6]
In accordance with P1 statement, P2 also used both English and Indonesian when teaching English.
In conclusion, the teachers mixed the language when teaching English. They used both Indonesian and English.
4.3.5.7 Emerging Themes: Students Understanding
The emerging themes being described is about the students understanding when teachers use English in explaining the lessons. P1 mentioned that:
“Iya, kadang mengerti, kadang tidak mengerti. Kadang kita sebut Bahasa inggrisnya terus diartikan.” (Yes, sometimes they understand, and sometimes do not. We explain in English first then we interpreted.) [Partisipan-P1-ET-7]
According to the above statement, P1 said that when she taught English using English, students sometimes understand and sometimes not. However, she explained in English first, then, she interpreted it, so the students can understand clearly.
P2 also mentioned that:
“Kadang mengerti, kadang tidak mengerti.” (Sometimes they get it, sometimes they do not.) [Partisipan-P2-ET-7]
Along with the statement mentioned by P1, P2 also stated that students sometimes can understand when he taught in English, but sometimes they did not get it.
According to the above statements, both P1 and P2 agreed that students sometimes understand when they explained the lesson with English, but also sometimes they did not understand, therefore after speaking in English, the teacher explained it again in Indonesian.
4.3.5.8 Emerging Themes: Curriculum Implementation
The emerging themes being described is about the appropriateness of the implemented curriculum with the materials or topic being taught in the class. As stated by P1:
“Mungkin sekitar 80% telah sesuai.” (Probably around eighty percent were appropriate.) [Partisipan-P1-ET-8]
Based on the statement mentioned by P1, about eighty percent of the materials or topics being taught in the class were in accordance with the curriculum set by the government.
P2 also mentioned that:
“Iya, sudah sesuai.” (Yes, it is suitable.) [Partisipan-P2-ET-8]
P2 agreed that the lessons or materials being taught in the class were in accordance with the curriculum mandated by the government.
In short, both teachers believed that the materials or topics that they taught in the class were already suitable with the curriculum set by the government.
4.3.5.9 Emerging Themes: Teaching Materials
Along with the curriculum implementation, this part described about the teaching materials used by the teachers in teaching English. P1 mentioned that:
“Iya sesuai dengan topiknya. Ada syllabusnya dari pemerintah, kurikulum K13, sesuai dengan itu.” (Yes, suitable with the topic. There is a syllabus from K13 curriculum given by the government, based on that.) [Partisipan-P1-ET-9]
Based on the statement above, P1 taught the students based on the syllabus in K13, it was in accordance with the topic being learned.
P2 also stated that:
“Sesuai dengan topik ya, sesuai dengan syllabus K13.” (It depends with the topic and K13 syllabus.) [Partisipan-P2-ET-9]
Along with the statement mentioned by P1, P2 also said that the teaching materials used in the class was based on the K13 syllabus and in accordance with the topic being learned.
In addition, both teachers mentioned that there were slight differences on the topic being learned in the Pesantren and with the regular schools. As mentioned by P1:
“Kalau kurikulumnya sama lah dengan umum ya, tapi ada muatan tauhid kita di dalamnya. Sekolah agama itu kan berbasis tauhid jadi tetap mengacu pada kurikulum umum tapi ada muatan-muatan tauhid di dalamnya, misalnya ketika kita mengajarkan tentang apa tapi ada di situ muatan ruhiyah nya ya.” (The curriculum is the same with the regular ones, but there is a charge of monotheism in it. The religion school is based on monotheism, so it still refers to the general curriculum but includes monotheistic content, such as when we teach about something, it includes spiritual content.)
P2 also said that:
“Iya, tetapi ada tambahan muatan-muatan tauhid di dalamnya.” (Yes, but it also contains monotheistic charges.)
Based on the additional statement mentioned by both teachers, it can be concluded that, teachers taught in accordance with the established curriculum and topics from the syllabus, but there were additional monotheistic contents in it because pesantren is mostly based on Islamic teaching.
According to the statements mentioned by both teachers, it can be concluded that, teachers taught the lessons that were in accordance with the established curriculum and topics from the syllabus, but there were additional monotheistic contents in it because Pesantren was mostly based on Islamic teaching.
4.3.5.10 Emerging Themes: Urgency in Learning English
This emerging theme described about the urgency in learning English at Pesantren Hidayatullah. P1 mentioned her statement that:
“Kalau menurut saya ya sangat penting, karena sekarang hampir seluruh aspek itu menggunakan Bahasa inggris ya, bahkan hp dan computer banyak Bahasa inggrisnya, makanya sangat penting sekali Bahasa inggris itu di pesantren.” (In my opinion, it is very important because nowadays, almost all aspects are using English, even smartphones and computers have a lot of English, therefore English is very important in Pesantren.) [Partisipan-P1-ET-10]
Based on the statement above, P1 stated that learning English in pesantren was very crucial. Almost all the activities nowadays necessitate the use of English, therefore it was very important to learn English especially in Pesantren.
Along with that statement, P2 also mentioned that:
“Sangat penting. Yang jelas kan mereka nanti akan pasti tidak selamanya di pesantren ya, bertemu dengan banyak hal yang berkaitan dengan Bahasa Inggris, itu pasti sangat penting untuk mereka pelajari kedepannya.” (It is very important. What is certain is that they will not remain at the pesantren forever, they will encounter many things related to English, that is definitely very important for them to learn in the future.) [Partisipan-P2-ET-10]
According to the statement mentioned by P2, learning English in pesantren was very important. In order to prepare students to communicate easily with the world, therefore learning English was essential.
From the above statements, it can be concluded that English language learning in Pesantren Hidayatullah was extremely important.
4.3.5.11 Emerging Themes: Urgency in Parents’ Role for Students Learning The role of parents in children’s learning activities is also important. As stated by P1:
“Sangat sangat penting ya.” (“it is extremely important.”) [Partisipan-P1-ET-11]
P1 agreed that parents’ role on students learning was very critical.
In line with that, P2 also mentioned that:
“Oh iya, sangat penting. Kita ini kan sebenarnya adalah perwakilan daripada orangtua, jadi orang tua sendiri perlu disadarkan untuk bisa memotivasi anaknya biar bisa mereka mendorongnya lebih semangat lagi untuk belajar.”
(Yes, it is very important. We are actually representatives of parents, so parents themselves need to be made aware of their ability to motivate their children so that they can encourage them to be even more enthusiastic about learning.) [Partisipan-P2-ET-11]
Based on the statement above, P2 said that the role of parents was very
important. Teachers were just representatives of parents at the school. Parents must be made aware to be able to motivate their children to be more enthusiastic in learning.
Therefore, parents’ role on students learning was very necessary.
Both teachers agreed that parents’ role on students learning was very crucial.
The teacher was just a representative of student’s parents at school. Everything will return to their parents at home who must encourage and motivate them in learning.
4.3.6 Emerging Themes Related to the Challenges and Strategies in Teaching