FACTORS AFFECTING THE IMPLEMENTATION OF
COMMUNICATIVE ACTIVITIES TO YOUNG LEARNERS IN
BILINGUAL CLASSROOM
THESIS
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Sarjana Pendidikan
Eta Sam Kristinasari
112008115
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
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Factors Affecting the Implementation of Communicative Activities to Young Learners in Bilingual Classroom
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TABLE OF CONTENTS
COVER PAGE ... i
APPROVAL PAGE ... ii
PUBLICATION AGREEMENT DECLARATION ... iii
COPYRIGHT STATEMENT ... iv
TABLE OF CONTENTS ... v
LIST OF FIGURES ... vi
ABSTRACT ... 1
INTRODUCTION ... 1
LITERATURE REVIEW Communicative and Non-Communicative Activities ... 3
METHODOLOGY A. Context of the Study ... 7
B. Participants ... 8
C. Data Collection Instrument ... 9
D. Data Collection Procedures ... 10
E. Data Analysis Procedures ... 11
DATA ANALYSIS Findings ... 12
CONCLUSION AND RECOMMENDATION ... 21
ACKNOWLEDGEMENT ... 23
REFERENCES ... 24
LIST OF FIGURES
Figure 1. The continuum of communicative
FACTORS AFFECTING THE IMPLEMENTATION OF
COMMUNICATIVE ACTIVITIES TO YOUNG LEARNERS IN
BILINGUAL CLASSROOM
Eta Sam Kristinasari
ABSTRACT
This paper aims at investigating the teachers about factors affecting the implementation of communicative activities to young learners in bilingual classroom. The context of the study was Bethany Elementary School, Salatiga. The participants of this study were 20 teachers teaching different subjects. The data were collected through semi-structured interviews. There are three factors that the findings suggested such as the factor of age, time constraints, and the nature of subjects. This study is hoped to give insight into teachers who teach young learners about the application of communicative activities in Indonesia. This study also proposes several recommendations that may enhance the future application of communicative activities.
Key words: Communicative Activities, Young Learners, Factors
INTRODUCTION
Some bilingual schools in Indonesia try to implement the Communicative Language Teaching (CLT) method into their teaching. Richard (2006) defined CLT as a teaching methodology for improving student’s ability in English contextual communication. The purpose of CLT is to help students in improving their communicative competence and to develop their English skills. The students practice speaking and communicating well through the activities which reflect real-life situations. However, there are many challenges in implementing this method in the bilingual classroom.
fulfill the basic requirement of communicative activities. Moreover, the challenge to implement CLT in Indonesia is about the teachers’ views in understanding communicative classroom activities (Ying, 2010). From the point of view of teacher, Hozzen’s survey noted that teachers are not aware of using the classroom activities because they are lack of training to apply communicative activities (Hozzen, 2008, p.30-34). Hozzen (2008) found that there is an example of some teachers who says, “I tell my students to do some practice in the classroom according to their syllabus and mostly I teach them using a guide book that was brought from market so that they will achieve a good result in their exams rather than to
truly communicate.” This contradicts what theorist say about the classroom activities that “Various kind of activities may be used in classroom such as role play, interviews, information gap, games, language exchanges, survey and pair work.“ (Barman, Sultana & Basu, 2006).
This study is inspired by Butler (2005) who conducted a study entitled Comparative perspectives toward communicative activities among elementary schools teachers in South
Considering such an issue, I would like to conduct a similar study about factors affecting the implementation of communicative activities to young learners in bilingual classroom in subjects such as Civic, Mathematics, Science, Social Studies, etc. The exact reason of this paper is to figure out the teachers’ challenge in implementing communicative activities in primary level. English education for primary level is generally known as Teaching English to Young Learners (TEYL). So, my research question for this study is: What are the factors affecting the implementation of communicative activities to young learners in bilingual classroom? The aim of this study is to find out the factors that may appear by implementing communicative activities to young learners in bilingual classroom. Furthermore, the significance of the study is to give insight into teachers to teach young learners and to overcome the challenge in implementing communicative activities in Indonesia. The findings from this study hopefully can help teachers from all subjects to know the factors affecting the implementation of communicative activities to young learners in the English primary classroom.
Communicative and Non-communicative activities
There are many arguments occur related to the application of communicative activities. Concerning on that arguments, the study on factors affecting the implementation of communicative activities to young learners in bilingual classroom provides some definition and characteristics of communicative activities in English Language Teaching. To ease the understanding of communicative ideas, Richard (2006) separated the definition between communicative and non-communicative activities.
generally known as the real-communication activities to learn to use their ideas, share and receive ideas in order to acquire the language (Ying, 2010). Meanwhile, non-communicative activities are distinct from natural communication. This activity does not give opportunities to students to explore in more communicative ways.
Based on the definition as it stated in the previous paragraphs, the characteristic of communicative ideas is also separated to some criteria in communicative and non-communicative activities. The teachers bring the non-communicative ideas in the English classroom activities as their primary aim for teaching English for communication (Bilash, 2009). To find out the nature of the term of communicative itself, Harmer (1892) study entitled ”What is communicative?” distinguishes between communicative and non-communicative activities. The characteristics of non-communicative and non-non-communicative activities can be seen at the end of continuum as follows:
Figure 1. The continuum of communicative and non-communicative activities (in Harmer, 1982)
students make mistakes in their English speaking. In communicative activities, we have no materials control. So the materials given do not limit the use of grammatical forms.
Meanwhile, in non-communicative activities, the students have no desire to communicate or even have communicative purpose. The students are involved in repetition or substitution drills. The goal is not to achieve communication but to achieve accuracy. So, they will concern on the form of language rather than the content. The teacher will intervene or correct the mistakes to ensure accuracy. This means that the materials are designed to focus on the particular item of language or grammar only.
Besides that, Ellis (1990) has further explanation of the list of six criteria for communicative activities. First, the activity must involve the students to perform a real communicative purpose rather than practice language for its own sake. The teacher creates information gaps or an opinion gap through giving different information to pairs of students so that they can have reason to exchange information. The activity can be done in pairs or group work by categorizing the partners. Games, role-play, simulations and puzzles make good contexts for communicative activities (Hadfield, 1999). This is emphasized by Green (1993) who stated that role-play can be an effective tool for creating communication between the students.
Third, when the students are doing the activity, they must concentrate on what they are saying, not how they say it. It means that a focus is on language content not language form. By focusing on meaning, they will have meaningful practice in practicing speaking skill (Rao, 2002). The students must have a message in what they are saying for example in real life, people do not ask about our friends’ family in order to practice the language forms. Though, people ask the questions because they are interested in the information. It means that they are interested in the language content and not in the language forms (Qiang, 2000). The assessment is on the ‘product’ or on communicative purpose rather than just on one language form.
Fourth, the activity must involve the students to use a variety of language. It means that it is not one specific language form. The students are free to improvise by using resources they choose (Qiang, 2000). The students should create improvisation on language form to avoid repetition. The students do not use the same language form repeatedly but use the number of language patterns.
Next, the activity must be done by the students working by themselves rather than by the teacher (Qiang, 2000). The teacher’s role is that of a facilitator in the communicative activity. Mihaela (2011) stated that teachers should not play dominant role in the activities. The teachers should not help or correct the students’ English during communicative activities. However, they should plan, structure, and guide communicative activities. Teacher intervention in classroom should be reduced. Teacher should give students’ opportunity to speak. So, the teacher should not evaluate how their students do it (Oradee, 2012).
material for communicative activities. So, Wilson (2002) emphasized that the students have to choose what language to use in doing the activity rather than merely mechanical practice of language pattern.
By implementing communicative activities, the students can absorb the language and train their speaking abilities. It helps the students to practice in real-life situations (Ying, 2010). Sun and Cheng (2000) as cited by Ying (2010) summarized three common features of communicative activities. First, communicative activities are task-based. The task-based requires students to involve in activity the classroom. Second, communicative activities are learner-centered. The activity focuses on students’ initiative and interaction. It means that students’ participation and responsibility is also needed in classroom activity (Eslami & Valizadeh, 2004). Third, communicative activities emphasize the use of language input that means the teacher is also needed to help practicing communication in classroom environment.
THE STUDY
This section discusses about context of the study, participants, data collection instrument, data collection procedures, and data analysis procedures.
Context of the study
bilingual- elementary school which used English and Indonesian as the medium of teaching instruction.
Participants
This research used criterion-based sampling which chose twenty Bethany Elementary School’s teachers, both males and females. I used that sampling procedure because there were only twenty teachers who taught in Bethany Elementary School in second semester of year 2012-2013. The participants consisted of English teachers and non-English teachers who taught from the first to the sixth graders of Bethany Elementary School. The non-English teacher taught the subjects that used English such as Social Studies, Civic, Mathematics, Christian Education, Science, Art, Information Communication Technology and Physical
Education. One teacher could also teach more than one subject lesson. The reason I chose the participants were because they had carried out the various activities in primary level. Furthermore, all of the participants’ names stated in the data were pseudonym (e.g: T1= Teacher 1). The list of participants’ personal information was presented in the table as follows:
Pseudonym Subject Grade Date Length of
interview T1 Physical Education 2 to 6 Mon, Feb 25th , 2013 10:45
T2 English 1 and 5 Tue, Feb 26th ,2013 10:15 Christian Education 1
T3 Bahasa Indonesia 3,5 and 6 Wed, Feb 27th , 2013 5:38
T4 Science 4 Thurs, Feb 28th , 2013 14:22
T5 Civic 4 to 6 Fri, March 1st, 2013 7:13 Art 3 to 6
T6 Bahasa Indonesia 2 Mon, March 4th, 2013 8:52 Christian Education 3 and 6
T7 Mathematics 1 Mon, March 4th, 2013 6:51 Bahasa Indonesia 1
Javanese Language 6
T8 Mathematics 4 Tue, March 5th, 2013 6:49
T10 English 4 and 6 Wed, March 6th, 2013 9:15
implementation of communicative activities to young learners in bilingual classroom (See Appendix 1).
Data Collection Procedures
To gather the data, the interview started from Feb 25th, 2013 to Mon, March 18th, 2013. Firstly, the data collection procedure was begun by getting permission from the headmaster of Bethany Elementary School. It was to make sure that I can collect data by interviewing the teachers from the school. Before I did the real interview with the participants, I asked one teacher to be the participant of a pilot interview. The purpose of pilot interview was to check whether the interview questions were understandable or not. From the teacher’s answer in the pilot interview, I got more ideas and was able to revise the questions and give the additional questions.
After the interview questions developed, it had been measured several times to develop the questions. Then, I made an appointment with the participant. There was a schedule involved to set the time for interview. I met every participant individually to hold an intensive interview. I used cellular phone-recorder to record the conversation during the interview. All the interviews were recorded. Each interview lasted around 10-15 minutes. The participant was allowed to use Bahasa Indonesia during the interview. I conducted interviews with the 20 participants for 1 month. It took 1 month to accomplish the data collection. Each day, I did 1 to 2 interviews. Through these interviews, I expected that the participants would give clear explanations since I did follow-up on the participant’s saying.
finished interviewing the participant. I transcribed the recording by using Express Scribe. Express Scribe was a software program to ease the recording transcription process. Then, I transferred the recording file from the format of .amr to .wav by using Format Factory because Express Scribe only detected the wav file. I re-listened to the recording to analyze the data. Then, I needed 2 weeks to analyze the data.
Data Analysis Procedures
The type of research in this study was qualitative research. The qualitative data were taken from the semi-structured interview. The data were analyzed qualitatively by using descriptive study, where all the data were presented using descriptive written explanation (Lynch, 1996). The expected data were the written opinions from those teachers from Bethany School.
After the data were gathered and transcribed, I studied the data in order to find the answer of the research question. I read carefully the verbatim transcription. Then, I categorized the subjects from the first grader to sixth grader. I chose the best answer from the participants.
To conclude the findings, I made a generalization based on the facts. To specify, I analyzed the answer from the teachers in interview. Then, I classified the participants’ ideas into several substantial categories. I reread the data several times to comprehend the information which participant uttered. In this data analysis, I would present each of the opinion or statement surrounding communicative activities. I described all the reasons, covering and concluding the similar ideas. To make the analysis brief and clear, I would combine several statements under one theme.
color-coded based on the subject lessons and similar ideas related to the factors affecting the implementation of communicative activities to young learners in bilingual classroom. Finally, the classified data were interpreted and elaborated on based on my interpretation and related to the literature review on the characteristic of communicative activities. All in all, I drew a conclusion toward the study that I had done.
FINDINGS
After collecting and analyzing all of the required data, preliminary analysis of the semi-structured interview has led the exploration of some factors affecting the implementation of communicative activities to young learners in bilingual classroom to several substantial categories. These substantial categories included the factor of age, time constraints and the nature of subjects. Each of these themes was presented and discussed below.
1. The factor of age
Based on the interview to the teachers, the findings showed that the majority of the teachers perceived the factor of age as their first factor to be considered in implementing communicative activities in the classroom. The extracts were represented from Grade 1 to Grade 6 in some subjects’ lesson. Below were some of the teachers’ statements:
Extract 1:
dan kewajiban’. They automatically have some variety of answers. I did not use role-play because it is difficult for them” (T18, Civic Grade 1 March 15th, 2013)
T18 stated that the teachers created questions and answers to discuss about ‘hak dan kewajiban’ in Civic. In this activity, the teachers aimed to make students understand about the topic rather than to achieve students’ communicative abilities. It could be seen that the activities had no communicative purpose. Then, the activity had no desire to communicate because the teacher emphasized on the students’ understanding on the material. In the classroom, there was only some students answered the teachers’ question about “hak dan kewajiban” so that some students did not have interaction in communicating. The teacher focused on form while students answered because the students should repeat the same grammatical mistake on that language form. The students used a variety of language in answering the teacher’s question such as “hak is something that we should accept, hak means our mine”. Since the teacher focused on students’ language form, the teacher directly corrected students’ grammatical mistakes. The material did not control the language use. So, the students could answer by using some language patterns.
Next, the second extract was shown in the T18’s answer, for examples:
Extract 2:
“In Mathematics Grade 1 and 2, I used games which is called speak number game. Speak number is when I said 1, they should say sparkling and when I said 2, they should say glowing. So, they can say agree or disagree if the game will be played again. One student also gives the idea for the rule of game. Actually, this game is not related to the material but the purpose of this game is to practice the students to think faster and keep concentrating. It helps the students to calculate the number accurately. I think mathematics is not be solved by discussion or role-play, they need focusing on the material itself which is calculating number logically. So, I give games to make them fun in learning mathematics.” (T18, Mathematics Grade 2 March 15th, 2013)
because the teacher’s purpose was to practice memorizing the number so that the students were able to think faster and keep concentrating. So, it had no communicative purpose in this game. Then, this game did not create desire to communicate for students. In this game, the teacher paid attention on how students’ saying rather than what students saying for example the correct pronunciation sparkling and glowing. This game allowed the students to use some variety of language form such as agree or disagree and giving idea for the rules of games. Since the teacher focus on language form, the teacher directly corrected students’ grammatical error in order to help their pronunciation. So, the teacher always did intervention while doing the game. The language used in this activity was not control by the task. So, the students could choose what language to use while doing the activity rather than merely mechanical practice of language pattern.
Then, the third extract was shown in the T19’s answer, for examples:
Extract 3:
“The students in Grade 3 are difficult to handle in a group because they are still young children, still like playing with their friends. So, I used whispering games. It is to remind them about some words in Mandarin. The students should remember this word for instance ‘y zi, piaò liang’. I also teach them to use some pattern of language such as ‘Lao zhi shaoshang hao, Lao shi, wo xiang he shui ma, Lao shi wo xiang shang xishoujian ma’ It is a kind of repetition. It is to make them understand about the words because children absorb word better. I directly correct them if they make grammatical error.” (T19, Mandarin Grade 3, March 15th, 2013)
h o ( ✄✆☎✞✝ ) (Good Morning), “L o-shi, wo keyi he shui ma? ✟✡✠☞☛✡✌✎✍✑✏✓✒ (Can I
drink?), “Lao shi, wo keyi shang cesuo ma?” ✔✂✕ ✟✡✠✖☛✡✗✙✘✞✚✂✏✛✒ (May I go to the
toilet?)
.
So, the students did not use the same language form repeatedly. Since the teacherfocus on language forms, there was teacher’s intervention to correct student’s English pronunciation during the activities. The material was not designed to control the language used so students could practice some language forms.
Next, the fourth extract was shown in the T4’s answer, for examples:
Extract 4:
“I invited my students Grade 4 to discuss about electric parallel. The topic is about lights that consist of translucent, opaque, and transparent. The purpose is to invite them in debating about the correct organization of electric parallel. The reason is because they have understood on how to discuss. I teach them to be able utter their ideas in the classroom activities. I motivate them in asking question. The question is emphasized about what the components of lights are. I evaluate their mistakes in the confirmation because the arrangement is Exploration-Elaboration and Confirmation Procedures.”(T4, Science Grade 4, Feb 28th, 2013)
Next, the fifth extract was shown in the T11’s answer, for examples:
Extract 5:
“I use pair-work in my class. The topic is about the history of ‘koperasi’ in Social Studies. The purpose is to achieve communication in class. So, the students should mention and identify the symbol of ‘koperasi Indonesia’, for example, the grains means prosperity, the tree means togetherness and etc. I give them visualization by showing the symbol of ‘koperasi Indonesia’. I ask them to practice giving question-answer with their partners. They are enthusiastic because they are able to do it. I evaluate their performance in the confirmation because I do not want to limit their time to speak. I encourage their speaking abilities even though they still make grammatical error in pronunciation. (T11, Social Studies, Grade 5, March, 7th, 2013)
T11 answered that the teachers’ carried out the activity which was pair-work about
‘koperasi Indonesia’. From the activity, the teacher created an activity to achieve the communicative purpose by practicing question and answer with the partners. The activity also made the students to have a desire to communicate. Furthermore, the teacher encourages student’s skill in speaking in their content speaking not from. In this activity, there was only one language item because the teacher asked the students to practice by using the word ‘means’ for example the grains means prosperity, the tree means togetherness and etc . Moreover, the teacher did not do intervention to the students while doing the activity so that the teacher evaluated students’ pronunciation in the confirmation. Also, the material was used to control the language used about the words ‘means’ only. The language used in the topic was controlled by the material itself.
Last, the sixth extract was shown in the T5’s answer, for examples:
Extract 6:
Based on that statement, T5 stated that the teachers’ carried out the activity which was simulations about party election. From the activity, it could be seen that the teacher created a simulation to achieve the communicative purpose by practicing the real condition of a party election. The activity also made the students to have desire to communicate with their friends through practicing language about procedures. Then, the teacher assessed students’ content of speaking rather than on grammatical form in order to encourage student’s skill in speaking. In this activity, there was only one language item because the teacher asked the students to practice about the procedures in party election by using first, second, third, etc. Moreover, the teacher did not do intervention to the students while doing the activity. The teacher did the evaluation in the end of activity in order to evaluate students’ performance in their pronunciation. Also, the material was used to control the language used about procedure only. The language used in the topic was controlled by the material itself. Therefore, it limited the students to use some language patterns in simulations. So, the activities that teachers used in Grade 1-6 were question and answer, speak and number game, whispering game, discussion, pair-work, and simulation.
2. Time Constraints
The second consideration that the majority of the teachers had was due to time constraints. The findings were shown in the teachers’ answers:
“To achieve the teaching objective goal by using role-play, drama, and simulation activity, it is slightly wasting time. So, I directly teach on how the students understand about phenomenon by demonstrate things.” (T16, Science Grade 5, March 13, 2013)
class. There was not enough time to use communicative activities such as drama, role-play, and simulation due to time constraint. The teacher needed more time to apply some communicative activities. The findings were also supported by other teachers’ answer:
“If there were enough time, I would use drama, discussion and simulation. In here, time means the material given to the students. If in one semester there were 3 units of lesson, it would be possible using role-play or fun class. But in this case, there are 7 units of lesson in one semester that contained many grammars. Since role-play uses a lot of time, I think there is impossible to teach seven kinds of grammar in one semester by using role-play. The problem is in the time. So, I should manage the time well.
Moreover, there are many holiday in Indonesia so it seizes the time from the teacher. So, I teach on their material about grammar function will, present tense, if conditional, be going to. In one meeting is one material only. I usually use games such as repeating sentence, guessing gestures, spelling, whispering, dialog games so that I can reach the goal. In teaching about grammars, I asked them to make a poem individually because it is difficult to make poem in group because the ideas of each student will be different. At that time I ask them to read in front of class. I teach their communicativeness through this way. Sometimes I directly correct their mispronunciation. (T10, English Grade 3, Wed, March 6th, 2013)
The finding above displayed that the teachers dealt with the time when they delivered the materials by using communicative activities. There were some reasons from the teachers which were gained by the teacher’s sentences that showed many materials in one semester. If in one semester there were only few materials or 3 units to be taught, it would be possible to apply communicative activities. So, the teacher would have longer time to do the communicative activities. In this case, there should be 7 unit of material in each semester. So, there is very limited time if the teacher designed materials using the communicative activities. The teacher focused on the seven kinds of grammars in one semester. Moreover, there was many occasion that caused holiday in Indonesia so that it would make the teacher lack time.
3. The nature of subjects
because the subject was naturally taught by using Education Software. The subject was Information and Communication Technology which used Games Education Software in the classroom activities. So, all the materials were delivered by using Games Education Software. The idea below was also represented by the teachers while delivering activity in the classroom. The teacher stated as follows:
“In IT, I used Games Education Software to deliver the material Microsoft Paint for IT. It is about the rule and reward how to play. Then the students play it in the group work. In my opinion, some students who have good socialization will prefer doing activities in group to individual. They are more enthusiastic in teamwork when they play from Software Education. Also, they showed their solidarity in doing group activity to other friends. During the activities, I monitor them in speaking and also, in my opinion, grammar in language is not the main thing but the main thing is the content speaking itself. Don’t laugh at them if they make grammatical mistake as long as they know the vocabulary, word choice in their communication. It made them afraid to speak English. Correcting the language is the job of English teacher. But I still evaluate their mispronunciation. “(T17, IT Information and Communication Technology Grade 1-6, March 14th, 2013)
activities because the materials were naturally delivered by using problem-solving activity. The teacher stated as follows:
“I have used role-play to deliver the material about fraction and denominator. My role play is student-centered by dividing them into groups. It means, I ask the students to be the active participant in doing the activities. So, students are more cooperative. The purpose is to make them understand more about what fractions are. I divide them into groups and I ask then to solve the problem about “soal cerita” in mathematics. Point C will be used to problem-solve. So, when they have grammatical mistakes in role-play, I automatically correct them. The important thing is that the students will have interaction in understanding the concept.” (T15, Mathematic Grade 3, Wed, March 13, 2013)
In this subject, the teacher purpose was to make students understand the material about fractions. So, it would be conclude that the activity had no communicative purpose. Also, the students had desire to communicative through problem-solving in this activity. So, they could communicate each other to solve a problem in mathematics exercises. The teacher perceived that role-play could be used in Mathematic by dividing students’ into group. Teacher thought that role-play was same with group work. While doing the problem-solving discussion, the teacher assessed on students’ speaking on language forms. Then, it allowed students to use a variety of language while interaction with their friends. There was still teacher intervention while doing the problem-solving. The teacher directly corrected students’ grammatical mistake. The activity was not designed to control what language students’ use.
CONCLUSION
The study set out to find out the factors affecting the implementation of communicative activities to young learners in bilingual classroom so that teachers would have insight to teach them about the application of communicative activities in Indonesia. From the result above, it implied that there were some factors in applying communicative activities in the classroom. The study has found three factors such as factor of students’ age, time constraints, and the nature of the subject to be considered when conducting teaching using communicative activities. From all the analysis presented above, I could say that generally some activities only used several characteristics of communicative activities. The teacher did not implement all the characteristics of communicative activities such as communicative purpose, desire to communicate, focus on content, variety of language, no teacher intervention, and no materials control.
Based on the findings, I would suggest that more training on implementing communicative activities needs to be provided. It is expected that by providing enough training, the teacher could overcome the factor that may affect by implementing communicative activities to young learners in bilingual classroom
Acknowledgement
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Appendix
APPENDIX 1
TEACHER INTERVIEW QUESTIONS
The interview is composed of open-ended questions addressing factors affecting the implementation of communicative activities to young learners in bilingual classroom. These interview questions are composed to collect the data about the factors. The participating teachers will be asked to review the questions briefly before the interview.
How do you conduct activities in your classroom?
Do you think that role play, games, and puzzle are communicative activities? Why?
What is your aim of using communicative activities?
How do you overcome when the students makes grammatical mistakes during communicative classroom activities?
APPENDIX 2
TRANSCRIPTION
TRANSCRIPTION
Interview Mon, Feb 25th , 2013 at 10:30 AM T1— Physical Education Grade 2-6
Eta : Selamat Pagi Mr, saya Eta. Dengan Mr. siapa ini?
Mr. : Saya dengan Mr.BR
Eta : Terimakasih telah bersedia menjadi partisipan interview saya. Interview ini dilakukan untuk memenuhi tugas skripsi saya. Sebelum memulai interview ini Mr mengajar di kelas berapa ?
Mr. : Kelas 2 sampai dengan kelas 6 untuk pelajaran Physical Education. Pendidikan Olahraga
Eta : Iya. Pendidikan Olahraga ya. Iya langsung saja ya Mr saya bertanya, activity yang biasanya digunakan dikelas itu misalnya seperti apa, apakah games seperti itu?
Mr. : Untuk awal biasanya saya buka dengan warming up, warming up dulu sama nanti harus lebih penting dengan terus bercerita tentang, “tadi dah sarapan atau belum?” atau bertanya komunikasi dengan anak-anak., “Apa ada yang kurang sehat?” menyiapkan untuk baju-bajunya, terus mulai dengan warming up lalu lalu kita langsung masuk ke games dulu untuk menarik perhatian anak-anak yang setelah itu masuk ke pokok materi terus.
Eta : Dan untuk pengajaran seperti ada warming up untuk mengetahui warming up tau word atau vocabulary seperti itu bagaimanakah mengenalkannya.
Eta : memberi contoh melalui gerakan. Apakah dalam activity itu sendiri terdapat suatu kegiatan yang mungkin mereka dibentuk dalam grup ataukah mereka in pairs atau mereka individu dalam games itu?
Mr : Kelas 3 dan 4 jadi anak harus bisa berkomunikasi dengan teman-temannya untuk memimpin dengan warming up. Jadi ada komunikasi dengan anak dan temen-temennya langsung bisa membetulkan ini sudah dipakai gerakannya
Eta : apakah Mr langsung membenarkan gerakanya
Mr. : iya saya mengawasi untuk pertama awal atau mengkin minggu awal itu saya masih memimpin setelah itu baru kegiatan anak untuk berpartisipasi sendiri untuk warming up
Eta : gamesnya bisa diberkan contoh misalnya ada games yang mungkin balapan lari atau lomba begitu?
Mr : kita masih memakai games traditional seperti bentengan trus.. itu untuk anak kelas kecil. Kelas besar masih bisa menjaring ikan rata-rata masih seperti itu yang dibentuk dalam grup besar atau grup kecil kadang-kadang untuk seorang anak
Eta : kalau dalam grup kemungkinan penggunaan role-play itu ada gak di activity yang digunakan Mr di lapangan?
Mr : jadi anak-anak kan butuh komunikasi butuh mengatur strategi, biasanya untuk anak-anak awal mungkin masih agak susah untuk berbahasa inggris. Tapi untuk kelas besar rata-rata kelas 5 kelas 6 mereka rata-rata hampir udah sering memakai bahasa inggris lebih dipakai mereka. Untuk awal mungkin ada hal yang harus kita dorong kita sudah ada peraturan harus memakai bahasa inggris, jika kita mau pakai bahasa Indonesia udah ada aturannya seperti rambu-rambu.kalau kita memang masih mau menggunakan bahasa apa kita harus sepakat. Tapi kalau kita tidak memakainya kita harus menggunakan Bahasa Inggris. Dari awal komunikasi dengan Bahasa Inggris jadi ketika anak berkomunikasi dengan Bahasa Indonesia anak harus diingatkan terus tapi ada beberapa anak yang bisa.. berasal dari..karena dulu ada yang dari Philipina itu mau tidak mau dalam group ketika ada anak itu mereka harus komunikasi dengan Bahasa Inggris. Dan itu sangat membantu sekali. jadi ada satu anak lebih banyak penggunaan Bahasa Inggris jadi membantu temannya komunikasi dengan Bahasa Inggris.
Eta : mengapa seperti itu Mr, menurut Mr apakah itu dari anaknya sendiri atau dari Mr?
udah sering memakai Bahasa Inggris untuk komunikasi karena itu dididik ketika berkomunikasi dengan guru, bertanya harus dengan bahasa Inggris, kalau dia bertanya tidak memakai Bahasa Inggris. Kita akan mengarahkan menjawab tapi selama mereka mau bertanya Bahasa Inggris kita akan membantu mereka mungkin dengan menyusun kata-kata bertanyanya kita arahkan jadi anak-anak bisa punya keberanian untuk berbicara itu sendiri ya.
Eta : Nah jadi ini menurut Ms sendiri aktifitas yang menggunakan pendekatan komunikatif itu bisa tidak sih terjadi di pelajaran penjaskes itu sendiri?
Mr : communicative language teaching?
Eta : bukan. Communicative activities ya. Jadi mereka tidak dibatasi untuk berbicara biarkan mereka berbicara dengan teman-temannya?
Mr : Kalau dalam olahraga kalau mereka bisa komunikasi satu sama lain tidak masalah, kalau grammarnya masih kurang berarti..
Eta : apakah anak-anak dari kelas atas saja?
Mr : iya sudah bisa tapi anak-anak kecil saja.. yang dari kelas bawah sudah pernah mencoba.. sudah pernah mencoba..karena di olahraga itu penuh dengan bicara..kadang dikelas lain guru itu masih menjelaskan kalau di olahraga benar-benar full dengan aktifitas yang anak butuh komunikasi. Lebih banyak komunikasi dikelas olahraga.
Eta : kosakata apa sih misalnya di kegiatan olahraga?
Eta : apa Mr?
Mr : cone, itu seperti piring ini lho..
Eta : o..
Mr : ini sebagai tanda atau rambu-rambu kalau. “please take the cone from my office” most of them did not understand, for the first time ya saya jelaskan dulu gunanya bentuknnya seperti ini baru mereka bisa persiapan,,kadang saya tidak tunjukkan dulu saya kasih ini piringnya in English jadi anak-anak bisa menirukan itu di English terus mereka saya suruh dua orang jadi mereka bisa saling ada yang membantu kalau tidak ya saling memberi masukan seperti itu.
Eta : jadi mereka belajar bersama melalui teman juga ya. Sudah seperti itu saja?
Mr : ya.
Eta : Iya saya juga sekian dulu interview hari ini Mr. Terimakasih untuk partisipasinya. Selamat Pagi.
Mr : Selamat Pagi.
TRANSCRIPTION
Interview Tue, Feb 26th ,2013 at 1 PM T2—English Teacher Grade 1,5
Eta : Selamat Siang Ms, saya Eta. Dengan Ms. siapa ini?
Ms : NK
Eta : Terimakasih telah bersedia menjadi partisipan interview saya. Interview ini dilakukan untuk memenuhi tugas skripsi saya. Sebelum memulai interview ini Ms, mengajar di kelas berapa dan subjectnya apa Ms?
Ms : Saya mengajar kelas 1, kelas 5 dengan subject English. Juga kelas 1 dengan subject Character Building atau Christian Education.
Eta : Oke langsung saja ya Ms, saat Ms dikelas diantara subject itu, apakah Ms pernah menggunakan role-play?
Ms : ya, khususnya hari ini. Topiknya sangat mendukung sekali dengan menggunakan teknik role-play.
Ms : dikelas Bahasa Inggris, kelas 5.
Eta : role-play yang bagaimana Ms? role-play yang seperti apa?
Ms : karena hari ini saya mengajar function will jadi saya meminta anak-anak untuk jadi peramal dan meramal teman-teman mereka atau bahkan guru-guru mereka dengan menggunakan function will itu tadi.
Eta : Awalnya bagaimana cara Ms mengajarkan itu?
Ms : semula saya memberikan tentu saja untuk anak SD diberitahu structure yang mendasarnya dulu verb satu. Sebetulnya anak-anak hanya perlu itu saja jadi bukan yang terlalu kompleks mengajari menggunakan will dan menggunakan verb 1 kemudian juga kondisi-kondisi ketika will itu dipakai. Itu untuk the future atau untuk decision for the moment of speaking cuma disampaikan dengan bahasa yang lebih dimengerti anak-anak.
Eta : mengapa pakai role-play ini tadi Ms tujuannya apa?
Ms : for fun karena anak-anak lebih mudah belajar kalau mereka fun ya kalau mereka menikmati.
Eta : iya karena jadi fortune teller ya
Ms : betul.
Eta : Nah misalnya ada salah-salah language atau grammatical error itu sendiri apakah Ms langsung membenarkannya dikelas atau nanti jadi memberikan kesempatan mereka berbicara dulu?
Ms : sebetulnya will-nya tidak ada masalah karena sejauh yang saya lihat kan mereka tidak melakukan kesalahan, saya sudah memberi peringatan dari awal bahwa mereka harus meramal dan menggunakan, meramalkan 3 hal dengan menggunakan function will jadi mereka sudah aware dari awal dan mereka berusaha terus menggunakan will, sesuai sample itu tadi. Cuma kalau mereka melakukan kesalahan yang lain saya biasanya tunggu sampai mereka selesai kemudian saya evaluasi setiap anak. Mereka tetap kita beritahu setelah itu mereka kembali dan yang lain maju lagi saya biarkan dulu baru saya evaluasi lagi.
Eta : Selain role-play ya Ms mungkin ada games lain yang digunakan dikelas?
Ms : itu biasanya saya spontanitas ya, jadi kadang pakai games waktu kalau lagi kreatif begitu pasti ada game-game yang dipakai.
Ms : saya biasanya memakai flashcard atau interview question jadi meminta mereka membuat contoh kalimat, jadi meminta anak-anak untuk membuat apa…
Eta : kalimat
Ms : ya sebuah kalimat yang menarik, yang sebuah kalimat yang tidak biasa. Keinginan kalian di masa depan apa kemudian mereka harus membuat selucu mungkin.
Eta : flashcardnya dengan kata-kata atau gambar atau tentang apa?
Ms : flashcard itu tentang situasi yang hanya diperagakan misalnya jadi ‘temanmu berkata kepadamu kalau dia lapar, apa yang akan kamu lakukan’ dan kemudian mereka menulis jawaban yang interesting begitu.
Eta : dengan menuliskan jawaban interesting seperti itu di buku. jadi ini menurut Ms sendiri aktifitas yang menggunakan pendekatan komunikatif itu seperti apa Ms? Apakah pengajaran itu ditekankan pada keterampilan berbicara atau keterampilan berbahasa itu sendiri.
Ms : keterampilan berbicara ya gabungan ya kedua-duanya kalau komunikatif maksudnya lebih kalau menurut saya lebih ke anak-anaknya. Selama mereka berani dan karena mereka lebih aktif untuk menangkap bahasa, aktif untuk menjawab atau aktif paling tidak menggunakan sifat-sifat tersebut. Itu sudah menurut saya itu sudah cukup komunikatif karena tidak dari satu pihak saja yang bicara saja dengan guru. Bahkan kalau komunikatif itu bicara juga semua anak mau berpartisipasi atau berkomunikasi untuk ngomong tidak cuma mendengar, ke teman-temannya beberapa anak tertentu..karena beberapa anak akan mendominasi dikelas begitu ya jadi ya makanya sebisa mungkin saya mencari strategi yang bisa membuat semua anak bahkan yang pendiam sekalipun untuk ikut berkomunikasi.
Eta :pertanyaan lagi, untuk yang role-play tadi apakah dibagi menjadi kelompok, in pairs atau bagaimana Ms?
Ms : tidak jadi prosedurnya adalah setiap anak akan menjadi fortune teller, jadi semua anak mendapat kesempatan kemudian saya mengundi siapa yang akan mereka ramal nantinya. Jadi pada akhirnya mereka akan meramal teman mereka sendiri. Tapi untuk memberikan rasa aman saya juga memasukkan dua nama guru, karena tadi juga ada guru native speaker yang ikut. Kemudian untuk menchallenge mereka, sepertinya cukup berhasil dan mereka sangat menikmatinya khususnya pada saat berkomunikasi.
Ms : iya misalnya mereka meramalkan salah satu guru, mereka mengatakan.. you will have.. oh you will live in Japan..you will have five children..
Eta : iya jadi untuk practicing language formnya juga?
Ms : iya dilatih juga.
Eta : o seperti itu. mungkin ada tambahan lagi yang Ms akan sampaikan atau mengenai aktifitas yang digunakan dikelas yang diluar dari pertanyaan saya diatas?
Ms : sebetulnya kalau strategi mengajar dikelas tidak bisa menggunakan satu metode saja. Jadi dengan terserah sama gurunya yang paling penting tidak cuma mengcover language maksudnya sasaran ya. Target bahasa yang disampaikan ke mereka tapi lebih mengeksplor anaknya. Karena hanya itu untuk mengetahui kemampuan mereka. Dan itu penting menurut saya dan kami guru-guru disini terus bisa untuk mencari, menggali terus potensi-potensi untuk explorasi itu tadi. Strateginya itu masing-masing guru berbeda ya jadi kalau saya kadang ada sekali berhasil kadang ada yang tidak, kadang ada yang saya pikir dengan ini berhasil tapi justru diluar dugaan atau malah menutup mereka malah mereka jadi takut dan sebagainya. Nah kalau sudah seperti itu ya saya langsung ganti strategi yang penting saya punya gambaran saya seperti ini.
Eta : untuk kelas atas ya ini?
Ms : ya khususnya untuk kelas atas karena…. Kalau untuk kelas bawah mungkin saya lebih sering memakai AVA karena anak-anak kan biasanya kalau tidak ditarik dengan perhatian, dia kan tidak bisa apa itu namanya fokus..sesaat kan cepat hilang misalnya kadang pelajaran tentang clothes.. pakaian saya harus memakai pakaian yang heboh begitu biar anak-anak memperhatikan saya, kayak kimono begitu. Dan saya juga membawa gambar-gambar baju kan biar lebih jelas seperti itu.
Eta : Sudah hanya itu, Ms?
Ms : Iya
Eta : Iya saya juga sekian dulu interview hari ini Ms. Terimakasih untuk partisipasinya. Selamat Siang.
TRANSCRIPTION
Interview Wed, Feb 27th , 2013 at 1 PM T3—Bahasa Indonesia Teacher Grade 3, 5, 6
Eta : Selamat Siang Mr, saya Eta. Dengan Mr. siapa ini?
Mr. : Dengan Mr.DW
Eta : Terimakasih telah bersedia menjadi partisipan interview saya. Interview ini dilakukan untuk memenuhi tugas skripsi saya. Sebelum memulai interview ini Mr, Mr mengajar di kelas berapa dan subjectnya apa ?
Mr. : Saya mengajar di kelas 3,5,6 subjectnya Bahasa Indonesia.
Eta : Bahasa Indonesia. Iya langsung saja ya Mr. saya mau bertanya saat Mr dikelas apakah Mr pernah menggunakan role-play?
Mr : role-play untuk?
Eta : sebagai aktifitas pendukung pelajaran Bahasa Indonesia itu sendiri.
Mr : Karena saya mengajarkannya agar mereka bisa menerapkannya dikehidupan sehari-hari jadi mereka harus tahu bagaimana menerapkannya dan role-play adalah salah satu cara yang sangat efektif untuk ya itu..
Eta : untuk mendukung itu.
Mr : ya untuk mendukung itu
Eta : Ya, role-play yang bagaimana Mr? role-play yang seperti apa?
Mr : contohnya salah satu aktifitasnya itu, story telling jadi saya mengajarkan mereka teks naratif dalam bentuk cerita rakyat dan mereka harus memaparkannya kembali menggunakan kata-kata mereka dan mereka juga bisa menggunakan media drama atau peragaan sesuai dengan kreatifitias mereka.
Eta : jadi mereka berperan menurut cerita rakyat itu sendiri ya, Mr?
Mr : Betul
Eta : Dan tujuan Mr menggunakan role-play itu apa Mr?
mereka dapatkan. Jadi saya paling tidak suka itu mengajarkan yang tradisional jadi ceramah itu saya tidak suka.
Eta : O,jadi terus Mr pakai role-play
Mr : iya talk less do more.
Eta : berarti bahasa pengantarnya itu sendiri apa?
Mr : Bahasa pengantar untuk pelajaran Bahasa Indonesia tetap ya Bahasa Indonesia.
Eta : selain role-play mungkin ada games lain yang digunakan Mr dikelas?
Mr : Ya, saya sering sekali menggunakan games teka-teki.
Eta : Bisa dijelaskan bagaimana Mr menggunakan gamesnya?
Mr : Misalnya jika..jadi jika anak-anak itu saya ajarnya misalnya apa ya..susunan kata yang baru misalnya kalimat majemuk begitu gitu ya.. jadi mereka itu jika saya mengajarkannya hanya secara ceramah itu, mereka tidak akan..tidak akan..
Eta : memperhatikan
Mr : tidak akan memperhatikan saya. Karena itu saya menggunakan media permainan agar.. jadi seperti ini saya berikan teka-teki misalnya, apa yang kepalanya dua, badannya satu ekornya satu? Apa bisa nebak tidak Ms?
Eta : tidak
Mr : jawabannya dispenser.
Eta : o iya
Mr : jadi saya meletakan kertas-kertas seperti itu untuk memacu mereka agar mereka bisa mencari jawaban dari pertanyaan tersebut, begitu.
Eta : Jadi studentsnya juga ikut aktif ambil bagian dari permainan?
Mr : Mereka yang mencarinya dan itu saya namakan permainannya seperti mencari harta karun. Jadi di dalam kertas tersebut nantinya ada titik-titik dan mereka harus melengkapinya sesuai dengan struktur kalimat majemuk yangsudah saya ajarkan.
Mr : Ya kan nantinya mereka kan yang pertama akan..misalnya saya sudah menyiapkan empat petunjuk dan mereka menemukan petunjuk yang pertama. Petunjuk yang pertama itu misalnya di dispenser. Terus kan nanti ada kalimat ”Rudi sedang bermain… ayah datang” itu kan kalimat majemuk bertingkat dan mereka harus mengisinya dengan kata hubung misalnya ketika. Dan mereka setelah menemukan kertas itu mereka harus mencari saya untuk mengisi jawaban yang benar. Jadi juga kalau jawabannya benar mereka akan mencari petunjuk yang kedua untuk mencari harta karun yang kedua.
Eta : O,seperti itu. Jadi menurut Mr sendiri aktifitas dikelas yang menggunakan pendekatan komunikatif itu yang seperti apa Mr?
Mr : ya yang agar mereka itu bisa menggunakannya sesuai dengan kemampuan mereka sendiri dan menurut saya tujuan pembelajaran komunikatif itu agar mereka bisa menggunakannya sesuai dengan dunia mereka sendiri.
Eta : iya terutama di pelajaran Bahasa Inggris. Oke, mungkin ada tambahan lain Mr yang akan disampaikan atau mengenai activity role-play itu sendiri untuk pelajaran Bahasa Indonesia atau diluar dari pertanyaan saya diatas?
Mr : Ya Bahasa Indonesia sekarang kan terkenal dengan momoknya siswa-siswa dengan menulis banyak dan mungkin salah satu caranya untuk menghentikan pandangan negative siswa terhadap Bahasa Indonesia adalah dengan role-play. Jadi saya sangat menganjurkan dengan role-play.
Eta : iya setuju dengan role-play itu sendiri
Mr : iya betul
Eta : sudah itu saja Mr?
Mr : Iya
Eta : Oke, saya juga sekian dulu interview hari ini Ms. Terimakasih unutk partisipasinya. Selamat Siang.
Mr : Selamat Siang.
TRANSCRIPTION
Interview Thurs, Feb 28th , 2013 at 8 AM T4 —Science Teacher Grade 4
Ms : Ms. B
Eta : Terimakasih telah bersedia menjadi partisipan interview saya. Interview ini dilakukan untuk memenuhi tugas skripsi saya. Sebelum memulai interview ini Ms, mengajar di kelas berapa dan subjectnya apa Ms?
Ms : Saya mengajar di kelas 4 subjectnya Science.
Eta : Oke Ms langsung saja saya mau bertanya, saat Ms dikelas apakah Ms pernah menggunakan role-play?
Ms : Tidak. Saya lebih menekankan pada sebuah percobaan atau demonstrasi kepada siswa karena Science lebih mengena apabila siswa itu menggunakan benda nyata untuk mereka pahami.
Eta : bisa dijelaskan lagi?
Ms : misalkan saya kemarin mengajarkan tentang bunyi, perambatan bunyi. Bunyi itu membutuhkan media yaitu media gas, media zat cair dan zat padat. Dan contohnya ketika zat padat mereka saya suruh semuanya itu mendengarkan dimeja meraka masing-masing dan saya ketuk-ketuk seperti ini. Jadi mereka mendengarkan ya itu kan berarti melalui benda padat.. suara melalui benda padat. Kemudian mereka telinganya tidak dimeja lagi.. dengan telinga biasa mereka mendengarkan. Apakah ada perbedaannya atau tidak.. pasti ada perbedaanya. Nah dari situ jadi mereka bisa memahami perambatan bunyi itu melalu zat padat dan udara dan gas itu berbeda. Lebih cepat di zat padat karena lebih keras.
Eta : jadi lebih ke prakteknya langsung.
Ms : iya ke prakteknya langsung.
Eta : Dari kegiatan demonstrasi yang dilakukan dikelas itu tujuannya apa Ms?
Ms : tujuannya buat studentsnya adalah mereka tidak hanya hafal konsep. Tapi mereka tahu mengaplikasikan konsepnya. Jadi ketika siswa hanya menghafalkan misalkan definisi dari bunyi atau perambatan bunyi hanya terdiri dari tiga media, itu pasti mereka bisa menghafalkan tapi bagaimana mereka bisa memahami aplikasi dari konsepnya itu dalam kehidupan sehari-hari.
Eta : itu kegiatan pair, individu atau berkelompok?
konsepnya jelas rangkaian listrik dan mereka.. membuat sendiri-sendiri dengan karya mereka sendiri-sendiri. jadi mereka nanti lebih paham mendalam bagaimana cara merakit dan bagaimana rangkaiannya.
Eta : mengenai kosakata, bagaimanakah cara mengajarkannya kepada mereka?
Ms : jadi kami mengikuti tahap E-E-K (Explorasi, Elaborasi, dan Konfirmasi) nah ketika explorasi itu saya lebih menekankan ke motivasi mereka seperti misalkan saya bertanya, topiknya tentang lampu ya misalnya dengan rangkaian seri. Saya bertanya, ‘apakah kalian tahu apa yang dimaksud dengan traffic light’, ‘tahu’ mereka menjawab. Kemudian, “itu berada dimana ya”
mereka jawab, dipinggir jalan Ms. saya bilang, ‘fungsinya untuk apa?’ terus mereka, buat stop, buat biar jalan lagi. Saya tanya lagi, “kira-kira komponennya apa saja.ada lampunya..ada lampu merah..ada lampu kuning ada lampu hijau”. Apakah ada fungsinya saya tanya lagi..”ada merah untuk stop”, kuning untuk pemberitahuan kemudian hijau untuk jalan. “Nah kemudian saya lebih dalam lagi bertanya, nah mereka hidup bersamaan tidak, mereka menjawabnya, tidak mereka hidupnya sendiri-sendiri Ms”. kalau sendiri-sendiri berarti itu termasuk rangkaian apa ya, dan mereka bilang
“rangkaian parallel”. Jadi mereka dan dapat sebelumnya jadi mereka dikit-dikit juga sudah saya tarik pada intinya untuk mereka tahu itu rangkaian parallel. Oke rangkaian parallel dengan menunjukkan beberapa gambar. Rangkaian parallel nya yang mana..kemudian mereka pilih yang betul,kemudian saya bawa disitu rangkaian parallel..tapi tetap ada rangkaian seri untuk saklarnya. Dan saklarnya saya gambarkan lagi, banyak saklar terdapat beberapa bagian terus yang betul yang bagaimana..pada bagian yang salah saya tunjukkan, apakah ini betul mereka berdebat kalau misalnya disini akan saya putuskan mati semua tidak..mati semua..oh berarti bukan disini..ditempat yang lain..jadi saya ajak mereka berdiskusi..jadi tidak saya tunjukkan langsung ini rangkaiannya kalian buat ini..itu tidak.. tapi saya ajak mereka untuk berdiskusi melalui sebuah gambar rangkaian itu tadi..
Eta : misalkan pada saat berdiskusi itu mereka masih salah dengan penggunaan grammar misal salah pengertian seri dan parallel itu sendiri apakah Ms langsung membenarkan pada saat itu juga atau biarkan mereka berdiskusi sampai selesai?
Eta : kemudian selain itu, adakah activity yang digunakan dikelas Ms yang Ms rasa cukup membantu kegiatan berkomunikasi seperti diskusi itu sendiri atau games?
Ms : selain activity mungkin saya menunjukkan seperti demonstrasi misalkan topiknya lain lagi ini sebuah bayangan..bayangan itu kan misalnya semakin jauh dari sumber cahaya itu bayangannya akan semakin kecil. Tetapi kalau semakin dekat itu bayangannya semakin besar. Saya menggunakan LCD. Tangan saya saya naikkan pertama saya jauhkan..mereka melihat..ih tangannya Ms setelah saya dekatkan mereka bilang ih tangannya Ms jadi gede banget..jadi mereka tahu, paham jadi agar juga logikanya jalan..jadi saya lebih mengajar praktek..prakteknya seperti itu.
Eta : bahasa pengantarnya Ms?
Ms : bahasa pengantarnya kalau saya karena Science itu unutk mengajarnya banyak kata-kata yang sukar itu saya Bahasa Indonesia saya campur dengan Bahasa Inggris dan catatannya pun juga bahasa Inggris.. ya catatannya Bahasa Inggris tapi pada kata-kata yang susah.. seperti translucent
Eta : apa Ms
Ms : yang benda tembus cahaya dan benda tidak tembus cahaya itu opaque..kemudian ada translucent
Eta : bisa dijelaskan Ms kosakatanya?
Ms : opaque itu benda tidak tembus cahaya. Translucent itu benda tembus cahaya (hanya sebagian. Some lights), transparent itu benda transparent (allow light to pass through them) jadi setelah itu saya kasih dalam kurungi ini bahasa sendiri ataukah keterampilan dengan berbahasa dengan menggunakan term itu sendiri dengan benar. Jadi Ms menekankan pada yang apa?
konsepnya..tapi kata ‘anu’ atau iya itu tadi itu sesuatu yang mereka ingin sampaikan saya bantu jadi mereka juga saya latih menyampaikannya begitu.. menyampaikan dengan baik supaya orang lain juga mengerti apa yang dia pikirkan supaya bisa menangkap artinya
Eta : apakah ada presentasi tentang hasil karya mereka misalnya seperti itu?
Ms : sampai saat ini kalau dari kelas 6 saya mengajarnya saya cuma membantu pak Ndaru..pak Ndaru yang megang kelas 6. Untuk kelas 4 itu yang saya ajar mereka saya suruh jelaskan hasil tentang suara..saya minta salah satu anak untuk menjelaskan kepada teman-temannya tentang perambatan bunyi melalui benda padat, melalui benda cair, melalui gas. Ya mereka berusaha menjelaskan.. ya mereka masih terbata-bata tapi saya bantu dengan kata-kata kemudian mereka mencoba untuk berbahasa untuk menyampaikan itu.
Eta : Last question ini Ms, ada lagi tambahan yang mungkin disampaikan atau mengenai activity itu sendiri yang diluar pertanyaan saya tadi .. ada yang bisa ditambahkan?
Eta : mereka belajar juga untuk membedakan. Sudah begitu saja Ms?
Ms : iya
Eta : Saya juga sekian dulu interview hari ini. Terimakasih Ms untuk partisipasinya. Selamat Pagi.
Ms : Selamat pagi. terimakasih.
TRANSCRIPTION
Interview Fri, March 1st, 2013 T5 – Civic Teacher Grade 4, 5, 6
Eta : Selamat Siang Mr, saya Eta. Dengan Mr. siapa ini?
Mr. : JS
Eta : Terimakasih telah bersedia menjadi partisipan interview saya. Interview ini dilakukan untuk memenuhi tugas skripsi saya. Sebelum memulai interview ini saya mau bertanya, Mr mengajar di kelas berapa dan subjectnya apa ?
Mr. : Saya mengajar di kelas 4,5,6 subjectnya Civic. Dan kelas 3,4,5,6 subjectnya Art.
Eta : Civic dan Art. Oke langsung saja ya Mr sendiri apakah saat dekelas itu Civic dan Art, Mr pernah menggunakan role-play?
Mr : Ya sering. Saya sering menggunakan role-play.
Eta : role-play yang seperti apa? Yang bagaimana Mr?
Mr : disini saya kondisikan anak benar-benar mengerti keadaan. Jadi nanti tujuannya diadakan role-play ini ketika mereka dihadapkan dengan kondisi yang riil, kondisi yang nyata. Mereka benar-benar.. oh ini aku dah pernah ngalamin. Seperti simulasi di dalam kelas begitu.
Eta : Bisa diberikan contoh simulasinya ceritanya tentang apa? Di subject apa?
Mr : Civic. ceritanya tentang pemilu, kebetulan materi kelas 6. Jadi anak-anak mereka belajar untuk membikin seperti partai kecil. Partai kecil-kecilan lalu mereka belajar bagaimana proses pemilu, bagaimana proses pemilihan. Dan itu mereka benar-benar ngalami.
