Direktorat Riset dan Pengabdian Masyarakat Direktorat Jenderal Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi
Gedung BPPT II Lantai 19, Jl. MH. Thamrin No. 8 Jakarta Pusat http://simlitabmas.ristekdikti.go.id/
PROTEKSI ISI LAPORAN KEMAJUAN PENELITIAN
Dilarang menyalin, menyimpan, memperbanyak sebagian atau seluruh isi laporan ini dalam bentuk apapun kecuali oleh peneliti dan pengelola administrasi penelitian
LAPORAN KEMAJUAN PENELITIAN MULTI TAHUN ID Proposal: 359e424e-f030-4466-9d18-51ac3f31fc8e Laporan Kemajuan Penelitian: tahun ke-1 dari 2 tahun
1. IDENTITAS PENELITIAN A. JUDUL PENELITIAN
PROBLEMATIKA DAN ASPEK POTENSIAL PEKERJA SEKTOR INFORMAL DALAM AKTIVITAS LEARNING SOCIETY DI KAMPUNG INGGRIS PARE KEDIRI
B. BIDANG, TEMA, TOPIK, DAN RUMPUN BIDANG ILMU
Bidang Fokus RIRN / Bidang Unggulan Perguruan
Tinggi
Tema Topik (jika ada) Rumpun
Bidang Ilmu
Sosial Humaniora, Seni Budaya, Pendidikan Desk Study Dalam Negeri
Ekonomi dan sumber daya manusia
Grand design kekayaan intelektual lokal, peninggalan sejarah, dan pelestariannya dalam mendukung karakter bangsa dan pariwisata yang berkesinambungan
Pendidikan Luar Sekolah
C. KATEGORI, SKEMA, SBK, TARGET TKT DAN LAMA PENELITIAN
Kategori (Kompetitif Nasional/ Desentralisasi/ Penugasan) Skema Penelitian Strata (Dasar/ Terapan/ Pengembangan) SBK (Dasar, Terapan, Pengembangan) Target Akhir TKT Lama Penelitian (Tahun) Penelitian Kompetitif Nasional Penelitian
Dasar SBK Riset Dasar SBK Riset Dasar 2 2
2. IDENTITAS PENGUSUL Nama, Peran Perguruan Tinggi/ Institusi Program Studi/
Bagian Bidang Tugas ID Sinta H-Index
WIWIN YULIANINGSIH Ketua Pengusul Universitas Negeri Surabaya Pendidikan Luar Sekolah 5989542 0 Tugas dalam penelitian adalah memberikan kontribusi kajian pengembangan sumber daya manusia dalam proses perencanaan proposal, turun lapangan, Dr. Dra GUNARTI DWI LESTARI M.Si Anggota Pengusul 1 Universitas Negeri Surabaya Pendidikan Luar Sekolah 6009729 0
menyusun laporan dan menulis artikel dalam seminar internasional dan jurnal internasional. UTARI DEWI M.Pd Anggota Pengusul 2 Universitas Negeri Surabaya Teknologi Pendidikan Membantu dalam penyusunan proposal, laporan kemajuan, laporan akhir, menyusun kajian artikel dan desain buku..
6115451 0
3. MITRA KERJASAMA PENELITIAN (JIKA ADA)
Pelaksanaan penelitian dapat melibatkan mitra kerjasama, yaitu mitra kerjasama dalam melaksanakan penelitian, mitra sebagai calon pengguna hasil penelitian, atau mitra investor
Mitra Nama Mitra
4. LUARAN DAN TARGET CAPAIAN Luaran Wajib
Tahun
Luaran Jenis Luaran
Status target capaian (
accepted, published, terdaftar atau granted, atau status
lainnya)
Keterangan (url dan nama
jurnal, penerbit, url paten, keterangan sejenis lainnya)
1 Publikasi Ilmiah Jurnal
Internasional accepted/published
Journal of Social Studies Education Research (JSSER)
Luaran Tambahan
Tahun
Luaran Jenis Luaran
Status target capaian (accepted,
published, terdaftar atau granted, atau status lainnya)
Keterangan (url dan nama jurnal,
penerbit, url paten, keterangan sejenis lainnya)
1
Prosiding dalam pertemuan ilmiah Internasional
sudah terbit/sudah dilaksanakan ICEI UNESA
5. ANGGARAN
Rencana anggaran biaya penelitian mengacu pada PMK yang berlaku dengan besaran minimum dan maksimum sebagaimana diatur pada buku Panduan Penelitian dan Pengabdian kepada Masyarakat Edisi 12.
Total RAB 2 Tahun Rp. 222,870,000 Tahun 1 Total Rp. 103,810,000
Jenis Pembelanjaan Item Satuan Vol. Biaya
Satuan Total
Analisis Data HR Sekretariat/Administrasi
Peneliti OB 2 750,000 1,500,000
Analisis Data HR Pengolah Data P
(penelitian) 2 750,000 1,500,000 Analisis Data Tiket OK (kali) 3 200,000 600,000 Analisis Data Uang Harian OH 3 250,000 750,000 Analisis Data Honorarium narasumber OJ 10 750,000 7,500,000
Jenis Pembelanjaan Item Satuan Vol. Biaya
Satuan Total
Analisis Data Transport Lokal OK (kali) 10 100,000 1,000,000 Analisis Data Penginapan OH 10 350,000 3,500,000 Analisis Data Biaya konsumsi rapat OH 10 100,000 1,000,000 Bahan Barang Persediaan Unit 15 500,000 7,500,000
Bahan ATK Paket 20 410,000 8,200,000
Bahan Bahan Penelitian (Habis
Pakai) Unit 20 250,000 5,000,000
Pelaporan, Luaran Wajib,
dan Luaran Tambahan Biaya seminar internasional Paket 1 3,500,000 3,500,000 Pelaporan, Luaran Wajib,
dan Luaran Tambahan
Biaya Publikasi artikel di
Jurnal Nasional Paket 1 10,260,000 10,260,000
Pengumpulan Data HR Sekretariat/Administrasi
Peneliti OB 2 750,000 1,500,000
Pengumpulan Data HR Petugas Survei OH/OR 5 1,250,000 6,250,000 Pengumpulan Data Transport OK (kali) 5 450,000 2,250,000 Pengumpulan Data Tiket OK (kali) 5 200,000 1,000,000 Pengumpulan Data Uang Harian OH 5 450,000 2,250,000 Pengumpulan Data Penginapan OH 5 500,000 2,500,000 Pengumpulan Data HR Pembantu Lapangan OH 5 450,000 2,250,000 Pengumpulan Data HR Pembantu Peneliti OJ 6 750,000 4,500,000 Pengumpulan Data FGD persiapan penelitian Paket 10 450,000 4,500,000
Pengumpulan Data Uang harian rapat di dalam
kantor OH 10 200,000 2,000,000
Pengumpulan Data Uang harian rapat di luar
kantor OH 10 250,000 2,500,000
Pengumpulan Data Biaya konsumsi OH 10 100,000 1,000,000 Sewa Peralatan Peralatan penelitian Unit 5 1,000,000 5,000,000 Sewa Peralatan Ruang penunjang penelitian Unit 8 500,000 4,000,000 Sewa Peralatan Obyek penelitian Unit 10 300,000 3,000,000 Sewa Peralatan Transport penelitian OK (kali) 10 750,000 7,500,000
Tahun 2 Total Rp. 119,060,000
Jenis Pembelanjaan Item Satuan Vol. Biaya
Satuan Total
Analisis Data HR Pengolah Data P
(penelitian) 5 350,000 1,750,000
Analisis Data HR Sekretariat/Administrasi
Peneliti OB 10 400,000 4,000,000
Analisis Data Honorarium narasumber OJ 10 300,000 3,000,000 Analisis Data Tiket OK (kali) 10 700,000 7,000,000
Jenis Pembelanjaan Item Satuan Vol. Biaya
Satuan Total
Analisis Data Uang Harian OH 10 350,000 3,500,000 Analisis Data Transport Lokal OK (kali) 10 200,000 2,000,000 Analisis Data Penginapan OH 10 250,000 2,500,000 Analisis Data Biaya konsumsi rapat OH 20 50,000 1,000,000 Bahan Barang Persediaan Unit 15 250,000 3,750,000
Bahan Bahan Penelitian (Habis
Pakai) Unit 20 250,000 5,000,000
Bahan ATK Paket 30 400,000 12,000,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
Biaya seminar internasional Paket 1 4,810,000 4,810,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
HR Sekretariat/Administrasi
Peneliti OB 6 800,000 4,800,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
Uang harian rapat di dalam
kantor OH 10 150,000 1,500,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
Uang harian rapat di luar
kantor OH 10 200,000 2,000,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
Biaya konsumsi rapat OH 10 50,000 500,000
Pelaporan, Luaran Wajib, dan Luaran Tambahan
Biaya penyusunan buku
termasuk book chapter Paket 100 100,000 10,000,000
Pengumpulan Data HR Sekretariat/Administrasi
Peneliti OB 2 750,000 1,500,000
Pengumpulan Data HR Pembantu Peneliti OJ 5 450,000 2,250,000 Pengumpulan Data HR Petugas Survei OH/OR 5 400,000 2,000,000 Pengumpulan Data Transport OK (kali) 5 750,000 3,750,000 Pengumpulan Data HR Pembantu Lapangan OH 5 450,000 2,250,000 Pengumpulan Data FGD persiapan penelitian Paket 6 500,000 3,000,000 Pengumpulan Data Penginapan OH 6 450,000 2,700,000
Pengumpulan Data Uang harian rapat di dalam
kantor OH 6 150,000 900,000
Pengumpulan Data Uang harian rapat di luar
kantor OH 6 250,000 1,500,000
Pengumpulan Data Tiket OK (kali) 10 250,000 2,500,000 Pengumpulan Data Uang Harian OH 10 600,000 6,000,000 Pengumpulan Data Biaya konsumsi OH 24 50,000 1,200,000 Sewa Peralatan Peralatan penelitian Unit 10 800,000 8,000,000
Jenis Pembelanjaan Item Satuan Vol. Biaya
Satuan Total
Sewa Peralatan Obyek penelitian Unit 10 350,000 3,500,000 Sewa Peralatan Transport penelitian OK (kali) 10 350,000 3,500,000 Sewa Peralatan Ruang penunjang penelitian Unit 12 450,000 5,400,000
6. KEMAJUAN PENELITIAN
A. RINGKASAN: Tuliskan secara ringkas latar belakang penelitian, tujuan dan tahapan metode penelitian, luaran yang ditargetkan, serta uraian TKT penelitian.
Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung
Pare merupakan sebuah desa kecil yang dikenal sebagai fenomena unik dan menarik yang melibatkan hampir keseluruhan masyarakat di kampung Inggris Pare Kediri, hanya ada satu di Indonesia. Kampung Inggris menjalankan program pendidikan non formal yaitu kursus bahasa asing terdapat lembaga kursus bahasa Inggris dan bahasa Asing lainnya, tercatat lebih dari 100 lembaga kursus ada di Pare. Kursus bahasa Inggris merupakan salah satu bentuk lembaga kursus yang melayani kebutuhan peserta didik untuk dapat belajar dan menguasai bahasa Inggris baik membaca (reading), menulis (writing), bercakap-cakap (speaking) maupun mendengar (listening). Para peserta kursus selain belajar di lembaga kursus bahasa Inggris, mereka juga belajar dengan masyarakat di sekitar.
Masyarakat terlibat aktif dalam mendukung keberlangsungan pembelajaraan Bahasa Inggris di kampung Inggris Pare Kediri. Hal ini terjadi learning society bagi para pembelajar yaitu para peserta kursus yang berasal dari berbagai lembaga yang ada di kampung Inggris dengan menerapkan bahasa Inggris di lingkungan sekitar, termasuk juga para masyarakat sekitar lingkungan kampung Inggris terutama para pekerja sektor informal, mulai dari pemilik café, penjual siomay-batagor, tukang ojek bahkan penarik becak. Keterlibatan masyarakat secara aktif ini hanya ada di kampung Inggris di desa Pelem dan Desa Tulungrejo Kecamatan Pare kabupaten Kediri. Tampak terlihat pada rombong penjual siomay-batagor, terdapat tulisan “No bravery No victory, Never Tri Never Know: Let’s Practice English With Me”. Terdapat di salah satu pintu rumah pemilik ojek “If you want to go, to the railway/train station, to the bus station, to the tourism Kediri, come join me ...” Dari tulisan rombong tersebut bahwa adanya keterlibatan masyarakat secara aktif dalam proses learning society. Hasil penelitian terdahulu tahun 2018 (skim PDD) bahwa: Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung Inggris dipengaruhi oleh motivasi yang tinggi, adanya keinginan untuk mempertahankan pekerjaan dan status sosial, adanya keikutseraan proses pembiasaan, menerapkan aturan-aturan yang ketat, dan saling mengedukasi. Penelitian ini dapat bermanfaat baik secara teoritik maupun secara parktis. Secara teoritik melalui penelitian ini akan memperkuat teori belajar sepanjang hayat dan teori learning society. Secara praktis, temuan penelitian ini dapat digunakan sebagai feed-back bagi masyarakat di kampung Inggris terutama para pekerja sektor informal memberikan pelatihan untuk para masyarakat: Urgensitas dalam penelitian tentang problematika dan aspek potensial pekerja sektor informal dalam aktivitas learning society di kampung Inggris belum banyak dilakukan. Penelitian ini penting dilakukan agar dapat mengoptimalkan aspek potensial dalam aktivitas learning society dan mengetahui problematika apa saja dapat diminimalisir agar memberikan kontrubsi dalam eksistensi kampung Inggris sebagai destinasi wisata edukasi di Jawa Timur. Kontribsi Penelitian ini memberikan kontribusi bagi pengembangan ilmu pengetahuan. Memperkuat kajian Pendidikan Luar Sekolah dan Ekonomi masyarakat pekerja sektor informal. Bahwa kehadiran para pekerja sektor informal yaitu para pedagang makanan, pengelola camp dan penyedia jasa transportasi adalah faktor penting adanya kursus Bahasa Inggris di Kampung Inggris Pare Kediri. Luaran target tahun pertama adalah artikel dalam seminar internasional ICEI UNESA. Submit di jurnal
internasional pada bulan Juli 2019 di JSSER Eropa Journal. Luaran target tahun kedua adalah Buku dengan judul “Learning Society di Kampung Inggris”. TKT kreteria pada level 2-3.
B. KATA KUNCI: Tuliskan maksimal 5 kata kunci.
problematika, aspek potensial, learning society, aktivitas, pekerja sektor informal
Pengisian poin C sampai dengan poin H mengikuti template berikut dan tidak dibatasi jumlah kata atau halaman namun disarankan seringkas mungkin. Dilarang menghapus/memodifikasi template ataupun menghapus penjelasan di setiap poin.
C. HASIL PELAKSANAAN PENELITIAN: Tuliskan secara ringkas hasil pelaksanaan penelitian yang telah dicapai sesuai tahun pelaksanaan penelitian. Penyajian dapat berupa data, hasil analisis, dan capaian luaran (wajib dan atau tambahan). Seluruh hasil atau capaian yang dilaporkan harus berkaitan dengan tahapan pelaksanaan penelitian sebagaimana direncanakan pada proposal. Penyajian data dapat berupa gambar, tabel, grafik, dan sejenisnya, serta analisis didukung dengan sumber pustaka primer yang relevan dan terkini.
LAPORAN KEMAJUAN PENELITIAN
1. IDENTITAS PENELITIAN(diisikan sesuai dengan proposal)
A. JUDUL PENELITIAN
PROBLEMATIKA DAN ASPEK POTENSIAL PEKERJA SEKTOR INFORMAL DALAM AKTIVITAS LEARNING SOCIETY DI KAMPUNG INGGRIS PARE KEDIRI
B. BIDANG, TEMA, TOPIK, DAN RUMPUN BIDANG ILMU Bidang Fokus RIRN/
Bidang Unggulan Perguruan Tinggi
Tema Topik (jika ada) Rumpun Bidang Ilmu
Sosial Humaniora, Seni Budaya, Pendidikan Desk Study Dalam Negeri
Ekonomi dan sumber daya manusia
Grand design kekayaan intelektual lokal, peninggalan sejarah, dan pelestariannya dalam mendukung karakter bangsa dan pariwisata yang berkesinambungan
PLS
C. KATEGORI, SKEMA, SBK, TARGET TKT DAN LAMA PENELITIAN Kategori (Kompetitif Nasional/ Desentralisasi / Penugasan Skema Penelitian Strata (Dasar/ Terapan/ Pengembangan) SBK (Dasar/ Terapan/ Pengembangan) Target Akhir TKT Lama Penelitian (Tahun) Penelitian Kompetitif Nasional Penelitian Dasar SBK Riset Dasar SBK Riset Dasar 4 2 Tahun 2. IDENTITAS PENGUSUL Nama, Peran Perguruan Tinggi/ Institusi Program
Studi/ Bagian Bidang Tugas ID Sinta H-Index
Dr. Wiwin Yulianingsih, M.Pd UNESA PLS Tugas sebagai ketua penelitian adalah mengkoordinir kepada anggota dan tim penelitian. Menulis artikel jurnal internasional 5989542 0
sebagai luaran wajib Dr. Gunarti Dwi Lestari, M.Si, M.Pd. UNESA PLS Tugas dalam penelitian adalah memberikan kontribusi kajian pengembangan sumber daya manusia dalam proses perencanaan proposal, turun lapangan, menyusun laporan dan artikel luaran tambahan 6009729 0 Utari Dewi, S.Sn.M.Pd. UNESA Teknologi Pendidikan Membantu dalam penyusunan proposal, laporan kemajuan, laporan akhir, menyusun kajian artikel dan desain buku. 6115451 0
3. MITRA KERJASAMA PENELITIAN (JIKA ADA)
Mitra Nama Mitra
………… …………
4. LUARAN DAN TARGET CAPAIAN Luaran Wajib
Tahun
Luaran Jenis Luaran
Status Target Capaian (accepted, published, terdaftar atau granted, atau
status lainnya)
Keterangan (url dan nama jurnal, penerbit, url paten, keterangan
sejenis lainnya)
2019 Jurnal Internasional Published http://ijessr.com ijessr.com › view1 (http://ijessr.com/view1.php?issue=4)
Tahun Luaran Jenis Luaran
Status Target Capaian (accepted, published, terdaftar atau granted,
atau status lainnya)
Keterangan (url dan nama jurnal, penerbit,
url paten, keterangan sejenis lainnya) 2019
Prosiding (Seminar Internasional ICEI
2019)
accepted ICEI seminar
internasional
5. KEMAJUAN PENELITIAN
Ringkasan penelitian berisi latar belakang penelitian, tujuan dan tahapan metode penelitian, luaran yang ditargetkan, serta uraian TKT penelitian yang diusulkan.
A. RINGKASAN
Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung
Pare merupakan sebuah desa kecil yang dikenal sebagai fenomena unik dan menarik yang melibatkan hampir keseluruhan masyarakat di kampung Inggris Pare Kediri, hanya ada satu di Indonesia. Kampung Inggris menjalankan program pendidikan non formal yaitu kursus bahasa asing terdapat lembaga kursus bahasa Inggris dan bahasa Asing lainnya, tercatat lebih dari 100 lembaga kursus ada di Pare. Kursus bahasa Inggris merupakan salah satu bentuk lembaga kursus yang melayani kebutuhan peserta didik untuk dapat belajar dan menguasai bahasa Inggris baik membaca (reading), menulis (writing), bercakap-cakap (speaking) maupun mendengar (listening). Para peserta kursus selain belajar di lembaga kursus bahasa Inggris, mereka juga belajar dengan masyarakat di sekitar.
Masyarakat terlibat aktif dalam mendukung keberlangsungan pembelajaraan Bahasa Inggris di kampung Inggris Pare Kediri. Hal ini terjadi learning society bagi para pembelajar yaitu para peserta kursus yang berasal dari berbagai lembaga yang ada di kampung Inggris dengan menerapkan bahasa Inggris di lingkungan sekitar, termasuk juga para masyarakat sekitar lingkungan kampung Inggris terutama para pekerja sektor informal, mulai dari pemilik café, penjual siomay-batagor, tukang ojek bahkan penarik becak. Keterlibatan masyarakat secara aktif ini hanya ada di kampung Inggris di desa Pelem dan Desa Tulungrejo Kecamatan Pare kabupaten Kediri. Tampak terlihat pada rombong penjual siomay-batagor, terdapat tulisan “No bravery No victory, Never Tri Never Know: Let’s Practice English With Me”. Terdapat di salah satu pintu rumah pemilik ojek “If you want to go, to the railway/train station, to the bus station, to the tourism Kediri, come join me ...” Dari tulisan rombong tersebut bahwa adanya keterlibatan masyarakat secara aktif dalam proses learning society.
Hasil penelitian terdahulu tahun 2018 (skim PDD) bahwa: Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung Inggris dipengaruhi oleh motivasi yang tinggi, adanya keinginan untuk mempertahankan pekerjaan dan status sosial, adanya keikutseraan proses pembiasaan, menerapkan aturan-aturan yang ketat, dan saling mengedukasi. Penelitian ini dapat bermanfaat baik secara teoritik maupun secara parktis. Secara teoritik melalui penelitian ini akan memperkuat teori belajar sepanjang hayat dan teori learning society. Secara praktis, temuan penelitian ini dapat digunakan
sebagai feed-back bagi masyarakat di kampung Inggris terutama para pekerja sektor informal memberikan pelatihan untuk para masyarakat: Urgensitas dalam penelitian tentang problematika dan aspek potensial pekerja sektor informal dalam aktivitas learning society di kampung Inggris belum banyak dilakukan. Penelitian ini penting dilakukan agar dapat mengoptimalkan aspek potensial dalam aktivitas learning society dan mengetahui problematika apa saja dapat diminimalisir agar memberikan kontrubsi dalam eksistensi kampung Inggris sebagai destinasi wisata edukasi di Jawa Timur. Kontribsi Penelitian ini memberikan kontribusi bagi pengembangan ilmu pengetahuan. Memperkuat kajian Pendidikan Luar Sekolah dan Ekonomi masyarakat pekerja sektor informal. Bahwa kehadiran para pekerja sektor informal yaitu para pedagang makanan, pengelola camp dan penyedia jasa transportasi adalah faktor penting adanya kursus Bahasa Inggris di Kampung Inggris Pare Kediri. Luaran target tahun pertama adalah artikel dalam seminar internasional ICEI UNESA. Submit di jurnal internasional pada bulan Juli 2019 di JSSER Eropa Journal. Luaran target tahun kedua adalah Buku dengan judul “Learning Society di Kampung Inggris”. TKT kreteria pada level 2-3.
Hasil penelitian berisi kemajuan pelaksanaan penelitian, data yang diperoleh, dan analisis yang telah dilakukan
B. HASIL PENELITIAN
A. Problematika keterlibatan pekerja sektor informal
Problematika keterlibatan pekerja sektor informal yaitu penjual makanan minuman dan penyedia jasa transportasi (tukang becak dan ojek) dalam aktifitas
learning society di Kampung Inggris banyak memiliki kesamaan. Dalam hal ini jika
dibandingkan problematika keterlibatan pekerja sektor informal pembimbing atau pengelola camp.
1) Penjual Makanan dan Minuman
(1) Kurangnya kemampuan pengucapan Bahasa Inggris bagi para pendagang menjadikan kendala dalam proses komunikasi dengan para peserta kursus. (2) Tidak banyak memiliki vocabulary (perbendaharaan kata) yang dimiliki oleh
para pedagang.
(3) Lembaga kursus Bahasa Inggris tidak maksimal dan kurang intens (terus menerus) mendampingi para pekerja sektor informal para pedagang untuk melatih dan meningkatkan kemampuan Bahasa Inggris.
(4) Sekitar 3 tahun terakhir ini, tidak semua lembaga ada kelas khusus (kursus) bagi para pekerja sektor informal untuk mengikuti kursus, yang ada dan masih
berjalan hanya di lembaga BEC (Bacis English Course) di Jalan Anyelir nomer 8 Singgahan Tulungrejo.
2) Penyedia Jasa Transportasi
(1) Para penyedia jasa yakni para tukang becak dan ojek tidak banyak memiliki
vocabulary (perbendaharaan kata) yang dimiliki
(2) Kurang yakin dan percaya diri para penyedia jasa transportasi dalam berkomunikasi dengan para peserta kursus Bahasa Inggris di Pare.
(3) Lembaga kursus kurang intens (terus menerus) mendampingi para pekerja
sektor informal para penyedia jasa transportasi untuk melatih dan
meningkatkan kemampuan Bahasa Inggris.
(4) Sekitar 3 tahun terakhir ini, tidak semua lembaga ada kelas khusus (kursus) bagi para pekerja sektor informal untuk mengikuti kursus, yang ada dan masih berjalan hanya di lembaga BEC (Bacis English Course) di Jalan Anyelir nomer 8 Singgahan Tulungrejo.
3) Pembimbing/Tutor dan Pengelola Camp
(1) Adanya kendala pengelola camp mendapatkan tenaga pendamping di camp, sehingga untuk sementara memberikan penawaran bagi tutor di kursus untuk bersedia atau bahkan beberapa alumni camp yang masih tinggal di camp masing-masing kursus di Kampung Inggris mendalami Bahasa Inggris dijadikan pendamping atau pembimbing atau tutor di camp tersebut.
(2) Adanya persaingan antara beberapa camp, untuk mendapatkan peserta kursus yang bertempat tinggal di camp.
(3) Adanya tenaga tutor yang terkadang memutuskan pekerjaan sepihak karena gaji yang diterima masih minim.
B. Aspek Potensial Keterlibatan Pekerja Sektor Informal 1) Pedagang Makanan Minuman
(1) Memiliki semangat yang tinggi untuk menerapkan kemampuan Bahasa Inggris yang dimiliki agar dagangannya lebih laku dan jumlah pelanggan lebih banyak lagi. Karena berdagang atau berjualan adalah sebagai penghidupan sehari-hari mereka.
(2) Ikut serta dalam pembiasaan yang dilakukan oleh para peserta kursus adalah bagian dari aktifitas, yaitu aktifitas belajar, mengasah dan berusaha secara terus menerus dalam komunikasi bahasa Inggris.
(3) Lembaga kursus memberikan reward bagi pedagang berjualan di depan lembaga.
2) Penyedia Jasa Transportasi
(1) Mereka masih bersedia mengikuti kursus yang diselenggarakan oleh lembaga kursus agar para jasa transportasi ini dapat menerapkan dan menambah kosakata.
(2) Berusaha untuk menerapkan kemampuan komunikasi yang dimiliki walaupun sangat sedikit.
(3) Mereka para penyedia jasa transportasi mendapatkan reward, sama halnya dengan para pedagang yaitu sebagai para jasa transportasi di depan lembaga kursus, ikut serta menerapkan kemampuan Bahasa Inggris agar memberikan pembiasaan kepada peserta kursus sehingga ini merupakan kebanggaan bagi mereka.
3) Pembimbing atau pengelola Camp
(1) Bagi para pembimbing camp mereka dapat mengembangkan ragam program pilihan yang cocok bagi para penghuni camp, sesuai kebutuhan peserta kursus (penghuni camp). Karena camp sama halnya dengan kos yang memberikan pendapatan bagi para pengelola camp.
(2) Menambah penghasilan bagi para pemilik camp. Dengan bertambahnya jumlah pelanggan atau penghuni camp maka akan semakin menambah penghasilan pengelola camp. Apalagi masa libur anak-anak sekolah datang, maka datang pulalah rezeki para pengelola camp.
(3) Para pembimbing/Tutor camp dapat fasilitas tempat tinggal gratis selama menjadi pembimbing di camp tersebut.
(4) Memanfaatkan peluang Kampung Inggris yang luxury branded. Sehingga selain membuka camp, rata-rata ada usaha sampingan seperti: jasa transportasi (travel), membuka toko, membuka warung makanan/catering, menjual pulsa, menerima jasa laundry, menjual pernak-pernik oleh-oleh khas Kampung Inggris dan lain sebagainya.
Menurut Hasibuan (2001:219) adalah pemberian daya gerak yang menciptakan kegairahan seseorang, agar mau bekerja sama, bertindak efektif dan terintegrasi dengan segala daya upayanya untuk mencapai kepuasan. Sedangkan aktivitas learning society di kampung Inggris adalah sebuah proses pembiasaan.
Potensi Pembiasaan berkomunikasi diatas memberikan arti bahwa
menerapkan ilmu dengan suasana menyenangkan (fun learning) akan lebih cepat dipahami, sehingga tidak ada satupun dari peserta yang mempunyai anxiety (kegelisahan/kekhawatiran) dalam menyampaikan dan mengaplikasikan dalam kehidupan sehari-hari. Selain itu keterlibatan pekerja sektor informal yaitu pendamping camp dalam menerapkan aktifitas learning society bersifat partisipasi. Berikut adalah simulasi sosiogram pola pembiasaan yang ada di Kampung Inggris.
Gambar 1 Simulasi sosiogram pola pembiasaan
Hal ini sesuai dengan pendapat Edward (1999) Komunitas belajar sangat dipengaruhi oleh rekognisi dan perbedaan media komunikasi yang berdampak pada hubungan antar personal. Ketika sebuah learning society semakin tumbuh, menghasilkan kekuatan dalam globalisasi ekonomi, budaya, komunikasi, migrasi dan wisata. learning society Pekerja Sektor Informal Peserta Kursus Fun Learning Perhatian Kepedulian Toleransi social intelegence pembelajar Tolong menolong musyawarah Patuh aturan Jasa Ojek/becak Pendampi ng Camp Penjual English Zone Aturan pembiasaan English Zone Disiplin Fun Fluent (Fasih) D A M P A K
Berdasarkan temuan tersebut dapat diketahui bahwa pendidikan nonformal pada akhirnya diharapkan dapat mewujudkan masyarakat gemar belajar atau learning
society. Terbentuknya masyarakat gemar belajar (learning society) merupakan wujud
nyata model pendidikan sepanjang hayat (lifelong education) yang mendorong terbukanya kesempatan menuntut setiap orang, masyarakat, organisasi, serta institusi sosial belajar lebih luas. Sehingga tumbuh semangat dan motivasi untuk belajar mandiri terutama dalam memenuhi kebutuhan belajar sepanjang hayat, dan memperkuat keberdayadidikan (educability) agar mampu mendidik diri dan lingkungannya (Kamil, 2009 : 23).
Selanjutnya Yahui Su (2010) menjelaskan learning society sebagai “a society
which takes learning as the main concern” yang artinya sebuah masyarakat yang
mengambil pembelajaran sebagai perhatian utama. Selanjutnya dijelaskan kembali bahwa “learning in the learning society is encapsulated by two requirements: our
awareness of learning and our intention to learn”. Belajar di learning society
dirumuskan oleh dua persyaratan: kesadaran belajar dan niat untuk belajar.
Proses pembelajaran dikampung Inggris menekankan pada pola belajar orang dewasa, sudut pandang mengenai pendidikan orang dewasa ditekankan bahwa orang dewasa mempunyai konsep diri yang sangat kuat. Senada dengan yang telah
diungkapkan oleh Merriam, Sharan, B. & Brockett, Ralph, G. (2007) bahwa bahwa pendidikan orang dewasa adalah praktik di mana orang dewasa terlibat dalam pembelajaran yang sistematis dan berkelanjutan kegiatan untuk mendapatkan bentuk pengetahuan, keterampilan, sikap, atau nilai baru.
Pendidikan orang dewasa sangat terkait dengan pengalaman belajar sepanjang hayat, dan orang dewasa telah mengumpulkan pengalaman hidup yang membantu mereka memahami teori, situasi, dan situasi yang berbeda dalam kehidupannya
masing-masing. Cropley (1980) dalam Monica Turturean (2015, 1215-1220), mengungkapkan orang dewasa menempatkan pengalaman belajar yang berbeda dalam rangkaian pembelajaran, dari informal ke formal. Cropley mencoba menjelaskan bahwa orang dewasa terpengaruh pendidikan yang dapat dilembagakan atau tidak.
Sedangkan menurut Chang et al., (2003) dalam Chang, Cheng, Deng, & Chan, (2007: 234-249) menyatakan hasil pengamatan struktur jaringan pada learning society menunjukkan bahwa desain educities berikut ini dapat membantu meningkatkan interaksi sosial.
Status Luaran berisi status tercapainya luaran wajib yang dijanjikan dan luaran tambahan (jika ada). Uraian status luaran harus didukung dengan bukti kemajuan ketercapaian luaran dengan bukti tersebut di bagian Lampiran
C. STATUS LUARAN
Luaran wajib dalam penelitian ini adalah publikasi jurnal internasional. Artikel dalam penelitian ini sudah terpublikasi pada bulan Agustus 2019, pada international journal of Education and Social Science Research ISSN: 2581-5148 Volume 2 Issue 4, Aug 2019 BLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF INFORMAL SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES. Sedangkan luaran tambahan adalah prosiding dalam seminar internasional ICEI Unesa 2019 dengan status accepted
Peran Mitra (untuk Penelitian Terapan, Penelitian Pengembangan, PTUPT, PDUPT serta KRUPT) berisi uraian realisasi kerjasama dan realisasi kontribusi mitra, baik in-kind dan in-cash.
D. PERAN MITRA
……… ……… ………
Kendala Pelaksanaan Penelitian berisi kesulitan atau hambatan yang dihadapi selama melakukan penelitian dan mencapai luaran yang dijanjikan
E. KENDALA PELAKSANAAN PENELITIAN
Kendala pelaksanaan penelitian adalah jarak tempuh dari kampus Unesa Lidah Wetan Surabaya menuju ke Kampung Inggris Pare Kediri. Membutuhkan waktu 3-4 jam perjalanan dan kendaraan umum yang sangat langka, karena disesuaikan dengan waktu atau jadwal, rata-rata selang 45-60 menit
Rencana Tahapan Selanjutnya berisi tentang rencana penyelesaian penelitian dan rencana untuk mencapai luaran yang dijanjikan
F. RENCANA TAHAPAN SELANJUTNYA
Rencana tahapan selanjutnya adalah melakukan kajian penelitian di tahun kedua dengan luaran wajib adalah buku dengan judul learning society di Kampung Inggris. Sedangkan untuk rencana tahapan berikutnya penelitian di Kampung Inggris ini masih menarik untuk dikaji karena melihat fenomena yang unik, menarik dan penting untuk diteliti, terlihat dari jumlah peserta kursus yang terus meningkat dan jumlah lembaga kursus mencapai 100 lembaga kursus
Daftar Pustaka disusun dan ditulis berdasarkan sistem nomor sesuai dengan urutan pengutipan. Hanya pustaka yang disitasi pada laporan kemajuan yang dicantumkan dalam Daftar Pustaka. G. DAFTAR PUSTAKA
1 Chang, B., Cheng, N., Deng, Y., & Chan, T. 2007. Environmental design for a structured network learning society, 48, 234-249. https://doi.org/10.1016/j.compedu.2004.11.008
2. Charungkaittikul, Suwithida and John A. Henschke. Strategies for developing a sustainable
learning society: An analysis of lifelong learning in Thailand. Springer Science and
Business Media Dordrecht and UNESCO Institute for Lifelong Learning 60: 499-522.
3. Elias, L. John and Merriam B Sharan. (2000). Philosphical Foundation of Adult Education. Third Edition.
4. Hasibuan, Malayu. 2001. Manajemen Sumber Daya Manusia:Pengertian Dasar, Pengertian, dan Masalah. Jakarta: PT. Toko Gunung Agung.
5. Holton, Elwood F; Swanson, Rechard A. 2005. The Adult Learner. Sixth Edition. California: Elsevier.
https://charlesbickenheuserdotcom.files.wordpress.com/2015/03/creswell_2007_qualit ative_inquiry_and_research_design__choosing_among_five_approaches__2nd_editio n.pdf
6. Jarvis, Peter. 2007. Globalization, Lifelong Learning and The Learning Society. New York: Routledge.
7.Jui Pattnayaka dan Sabyasachi Pattnaikb (ICCI, 2016) dinyatakan bahwa, “Group work,
Question & Answer (Q & A) sessions are performed by social networking and discussion forums. diakses Agustus 2017.
8.Jumani, Nabi Bux, Faza;-ur-Rahman, and Jhadija Bibi. 2011. Potential of Non Formal
Education In Promoting Women Education In Pakistan. International Journal of
Instruction. Vol. 4 (1). E-ISSN: 1308-1470.
9.Kamil, Mustofa. 2009. Model Pendidikan Dan Pelatihan (Konsep Dan Aplikasi). Bandung: Alfabeta.
Lampiran berisi bukti pendukung luaran wajib dan luaran tambahan (jika ada) sesuai dengan target capaian yang dijanjikan
H. LAMPIRAN
……… ……… ………
ICEI 2019
The 3rd International Conference on Education Innovation 24 Agustus 2019 - Whyndam Hotel Surabaya
Date: 2 November 2019
Letter of Acceptance
Dear Authors: Wiwin Yulianingsih, Gunarti Dwi Lestari, Utari Dewi, M. Fahmi Zakariyah We are pleased to inform you that your abstract (ABS-138), entitled:
MANAGEMENT OF LEARNING ACTIVITIES IN AZIZAH PRINCESS CAMP KAMPUNG INGGRIS PARE KEDIRI
has been reviewed and accepted to be presented at ICEI 2019 to be held on 24 Agustus 2019 in Whyndam Hotel Surabaya
Please submit your full paper and make the payment for registration fee before the deadlines, visit our website for more information.
Thank You.
Best regards,
Dr. Erny Roesminingsih, M.Si Chairman of ICEI 2019
International Journal of Education and Social Science Research
www.ijessr.com
ISSN 2581-5148
ACCEPTANCE LETTER
Dear Authors,
Wiwin Yulianingsih & Gunarti Dwi Lestari & Utari Dewi
Congratulations! The Editorial Team of International Journal of Education and
Social Science Research (IJESSR), is pleased to inform you that your manuscript.
“
PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OFINFORMAL SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES
” has been
accepted for the publication.
Please note, as per the Instructions for authors, all manuscripts must be
accompanied by a signed copyright form to progress through to the final stages
of production. You are requested to send the copyright transfer agreement form
after receiving this mail so that we can proceed with the publication. For your
convenience the copyright form is attached herewith. Please print and sign the
attached copyright form and send the scanned copy to the email address:
info@ijessr.com
You are requested to complete the payment formalities so that your article can be
accommodated in latest issue of journal. We recommend electronic fund transfer
to avoid postal delay in receiving the article fees at the editorial office. Once
done you are requested to send an acknowledgement email along with payment
receipt as an attachment.
With Regards
Editor-in-Chief
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 354
PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF INFORMAL SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES
Wiwin Yulianingsih1* & Gunarti Dwi Lestari2 & Utari Dewi3
12Department of Nonformal Education, Universitas Negeri Surabaya. Surabaya. Indonesia
3Department of Curriculum and Educational Technology. Universitas Negeri Surabaya. Surabaya. Indonesia.
*Correspondence: Wiwin Yulianingsih, Universitas Negeri Surabaya. Indonesia ABSTRACT
Kampung Inggris is also called a foreign language village. The number of more than 100 course institutions is in PareKediri Regency, East Java. The involvement of the surrounding community becomes unique and interesting. The problems and potential aspects of the involvement of the informal sector workers in learning society activities. This study uses a qualitative approach that aims to understand social realization. Methods of collecting data with in-depth interviews, observation and documentation. The results of this study indicate the involvement of informal sector workers in learning society activities in Kampung Inggris is a participation that is influenced by high motivation. In achieving the goal must be based on six basic pillars which means that if the implementation of each pillar, in principle there will be a lifelong learning process including having a sense of pride and the desire to share mutual learning.
KEYWORDS: informal sector workers, learning societyactivities, lifelong learningprocess, Kampung InggrisPareKediri Regency, East Java.
1. INTRODUCTION
Kampung Inggris Pare is a township term located along Anyelir Road, Brawijaya Road, Kemuning Road in Tulungrejo Village and Pelem Village, Pare District, Kediri Regency, East Java. Starting from an English language learning center, it is now developing into a village of languages and is known as a unique and interesting phenomenon involving almost the entire community in Kampung Inggris Pare Kediri, there is only one in Indonesia.
Many found the atmosphere and activity in rhythm at every corner, namely the activity of foreign language courses. Kampung Inggris is also called non-formal education program activities. Foreign languages contained in the course institutions are English and other foreign languages, there are more than 100 course institutions in Pare. English courses are one form of course institutions that serve the needs of students to be able to learn and master English both reading, writing, speaking, and listening. In addition to studying at the English language course institutions, the participants also studied with the surrounding community. This is a unique thing because foreign languages are a feature of every individual who masters them.
The pare community is very actively involved in supporting the sustainability of English language learning in Kampung Inggris Pare Kediri. This is called learning society, especially for learners,
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 355
namely the course participants who come from various institutions in the English village by applying English in the surrounding environment will improve language skills, including communities around the British village environment, especially informal sector workers , starting from café owners, sellers of siomay-batagor, motorcycle taxi drivers and even becak drivers. The active involvement of the community is only available in Kampung Inggris in Pelem village and Tulungrejo village, Pare district, Kediri district. Seen to be seen in the crowds of sellers of Batagor, there is the inscription "No Bravery No Victory, Never Try Never Know: Let's Practice English With Me". Located in one of the doors of the ojek owner's house "If you want to go, to the railway/train station, to the bus station, to the Kediri tourism, come join me ..." From the stand writing that there is active community involvement in learning society process.
The results of previous studies in 2018 that: The involvement of informal sector workers in learning society activities in Kampung Inggris is influenced by high motivation, the desire to maintain jobs and social status, the existence of participation in the habituation process, applying strict rules, and educating each other. This research can be useful both theoretically and practically. Theoretically through this research will strengthen lifelong learning theory and learning society theory. Practically, the findings of this study can be used as a feed-back for people in English villages, especially informal sector workers providing training for the community: Urgencies in research about knowing deeply about the problems and potential aspects of informal sector workers in learning society activities in Kampung Inggris were not done much.
This research is important to be able to optimize the potential aspects and minimize the problems in learning society activities in order to contribute to the existence of Kampung Inggris as educational tourist destinations in East Java. Contribution this research contributes to the development of science. Strengthening the study of Out-of-School Education and the Economy of the informal sector worker community. That the presence of informal sector workers namely food traders, camp managers and providers of transportation services is an important factor in the existence of an English language course in Kampung Inggris Pare Kediri.
2. LITERATURE REVIEW
According to Ivan Illich (Sudiapermana 2013), learning cannot be insulated by space and time, because learning can be done in many places and at all times. When information technology is not as advanced as it is today, Ivan Illich has been thinking about Learning Webs. In this case Ivan Illich argues that knowledge must be used to solve problems and add value to life. Whatever one's busy life and work, always requires learning in every time, throughout his life. Whereas the idea outlined by Paulo Freire, says that education in the concept of learning is a way to a better life. Whereas according to Sudjana (2001), the public likes to learn as well as being a prerequisite for the growth of an educated society.
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 356
Sudjana (2001) explains that community participation in the learning process activities is also influenced by learning strategies. In the implementation of non-formal education that implements participatory learning strategies consider the principles:
a) Learning needs based, where learning needs exist because of the will or needs of the community.
b) Learning goals and objectives oriented, namely planned and implemented to achieve the learning objectives that have been previously set.
c) Participant centered that is learning based on and adapted to the background of students' lives.
d) Expermential learning, namely learning activities that are prepared and carried out by departing from things that have been mastered by students.
Learning society according to Charungkaittikul and Henschke (2014) includes: a) Students, b) Learning provider, c) Learning resources / institutions, d) Knowledge, e) Lifelong learning activities, f) Learning network, g) Knowledge management, h) Learning climate, i) Study groups. The learning community or better known as learning society that occurs is part of the participation process. The involvement of informal sector workers is part of participation in the learning society process. According to Husen (Yahui Su, 2010), "learning society calls for useful education to enable people to adjust to rapid industrial and cultural changes", learning society is an education that is useful for each individual to adjust to industrial and cultural changes that fast. Learning society as "a society which takes learning as the main concern" which means a society that takes learning as its main concern. Further explained again that "Learning in the learning society is encapsulated by two requirements: our awareness of learning and our intention to learn". Learning in activities in learning society is mainly the presence of awareness of learning.
Consciousness is something that is entirely personal, a person's first phenomenon that occurs as part of what we call mind. Awareness refers to the ability to be aware of yourself and create meaning in our experience. Awareness can also be considered as a sense of identity, especially in complex attitudes, beliefs and sensitivities held by each individual (Merriam, 2001). According to him consciousness is something that is entirely personal, a person's first phenomenon that occurs as part of what we call mind. Awareness refers to the ability to be aware of yourself and create meaning in our experience. Awareness can also be considered as a sense of identity, especially in complex attitudes, beliefs and sensitivities held by each individual. Consciousness is entirely personal, the first person phenomenon that occurs as and the sensitivity possessed by an individual. (Merriam, 2001).
3. Research Methods
The approach of this research method is a qualitative approach that aims to understand social realization, namely looking at the problems and potential aspects of informal sector workers in a
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 357
learning society in British Village Pare Kediri. Methods of collecting data with in-depth interviews, observation and documentation. Data analysis techniques by collecting data, interpreting data, rearranging data, interpreting data and drawing conclusions. The stages are as follows:
3.1 Pre-Field Stage
a. Selecting the research field, starting from the month beginning with the PDD research and for supporting aspects starting in December 2018, the field for basic research is taken down from January to December 2018 with consideration that British Village is a unique, interesting and important phenomenon to study. More than 100 course institutions are in English villages. Students, students and practitioners flocked there to attend English language courses, they came from various parts of the country in Indonesia and even from abroad, such as from Thailand, Bangladesh and East Timor.
b. Come directly to the head of Tulungrejo Village and Pelem Village, Pare Kediri Subdistrict to ask permission to do research.
3.2 Field Work Stage
a. Conducted an observation to the English Village of Pare Kediri.
b. Conduct field assessments and assess the location of research in order to adjust the object of research. With the aim of trying to know all the elements of the social, physical, natural and so on. In addition, also to prepare yourself mentally and physically and prepare the needed equipment.
c. Entering the field, by observing various phenomena, the process of community involvement in English villages, the process of involvement of informal sector workers in learning society activities. There are four required data, namely involvement activity, meaning of participation as distinctiveness or excellence and inhibiting factors and supporting factors in the involvement of informal sector workers in learning society activities.
d. Determine and choose informants that are suitable for research needs.
3.3 Data Analysis Phase
This stage the researcher analyzes the data that has been collected, all the data that has been obtained through observations, interviews and field records are immediately analyzed and outlined in the form of draft research results. Next is the preparation of research reports. Furthermore Bogdan and Taylor in (Moleong, 1993) state that ‘... qualitative methods as methods that produce descriptive data in the form of written or oral words (which are narrative) from people and observable behavior.
Then Miles and Huberman (1992) revealed that "with qualitative data can understand the flow of events chronologically, assess cause and effect within the scope of the minds of local people, and obtain many and useful explanations”. Through qualitative research, the data on the problematic and potential aspects of informal sector workers in the learning society in Kampung Inggris Pare Kediri will get complete data.
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 358
4. RESULTS AND DISCUSSION
4.1 Problems in the involvement of informal sector workers
Problems in the involvement of informal sector workers, namely food and beverage vendors and transportation service providers (pedicab drivers and motorcycle taxi drivers) in learning society activities in English Village have many things in common. In this case if compared to the problem of involvement of informal sector workers, the camp supervisor or manager is as follows:
4.1.1 Food and Beverage Seller
a. The lack of English pronunciation skills for traders makes it an obstacle in the process of communication with the course participants.
b. Not many have vocabularies that are owned by traders.
c. The English language course institute is not optimal and is not intense (continuously) accompanying informal sector workers of traders to train and improve their English skills. d. Around the last 3 years, not all institutions have special classes (courses) for informal sector
workers to take courses, which are still available and still run only at the BEC institution (Bacis English Course) on Anyelir street number 8, Singgahan Tulungrejo.
4.1.2 Transportation Service Provider
a. Service providers, namely pedicab drivers and motorcycle taxis, do not have many vocabularies
b. Not sure and confident of the transportation service providers in communicating with the participants of the English language courses in Pare.
c. The course institutions are less intense (continuously) accompanying informal sector workers in transportation service providers to train and improve English language skills.
d. Around the last 3 years, not all institutions have special classes (courses) for informal sector workers to take courses, which are still available and still run only at the BEC institution (Bacis English Course) on Jalan Anyelir number 8, Singgahan Tulungrejo.
4.1.3 Advisor or Camp Manager
a. There is a constraint for camp managers to get assistants at the camp, so that temporarily giving an offer to tutors in the course to be willing or even some camp alumni who still live in English Village to explore English is used as a companion or mentor at the camp.
b. There is competition between camps, to get course participants who reside in the camp.
4.2 Supporting Aspects of The Involvement of Informal Sector Workers 4.2.1 Food Beverage Traders
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 359
a. Have a high enthusiasm to apply the English language skills that are owned so that the merchandise is more sold and the number of customers more. Because trading or selling is their daily life.
b. Participating in habituation carried out by the participants of the course is part of the activity, namely learning activities, honing and striving continuously in English communication. c. Course institutions provide rewards for traders selling in front of the institution.
4.2.2 Transportation Service Provider
a. They are still willing to take courses organized by the course institutions so that these transportation services can apply and add vocabulary.
b. Trying to apply communication skills that are owned even though very little.
c. They transport service providers get rewards, as well as merchants, namely as transportation services in front of the course institutions, participate in applying English language skills in order to provide habituation to course participants so that this is a pride for them.
4.2.3 Camp owner or manager
a. For the camp supervisors they can develop a variety of choice programs that are suitable for camp residents, according to the needs of the course participants (camp residents). Because the camp is the same as the boarding house which provides income for camp managers. b. Increase income for camp owners. With the increase in the number of customers or residents
of the camp, it will further increase the income of the camp manager. Moreover, during the holidays for school children, the camp managers' fortune came.
c. The tutors / tutors camp can get free living facilities while being a mentor at the camp.
d. Take advantage of British Village opportunities that are branded luxury. So in addition to opening camps, on average there are side businesses such as: transportation services (travel), opening shops, opening food / catering shops, selling pulses, receiving laundry services, selling souvenirs typical of British villages and so on.
Unique and interesting social phenomena are viewed from the point of view of non-formal education studies to obtain actual data on the phenomena that exist in British Village. Need an in-depth approach to be able to uncover what is the motive of the phenomenon.
Field findings indicate that community involvement is very strong in the presence of British villages, community participation or involvement of informal sector workers. Even the only one in Indonesia is food sellers, transportation providers and camp assistants in implementing participatory learning society activities, besides this activity is based on willingness and intentions such as those inherent in the principle of matching adults with Septian Widasta (2018) are as follows: (1) adults are always motivated to be personal learners in accordance with their needs and interests, (2) learning orientation for adults is to focus on life according to him right, (3) experience as a source of wealth
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 360
for the learning process, (4 ) adults expect gools themselves with the right needs. Then Septian Widasta (2018) reveals that achieving gools must be based on six basic pillars, as follows:
The existence of the implementation of non-formal education and its peculiarities, especially the existence of English language courses and the involvement of informal sector workers in learning society activities. As in the learning society component there are: (1). students, (2). learning providers, (3) learning resources / institutions, (4) knowledge, (5) lifelong learning activities, and (6) climate and study groups.
In the implementation of non-formal education that implements participatory learning strategies as revealed by Sudjana (2001) consider the principles: 1) based on learning needs (learning needs based), where learning needs exist because of the will or needs of the community; 2) oriented towards the purpose of learning activities (learning goals and objectives oriented), namely planned and implemented to achieve the learning objectives that have been previously set; 3) centered on students (participant centered), namely learning carried out based on and adapted to the background of students' lives; 4) departing from experiential learning, namely learning activities that are prepared and carried out by departing from things that have been mastered by students. Lifelong learning is a continuum of interdependent elements, which are based on individual needs in learning throughout their lives.
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 361
According to Edward (1999) Learning communities are strongly influenced by recognition and differences in communication media that have an impact on interpersonal relationships. When a learning society grows, it produces strength in globalization in economics, culture, communication, migration and tourism.
Activities in English villages focus on cooperative learning patterns in which teaching strategies are designed to educate group cooperation and learner participant interactions. In line with what Duran & Monereo has revealed in the International Journal of Educational Research (Thurston, Cockerill, & Craig, 2019), each group of learners must have a special role to play in the cooperative learning process. This happened in the English village pare.
Based on the construction of logical and structured meaning by using theories to find prepositions that are in accordance with the reality that occurs in the field, the results of the findings in the form of prepositions can be developed into new theories or can be an existing theory reinforcement. As for some research findings in British Village Pare Kediri as stated, several prepositions can be formulated, as follows:
a. The involvement of informal sector workers in learning society activities in the English village is a participation that is influenced by high motivation, the desire to maintain long-standing jobs into daily work and as part of social status including participation in the habituation process.
b. As a lifelong learning process activity. By having a number of customers, the awareness and efforts to continue self-actualizing the informal sector workers continue to trigger or get used to having the ability to communicate in English. Including having a sense of pride and the desire to share mutual learning.
c. The involvement of informal sector workers in implementing participatory learning society activities is built through stages. 1). Stage of participation in decision making. 2). Stage of participation in the implementation of activities. 3). Stage of participation in knowledge sharing. 4). Stage of participation in utilizing the results of activities.5). Self management stage.
5. CONCLUSION
Overall, the involvement of informal sector workers in their activities gives a positive meaning, namely the activities of mutual learning and other than that shown by high motivation and social care. Then strict rules lead the learners to have the principle of having to learn from one another or be called an education pattern. Therefore the public or practitioners in general know that education is very important in all sectors so as to create an atmosphere of fondness for learning.
6. REFERENCES
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 362
Charungkaittikul, S. & Henschke, J. A. (2014). Strategies for Developing a Sustainable Learning Society: An Analysis of Lifelong Learning in Thailand. International Review of Education, 60(4), 499-522.
Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 2001(89), 3. doi:10.1002/ace.3
Miles, M.B dan Huberman, A.M. (1992). Analisis Data Kualitatif. Jakarta: UI Press.
Moleong, L.J. (2005). Metodologi Penelitian Kualitatif. Bandung : PT. Remaja . Rosdakarya
Sudiapermana, Elih. (2013) Pendidikan Keluarga (Sumberdaya Pendidikan Sepanjang Hayat). Bandung: EDUKASIA Perss.
Sudjana, D. (2001). Pendidikan Nonformal. Bandung: Sinar Baru Algensindo
Thurston, A., Cockerill, M., & Craig, N. (2019). Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8 / Year 9 students. International Journal of Educational Research, 94(November 2018), 1–10. https://doi.org/10.1016/j.ijer.2019.02.016
Dokumen pendukung luaran Wajib #1
Luaran dijanjikan: Publikasi Ilmiah Jurnal Internasional
Target: accepted/published Dicapai: Published
Dokumen wajib diunggah: 1. Artikel yang terbit
Dokumen sudah diunggah: 1. Artikel yang terbit
Dokumen belum diunggah: -
Nama jurnal: International Journal of Education and Social Science Research Peran penulis: first author | EISSN: ISSN 2581-5148
Nama Lembaga Pengindek: copernicus
URL jurnal: http://ijessr.com/view1.php?issue=4, http://ijessr.com/ uploads2019/ijessr_02_188.pdf
Judul artikel: Problematics And Potential Aspects of Involvement of Informal Sector Workers In Learning Society Activities
Tahun: 2019 | Volume: 2 | Nomor: 4 Halaman awal: 320 | akhir: 337 URL artikel: http://ijessr.com DOI: http://ijessr.com
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 354
PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF INFORMAL SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES
Wiwin Yulianingsih1* & Gunarti Dwi Lestari2 & Utari Dewi3
12Department of Nonformal Education, Universitas Negeri Surabaya. Surabaya. Indonesia
3Department of Curriculum and Educational Technology. Universitas Negeri Surabaya. Surabaya. Indonesia.
*Correspondence: Wiwin Yulianingsih, Universitas Negeri Surabaya. Indonesia ABSTRACT
Kampung Inggris is also called a foreign language village. The number of more than 100 course institutions is in PareKediri Regency, East Java. The involvement of the surrounding community becomes unique and interesting. The problems and potential aspects of the involvement of the informal sector workers in learning society activities. This study uses a qualitative approach that aims to understand social realization. Methods of collecting data with in-depth interviews, observation and documentation. The results of this study indicate the involvement of informal sector workers in learning society activities in Kampung Inggris is a participation that is influenced by high motivation. In achieving the goal must be based on six basic pillars which means that if the implementation of each pillar, in principle there will be a lifelong learning process including having a sense of pride and the desire to share mutual learning.
KEYWORDS: informal sector workers, learning societyactivities, lifelong learningprocess, Kampung InggrisPareKediri Regency, East Java.
1. INTRODUCTION
Kampung Inggris Pare is a township term located along Anyelir Road, Brawijaya Road, Kemuning Road in Tulungrejo Village and Pelem Village, Pare District, Kediri Regency, East Java. Starting from an English language learning center, it is now developing into a village of languages and is known as a unique and interesting phenomenon involving almost the entire community in Kampung Inggris Pare Kediri, there is only one in Indonesia.
Many found the atmosphere and activity in rhythm at every corner, namely the activity of foreign language courses. Kampung Inggris is also called non-formal education program activities. Foreign languages contained in the course institutions are English and other foreign languages, there are more than 100 course institutions in Pare. English courses are one form of course institutions that serve the needs of students to be able to learn and master English both reading, writing, speaking, and listening. In addition to studying at the English language course institutions, the participants also studied with the surrounding community. This is a unique thing because foreign languages are a feature of every individual who masters them.
The pare community is very actively involved in supporting the sustainability of English language learning in Kampung Inggris Pare Kediri. This is called learning society, especially for learners,
International Journal of Education and Social Science Research
ISSN 2581-5148
Vol. 2, No. 04; 2019
http://ijessr.com Page 355
namely the course participants who come from various institutions in the English village by applying English in the surrounding environment will improve language skills, including communities around the British village environment, especially informal sector workers , starting from café owners, sellers of siomay-batagor, motorcycle taxi drivers and even becak drivers. The active involvement of the community is only available in Kampung Inggris in Pelem village and Tulungrejo village, Pare district, Kediri district. Seen to be seen in the crowds of sellers of Batagor, there is the inscription "No Bravery No Victory, Never Try Never Know: Let's Practice English With Me". Located in one of the doors of the ojek owner's house "If you want to go, to the railway/train station, to the bus station, to the Kediri tourism, come join me ..." From the stand writing that there is active community involvement in learning society process.
The results of previous studies in 2018 that: The involvement of informal sector workers in learning society activities in Kampung Inggris is influenced by high motivation, the desire to maintain jobs and social status, the existence of participation in the habituation process, applying strict rules, and educating each other. This research can be useful both theoretically and practically. Theoretically through this research will strengthen lifelong learning theory and learning society theory. Practically, the findings of this study can be used as a feed-back for people in English villages, especially informal sector workers providing training for the community: Urgencies in research about knowing deeply about the problems and potential aspects of informal sector workers in learning society activities in Kampung Inggris were not done much.
This research is important to be able to optimize the potential aspects and minimize the problems in learning society activities in order to contribute to the existence of Kampung Inggris as educational tourist destinations in East Java. Contribution this research contributes to the development of science. Strengthening the study of Out-of-School Education and the Economy of the informal sector worker community. That the presence of informal sector workers namely food traders, camp managers and providers of transportation services is an important factor in the existence of an English language course in Kampung Inggris Pare Kediri.
2. LITERATURE REVIEW
According to Ivan Illich (Sudiapermana 2013), learning cannot be insulated by space and time, because learning can be done in many places and at all times. When information technology is not as advanced as it is today, Ivan Illich has been thinking about Learning Webs. In this case Ivan Illich argues that knowledge must be used to solve problems and add value to life. Whatever one's busy life and work, always requires learning in every time, throughout his life. Whereas the idea outlined by Paulo Freire, says that education in the concept of learning is a way to a better life. Whereas according to Sudjana (2001), the public likes to learn as well as being a prerequisite for the growth of an educated society.
