EXPLORING OPPORTUNITIES AND CHALLENGES IN INCORPORATING SOCIOCULTURAL ISSUES INTO ELT IN A VOCATIONAL HIGH SCHOOL IN
SALATIGA
A THESIS
Submitted in Partial Fullfilment of the Requirements for the Degree of
Sarjana Pendidikan
RintanAriyanti 112012057
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS UNIVERSITAS KRISTEN SATYA WACANA
i
EXPLORING OPPORTUNITIES AND CHALLENGES IN INCORPORATING SOCIOCULTURAL ISSUES INTO ELT IN A VOCATIONAL HIGH SCHOOL IN
SALATIGA
A THESIS
Submitted in Partial Fullfilment of the Requirements for the Degree of
Sarjana Pendidikan
RintanAriyanti 112012057
ENGLISH LANGUAGE AND EDUCATION PROGRAM FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA SALATIGA
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this no material previously published or written by any other person except were due reference is made in the text.
Copyright@2016. Rintan Ariyanti and Joseph Ernest Mambu, Ph.D.
All rights reserved. No part of this thesis may be produced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Languages and Arts, universitas Kristen Satya Wacana, Salatiga.
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TABLE OF CONTENTS
COVER ... i
COPYRIGHT STATEMENT ... ii
APPROVAL PAGE ... iii
PERNYATAAN TIDAK PLAGIAT ... iv
PUBLICATION AGREEMENT DECLARATION ... v
PERNYATAAN PERSETUJUAN AKSES ... vi
TABLE OF CONTENTS ... vii
INTRODUCTION... 1
REVIEW OF LITERATURE ... 2
Defining CP ... 2
Review of Previous Studies ... 4
The Framework of cooperating CP ... 5
THE STUDY... 7
Context and Participant ... 7
Data Collection Procedure ... 8
Data Analysis Procedure ... 8
FINDINGS AND DISCUSSION ... 9
Teaching material based on student’s real life concerns ... 9
Bringing up issue of marginalized group ... 12
Allowing student’s L1 inside the class ... 13
Integrating students’ local culture ... 15
CONCLUSION ... 17
ACKNOWLEGMENT ... 18
REFERENCE ... 18
APPENDIX ... 21
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INTRODUCTION
Critical pedagogues believe that teachers need to apply critical insights into their teaching practices. Critical practice related to Kumaravadivelu (2006, p. 70, as cited in Akbari, 2008, p. 277) “… connecting the word with the world”. Kumaravadivelu (2006) added that “[i]t is about
recognizing language as ideology, not the just system, it is about extending the educational space to the social, cultural, and political dynamics of language use” (p. 70, as cited in Akbari, 2008, p. 277). This is the spirit of critical pedagogy (CP). Akbari (2008) defined CP in English language teaching as “an attitude to language teaching which relates the classroom context to the wider
social context and aims at social transformation through education” (Akbari, 2008, p. 276). CP encourages ELT to have social justice inside the class (Crookes, 2013). The concept of social justice in ELT means reducing unfairness that might happen in school system between dominated group and a marginalized group that is based on gender, ethnic, race, and also social class through education (Zeichner, 2011), especially in English language classrooms.
Nevertheless, the practicality of CP in ELT has not much been addressed (Akbari, 2008) and many teachers in Indonesia tend not to know about this approach well. Besides that, Mambu (2012) noted that critical pedagogy in ELT in Indonesia is still lacking. Moreover, Larson (2014) reported that the curriculum of ELT in Indonesia did not reflect on students’ needs and local context.
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implementing CP by incorporating socio-cultural issue in a vocational high school in Salatiga. Moreover, the findings of this study hopefully will contribute to the literature of implementation of CP in Indonesia.
REVIEW OF LITERATURE
Definition of CP
Canagarajah (p. 932) said CP was “not a theory but a way of ‘doing’ learning and teaching.” Similar to Canagarajah, Pennycook (1999, p. 33) definition of CP is that which “seeks to understand and critique the historical and sociopolitical context of schooling and to develop pedagogical practices that is aimed not only to change the nature of schooling, but also the wider society.” CP emphasized on the way to change students’ taken-for-granted belief about their society in the teaching and learning process (Freire, 1972; Hook, 1994; McLaren, 1998). Critical pedagogy “[is] a way of teaching that strives not only to transmit linguistic knowledge and cultural information, but also to examine critically both the conditions under which the language is used, and the social, cultural and ideological purposes of its use” (Carter & Nunan, 2001, p. 220). In other words, we can say that CP promotes social transformation through teaching.
In the area of ELT Norton and Toohey (2004) view critical pedagogy as considering language as a social practice that cover the student’s way of knowing themselves, their society,
and their histories when they learn the English language. In addition, Pessoa and Freitas (2012) suggest that education system should promote “social justice” (p. 753) Social justice in ELT
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English teachers not only teach the subject that is given by the government, but they also have to encourage the student to think critically to make the them aware of the feeling of marginalized group and now how to take action and fight against oppression in order to achieve social transformation.
Review of Previous Studies
The practicality of CP has been addressed by several critical pedagogues in terms of critical dialogue by Morgan (2004), Schneider (2005), and also in an EFL reading class by Fredricks (2007). Fredricks’ study focused on how CP could be applied in a reading class through critical reading in Dushanbe, Tajikistan. The majority of Tajiks are Muslims. Fredricks focuses on how implement CP and critical literacy through reading clubs. In the study, Fredrick documented student’s reflection of the novel such as The Kite Runner, Lolita in Tehran, and
Shabanu. From this study she suggested that it will be best pedagogical decision to offer the text to the student and teach them based on the local theme. The result of this study showed that it is easier for the student to connect themselves with the novel because they reflected it based on a real event which portrayed ethnic conflicts. She concluded that critical reading makes both teacher and the students achieved “cultural insight” (p. 27) which means the student and teacher
will able to reflect on their own culture and now how to behave.
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school. The study was conducted by allowing the student in those schools to choose whatever topic that they wanted to discuss and at the same time critical discussion occurred while discussing it. In this study, Shin and Crookes reported that it is quite challenging to have a critical discussion, but mostly student enjoy the discussion and participate in critical dialogue with their teacher and their friend.
Those studies showed that CP plays an important role for both teachers and students to get better knowledge, especially in English language context. Those researchers are trying to implement CP in English language context by inserting issues that might have a connection to students’ life. Unfortunately, the practicality of CP in Indonesia is still not well documented
(Larson, 2014; Mambu, 2012). In order to fill this gap, I want to explore challenges and opportunities in implementing CP into ELT in a vocational high school in Salatiga
Theoretical framework
Akbari (2008) explains that there are four principles for teacher to make a transformation in students live by introducing critical pedagogy in ELT classroom.
Teaching based on students’ local culture
Since language is part of culture, students’ own culture can be used as a resource of the
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he explained that a student really needs to improve their ability to talk about their culture and their own identity. Besides that, by including student local culture will make the student able to sort whether this culture appropriate for them or not (e.g. AIDS and honor killings).
Regarding students’ L1 as a resource to be utilized
From the critical perspective, it is necessary to allow the student to use their mother tongue or L1 since it is the part of their identity that teachers cannot deny. This notion does not mean the teachers can use students’ mother tongue as the only media of instruction during
teaching and learning activity; they still need to reinforce the use of the target language being learned, especially English. This statement means that the students are free to use their L1 if they found difficulties to express their opinion in the target language. Allowing the student to use their mother tongue in English language classroom and wisely use student’s mother tongue as a teaching aid, allows the teacher to make the setting as the beginning toward “empowerment” and desirable change for the student’s life (Akbari, 2008).
Including more of students’ real-life concerns
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Making students aware of issues faced by marginalized groups.
Teachers need to include social issues faced by marginalized groups in their teaching to make the student more aware that the marginalized group exist around them and decide to help the marginalized groups to help them live a better life. A marginalized group is a group that is denied certain rights and opportunities because their political views, behaviors, or beliefs are different from the mainstream group (Akbari, 2008, p. 281). Akbari mentioned that the majority of course books do not mention the issue of the marginalized group due to their physical appearance that make them might not get their right on opportunities to have a better life.
The Study
The research question of the current study is: In view of Akbari’s (2008) theoretical
framework of CP in ELT, what are opportunities and challenges in incorporating sociocultural issues into ELT in a vocational high school in Salatiga?
Research Methodology
This research employed a qualitative case study. This research method design is selected because it is more relevant to get teachers’ perceptions or points of view. Besides that, by doing
a qualitative case study the data that is collected is richer, so we can know deeper about the current situation related to my topic that is potentialities or opportunities and challenges in integrating socio-cultural issues in a vocational high school level.
Context
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presented and analyzed. The reason of choosing this school is that I have relatively access to the teachers and in this school they incorporated socio-cultural issues in ELT.
Participants
The participants of this study are 3 English teachers from SMK X in Salatiga. To select these participants, I asked 11 teachers from three states vocational high school and one private vocational high school to give response by answering the open-ended questionnaire that is developed by Mambu (2015). Those three teachers are selected because of there is potentiality that they include socio-cultural issues in their English language classrooms. In order to keep their confidentiality, Mr. Sam, Mrs.Sue, Mrs.Santi is used as the pseudonyms. The questionnaire and the interview protocol were included in the appendix. The questions and answers in Bahasa Indonesia were translated to English.
Data Collection Procedure
This study was conducted using three research instruments: questionnaire, semi-structured interview, and student textbook observation. The questionnaire, which is developed by Mambu (2015), is used to choose the potential teacher that incorporate socio-cultural issue in their teaching. To collect richer data, semi-structured interview and students’ textbook observation were conducted. Those instruments were chosen because of the possibility of getting richer data related to potentiality and possibility incorporating socio-cultural issue in their teaching. Textbook observation and interview questions are more focus on material that is related to CP principals (Akbari, 2008)
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To answer the research question, teacher responses in questionnaire (developed by Mambu, 2015) semi-structure interview items and textbook observation are matched to themes that are provided by Akbari (2008)
• Teaching based on the student local culture
• Regarding students’ L1 as a resource to be utilized
• Including more student’s real-life concerns
• Bringing up issues that faced by the marginalized group.
For example teacher responses in item no. 4 (Why do you think student need to learn the English language?) “To face ASEAN Economic Community, students need to learn English”) is matched to theme “including more student real life concerns.”(All transcribed data in this study
are translated into English from Indonesian). Furthermore, the result of student textbook is also matched to the theme (e.g. Bullying is matched to bringing up the issue of the marginalized group).
FINDINGS AND DISCUSSION
Three English teachers in SMK X indicated that they have inserted socio-cultural issue in their teaching which it is the major issue in CP although they didn’t thick CP in the questionnaire
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materials based on student real life concerns, bringing up the issue of the marginalized group, allowing student’s L1 to be utilized, and teaching based on student local culture.
Teaching material based on student’s real life concerns
According to Akbari (2008) to make a transformation in student social life, the teacher needs to choose the materials that students really need it. This statement can be taken from questionnaire’s item no 8.“Menurut Anda mengapa siswa perlu belajar Bahasa Inggris? (In your opinion, why do you think students need to learn English?)”
The result showed that three of eleven teachers mentioned about MEA. MEA, Masyarakat Ekonomi Asian or Asian Economic Community, is aimed to produce one market and production base by 2020 with a free movement of services, goods, capital, investments and skilled labor in Asian” (Hutabarat, 2014). Therefore, it is essential for the students to be ready to
face MEA if they do not want to be eliminated in industrial competition. Mr. Sam stated: “I think student really need to learn English because of the need to find a job soon after they graduate from this school. They need to show off their skill especially in ASEAN Economic Community” (Questionnaire, June 8, 2016). A similar response has been written by another teacher.
Teacher Sue (English teacher in SMK X) suggested: “To face ASEAN Economic Community, students need to learn English” (questionnaire, June 8th, 2016).
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teacher firstly makes the student aware of this issue by discussing this issue together with the student.
Although MEA is essential to be discussed, practically to prepare the student is hard to be done for English teacher in ELT context. The problem is the system that has been built by the government that makes them unable to apply material that is student really needs to face MEA. The system such as syllabus, have to be covered in one semester and also time allocation that have been reduced from four hours to two hours a week. Mrs. Sue said: “We are as SMK teacher, our guide in teaching is syllabus and the syllabus include the title of the material that need to be taught” (Interview, August 18th, 2016).
Another teacher, teacher Santi (pseudonym) from the same school, SMK X, also explained that when a teacher gives materials not in line with the syllabus, this teacher is afraid it might impact student’s performance in final examination and reduce their grade. Further, this teacher also mentions that the contents of the questions in English examination are the same and there is no difference for each class (e.g. culinary, accountant, and fashion designer have the same question). This condition might make the student find difficulties since they might be unfamiliar with the content that is being tested and reduce their final grade. So Mrs. Santi prefers to use material that is provided by the government and chooses material that has correlation with student’s textbook.
Differently, Mr. Sam explained that in creating his English material is based on student’s need. In creating the English materials, not only take material from the government textbook but also from other appropriate sources. As he put it:
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the 3rd-grade student are going to graduate and face the real world. The issue that I choose is like be careful of overseas job hiring since they are a fresh graduate. Other issues are enjoying their profession and having good attitudes in the working field. It is important since as workers they might get a low salary and so they need to be thankful for whatever that they get. Therefore, materials that I choose are different from government textbook since student a needs is important (e.g. how to make the student be careful of overseas job hiring and be patient with the low salary). (Interview, August 18th, 2016)
Actually teachers are aware that what is covered in the syllabus is a little bit inappropriate for the student especially SMK student that is the class is based on the student’s needs (e.g. Culinary, fashion designer, accounting, and etc). Even though they did not use the CP approach in teaching, from those responses English teachers indicates that in teaching there are potentials to apply CP by incorporating socio-cultural issue into their teaching. According to Akbari (2008) in CP, a teacher in choosing the material should consider what student really needs is based on student’s background and culture. Yet, English teachers might have no authority to create their
own system that students really needs and useful for the future.
Bringing up issues of marginalized groups
Akbari (2008) suggests English language teachers bring up the issue of the marginalized group so that the student will know how marginalized group feeling is. After they know and are aware of the existence of the marginalized group, hopefully, they can be the agent of social transformation.
This issue is covered in student textbook “Bahasa Inggris” for the second grader in senior high school. This book covered the issue of bullying in chapter 2 which title is “Bullying; cancer that must be eradicated.”
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1. Have you ever been bullied or have you ever witnessed someone being bullied? 2. How did you feel?
3. Can you express your feelings/opinions on the issue of bullying? (Buku Bahasa Inggris, p. 26)
The next activity is reading which still discusses how terrible the impact of bullying in their daily life is. After reading that article, students and the teacher need to discuss their personal opinion about bullying. This chapter was good for the student to make the student aware of bullying and the feeling for people who are bullied.
Teacher Santi saw that this is a crucial issue that needs to be discussed inside the class. She gives an example that bullying has appeared inside her class.
I have discussed that issue in my class and practice it in a group. The students are motivated and enthusiastic about sharing their opinion. They enjoy group discussion and one student is satisfied with this discussion. It is because, in the first grade, she has been bullied. As a teacher I guided her and gave her a religious advice that bullying is not allowed, since it makes other people offended, and is prohibited. This student is marginalized by her classmate not because of her ethnicity, religion, or race, but this student is bullied because of her skin disease and body odor. I told my students that hurting other people is a sin and now she is not bullied by her classmate anymore. (Interview, August 18th 2016)
These responses show that raising issues of a marginalized group make the student aware of bullying that exists around them. This condition needs to be avoided since it might cause another person get hurt. Therefore raise the issue of the marginalized group in ELT affect student perception toward bullying that unconsciously occur in their surroundings. As Akbari (2008) suggests, teachers need to include social issues faced by the marginalized group in their teaching in order to make the student aware that the marginalized group exist around them and decide to help the bullied group to get a better life.
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As Bahasa Indonesia is the Indonesian nationals’ first language, mostly students are able to speak the Indonesian language fluently. It is because their environment mostly speaks Indonesia and it might make them more confident to use the Indonesian language inside the class. It also occurs in English language class context. Most teachers that have been interviewed said that some students were more talkative when using L1 is allowed inside English language classroom. Mrs. Sue said: “When I forced the student to speak English all the time and didn’t allow them to speak Indonesian language and the entire student will keep silent, so sometimes I allow them to speak Indonesian English” (Interview, August 18th, 2016).
Similar responses are also delivered by other teachers that they allowed their student to speak Indonesian language, and even Javanese language. The purpose is to make their student enjoy and confident to share what is in their mind, as what Mr.Sam (English teacher from SMK X) said:
At certain stages, I allowed them to speak Indonesia. Why? It is because when the student wants to share their opinion in group discussion but they have limitation of time (2 hours). When they are forced to speak English all the time, class discussion will not work well and we will run out of the time. So, we have to allow them to speak Indonesian language instead of English language.(Interview, August 18th, 2016)
The specific occasion that teacher allowed the student using the Indonesian language is on group discussion because in this section they need to share their opinion directly and without any preparation before. Another reason is to make all group members participate in group discussion and the discussion will work well. Although students’ L1 is allowed, the teachers still encourage the student to share what they have discussed in their group using English. Mr. Sam said:
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the class. For each student might need 5 to 10 minutes to think and share it to their group, so they are allowed to use Indonesian language and Javanese language. In order present it in front of the class they have to use English. (Interview, August 18th, 2016)
Not only the student who used the Indonesian language in English class, but also the English teacher. In delivering the material teachers used code mixing and code switching inside the class. Hopefully, by mixing or switching their language the student get better understanding toward material that is being discussed. As what explained by Mrs. Santi:
I’m afraid if I speak only English language even in explaining the material, the student will not understand and ask “what are you talking about, Ma’am?” I have experienced it when I teach listening topic to the student at 3rd grade, all of my students laughed and they asked: “Ma’am, what are you talking about?”. I need to explain it again using the Indonesian language. (Interview, August 18th, 2016)
A similar opinion is shared by Mrs. Santi she mix her languages (Indonesian language and English language) in explaining the material. Mrs. Santi explained her material using both Indonesian and English language since she knows that student proficiency level is different. So, the use of Indonesian language is based on the classroom that she entered.
Yeah, it depends on which class I teach English. It is because proficiency level of each class is different; for example we have two main majors—business and tourism. The tourism students usually have a lower proficiency level, and business students have a higher proficiency level. I tried to explain using English and then I saw the student when they look confused and I asked they don’t understand I explain again using the
Indonesian language. (Interview, August 18th, 2016)
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country, a teacher needs to consider student L1 as teaching aids since the English proficiency level of each student is different. Besides that, allowing L1 exist inside English class will encourage the student to be more active take part in the class activity because they are not afraid of their language. Yet, still, the teacher have to wisely to use student L1 as teaching aids so that the target in teaching English can be reached.
Integrating students’ local culture
Akbari (2008) suggested when the teachers want to create their materials, they have to consider students’ local culture because including it will make the students aware and respect their culture. Besides that, by including students’ local culture might make it easier for the students to understand the material since they already have background knowledge related to the materials that are discussed.
Unfortunately, to practice it in ELT context is a challenge for the English language teacher because they have the limitation of time and this material is not covered in the syllabus. Another reason is some teacher afraid when the student faces final examination, the question is not based on this issue and a student will get confused. Mr. Sam explained:
We haven’t included student local culture because of two reasons. First, we think that it will not useful for their future. In vocational high school for example culinary student who work in restaurant, thus local culture is not needed. Second, we have a limitation of time. 2 hours in a week it is not enough to include other materials outside the syllabus. So we do not include student local culture in my teaching.
A similar response also given by Mrs. Sue:
As we know we use curriculum 2013. In a very limited time, we have to finish many materials in a semester, whereas each week we only have two hours. Actually, I really want to emphasize on their culture by teaching English.
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the Indonesian culture. She provides an example of how people in the western culture behaves and then she tells how about Indonesian culture. Mrs. Santi stated:
It depends on the materials; for example, English materials for the students in the first grade. At least in my teaching, I ask them to differentiate those foreign cultures with their culture, so student reflects on their experience. For example, in England or America, they will respond to a compliment with thank you. And it might be different from our culture. (Interview, August 18th 2916)
Those responses show that in teaching, although only one teacher who mentioned including students’ local culture in their teaching, there are some potentials for the teacher to
incorporate CP into ELT. In this context, the teacher needs to be more creative to include students’ local culture to develop their material so that the students will be more aware of their own culture and how they should behave in the society based on their local culture. Siregar (2013) suggests that as a teacher we need to guide our student to reflect on cultural differences and similarities between our culture and other countries culture. Moreover, they will be able to sort which culture that is relevant to their own culture.
Conclusion
It has previously been mentioned that the implementation of CP is still lacking; therefore, exploring the potentialities and challenges in implementing CP is essential to be done. The study is integrated with Akbari’s theoretical framework (2008) that is incorporating socio-cultural
issue which are major issue in CP in ELT context. The result of this study showed that the teacher have actually some potentials to apply CP in their teaching, although they have never heard of it. Although the three teachers participating in this study did not think of teaching using CP, their responses indicate that socio-cultural issues are part of their teaching. In choosing the material teacher inserts the material based on the student’s need for the issue of MEA and related
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their student to use their L1 and also the make the student to reflect on the culture differences between their own culture and other culture.
Unfortunately, it is challenging for them because they must follow government regulation that they have to finish to discuss all the material with the limitation of time. Additionally, in developing the material the teacher has difficulties to teach in two hours with many materials that are covered in the syllabus. Hence it is hard for them to explore another material outside the syllabus. Furthermore, the teachers were afraid when they teach the material outside the textbook and syllabus the student would fail on their examination since the contents of the question for all majors in the vocational school are standardized. As this is a small case study, it awaits more studies in more various contexts. For further research hopefully, there will be a deeper exploration of opportunities for the teacher to implement CP in their teaching.
ACKNOWLEDGEMENT
First of all, I would like to give my big gratitude to my God, Allah SWT because of I was nothing without Him and help my way to finishing this thesis. I would also thank my supervisor, Dr. Joseph Ernest Mambu who is very kind smart and also be patient in dealing with all of my mistakes. His patience and willingness are very helpful for me to finish this thesis. For my examiners, Ms. Athriana Santye Pattiwael who gave me helpful input to my thesis, I also want to say thank you.
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Siregar, F., L.,(2013). Indonesia’s ELT and the ASEAN economic community. Retrieved from
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Appendix Interview data
Mr. Sam
1. Apakah mea pernah anda bahas di dalam pelajaran bahas di kelas?
Teacher a: di kelas saya bahkan di upacara sudah pernah dibahas tentang mea dalam rangka untuk mendorong siswa untuk tau mea dan konteknya dalam bahasa inggris
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memang tidak mungkin orang belajar bahasa inggris 2 jam perminggu. Berarti 2x4 berapa itu, 8jam 1 bulan. Itu menurut saya sudah diatas imposible.
3. Terdapat issue tentang bullying di buku bahasa inggris kelas 2 semester 1. Apakah issue tersebut pernah anda bahas? Jika iya, bagaimana anda membahasnya di dalam kelas? Jika tidak mengapa demikian?
4. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian?
Nah untuk sampai saat ini kami belum, ada beberapa alasan. Pertama, waktu. Kalau waktu memasukkan misalnya cerita soal dongeng misalnya siapa, anlgling dharmo. Ada dua alasan satu itu menurut smk tidak pas karena ketika mereka bekerja direstoran customer tidak akan bertanya cerita itu, vocab vocabnya juga nggak akan kena. Sementara waktu terbatas dan itu nggak akan dipakai mereka, kami lebih baik menggunakan topic topic yang dekat dengan mereka. Misalnya seperti itu jadi misalnya yang dari pemerintah atau dicarikan yang lebih pas misalnya bahasa bahasa di restoran. Misalnya bisa juga toh, handling guest direstaurant seperti itu kan pas. Bagaimana menawarkan, bagaimana.. Ya handling guest seperti itu kan pas. Itu kalau di ap juga ada di jurusan boga juga ada seperti itu.
5. Selain dari buku pemerintah bapak apakah bapak menggunakan materi yang disediakan dari pemerintah saja?
jika iya, mengapa demikian?
Jika tidak jelaskan criteria – criteria yang anda pakai dalam pemilihan materi tersebut.
Nah tulisan yang ada di buku buku pemerintah, itu menurut saya tidak semuanya pas. Oleh sebab itu karena saya berorientasi kelas 3 sebentar lagi lulus, dan mereka akan menghadapi dunia nyata, saya mengambil topic itu dari majalah atau koran. Misalnya isu isu tentang, misalnya a.. Tentang hati hati tentang tawaran kerja keluar negeri. Karena mereka itu kan siswa baru . Nah kemudian juga ada be happy at working. Karena mereka ketika lulus sudah kerja masih dengan gaji kecil, mereka harusnya be happy. Mereka harusnya senang dulu dijalani tidak banyak apa, complaint. Nah ekmudian topic topic lain lagi misalnya kami menga,bil topic tentang bagiamana ber.. Berperilaku didunia kerja. Kami mengambil seperti itu. Kita mengambil dari internet, majalah,, dari jakarta post. Kemudian ada lagi misalnya kalau procedure text selain di buku ada kami juga ambil dari topic topic dari internet seperti itu. Jadi kadang kadang topiknya agak sedikit bergeser dengan yang dari buku dari pemerintah, tapi saya melihat kebutuhan siswa itu penting. Bagaimana agar mereka tidak mudah dikibuli saat ingin bekerja di luar negeri, abgaimana senang di dunnia kerja, bagaimana sabar dengan gaji kecil dulu seperti itu.
Probing question: saya tertarik dengan salah satu topic anda yaitu tidak mudah tertipu tawaran bekerja diluar negeri, nah untuk materi tersebut bagaimana cara anda mendiskusikan materi tersebut di dalam kelas atau mungkin tahapan tahapan proses diskusi.
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disiapkan pertanyaannya sudah disiapkan. Nah pertanyaan itu dari pertanyaan sederhana sampai pertanyaan tingkat diskusi (e.gbagaimana seandainya anda ditawari pekerjaan seperti itu) nah itu masuk dalam share kelompok, networking dalam kelompok seperti itu.
6. Saat anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa daerah sebagai media untuk diskusi? Menagapa demikian?
Nah, pada tingkatan tertentu diperbolehkan. Kenapa, misalnya mereka ingin menyampaikan masukan mereka. Tapi ingat dengan product 2 jam ini mereka kesukaran. Mereka diijinkan, kemudian di akhir diskusi itu mereka kita dorong simpulannya apa coba try to say it in english. Ini juga butuh waktu. Toh itu sangat original dari pendapat mereka, diijinkan. Nah tentu karena dijawa kadang kadang mereka menggunakan bahasa jawa dan itu nggak bisa dihindari. Tapi terminalnya akhirnya mereka, simpulannya setelah mereka mendapat simpulan, coba try to say it in english. A.. Itu butuh waktu.
Probing: 1. Jadi bapak kan saat tadi bilang mereka menyimpulkan materi, nah mungkin kalau mereka saat ingin bertanya tentang, misal mereka tidak tahu tentang salah satu vocab, nah apakah mereka diijinkan bertanya menggunakan bahasa indonesia? Atau bapak mecoba mendorong mereka menggunakan bahasa inggris?
Ya, saya ada dua cara. So first, i encourage them to use internet or smartphone, or dictionary. Tapi kalau apda akhirnya mereka dapat kesukaran kita harus helpful. Tetapi disini guru tidak ambil peran dulu. Biarlah mereka menggunakan referensi yang ada. Karena itu merupkan cir k13.
Probing 2: untuk lebih spesifiknya bahasa indonesia atau bahasa daerah ini diperbolehkan saat situasi yang seperti apa?
Nah, spesifiknya yaitu saat diskusi antar teman. Diskusi ada pertanyaan seperti ini: what will happen, a.. What are you going to do if you are offered a job to work overseas. Sehingga mereka ini kan akan banyak masukan, dan itu tidak butuh waktu 5 menit bisa butuh 10 menit bahkan lebih. Karena apa, mereka akan kalau ada satukelompok 5 orang mereka punya pendapat masing masing. Kemudian untuk menyimpulkan kan memang mereka pakai bahasa jawa pakai bahasa indonesia. Tapi saat presentasi di depan kelas they have to try to say it in english whatever their english is. Ya.. Apapun bahasa inggrisnya mereka.
Mrs. Santi:
1. Apakah issue mea pernah anda bahas di dalam pelajaran bahas di kelas?
Pernah,karena perlu kita ketahui mea masyarakat ekonomi asean atau disebut dengan mea. Mea adalah pasar bebas yang harus kita perkenalkan sama anak-anak. Anak-anak kita itu kan smk, mau tak mau banyak kerja ketimbang kuliah. Maka dari itu sedikit sedikitnya kita bekalilah anak anak supaya bisa mempermudahkan nanti dia mencari pekerjaan. Maka dari itu apa yang terasa, apa yang lagi booming ynag sedang lagi diperbicarakan, itu saya coba-coba. Karena keterbatasan waktu mnecari materi diluar sendiri, bisa dari internet download sendiri. Nanti besoknya saya sharing apa yang dia dapati. Oh ini bu, ini bu. Kadang kadang saya yang tidak tahu, dari sharing tersebut saya jadi lebih tahu dapat ilmu baru.
a. Jika iya bagaimana proses diskusi berjalan? b. Jika tidak, mengapa demikian?
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dari sikap interview yang pertama kali kalau kita salah dari instansi itu sudah tidak berminat lagi. Tapi kalau kita pertama kali dalam interview meyakinkan, bisa anak anak. Ya insyaallah anak-anak bisa ditutupi.
3. Dalam pemilihan materi diskusi pembelajaran, bagaimana anda memilih materi pembelajaran yang memang sekiranya sesuai dengan kebutuhan siswa?
Oke, kita sebagai guru patokannya adalah silabus. Nah dari pemerintah juga dikasih buku paket, kadang kadang menurut syllabus, buku paket tidak komplit. Kadang kadang komplit disini,tapi disisi lain ada materi yang belum tercover. Jadi disini ibu sebagai guru tetap saya cari materi-materi yang lai, agar bisa saya penuhi. Karena didalam buku pemerintah itu kan tidak lengkap sama sekali. Urut-urutannya pun juga tidak urut. Maka dari itu saya juga ada teman teman, saya minta kamu punya materi ini nggak, karena ini dalam buku paket nggak ada. Padahal dalam syllabus kita dituntut. Maka dari itu saya mabil dari beberapa materi yaitu dari lks, lagi ngupload [download] dari internet agar melengkapi materi yang harus saya ajarkan.
Kita kan sebagai guru smk, patokan kita kan syllabus. Dalam itu kan ada judul materinya. Nah, saya sebagai guru saya sesuaikan juga. Misal saya masuk kelas 2 boga, nah saya sesuaikan boga itu apa alat alatnya dan bagaimana cara penyampaiannya sama tamu, bagaimana cara
bersikapbeda dengan jurusan tata busana. Kalau misal baju untuk pesta seperti ini dan ngomong nawarinya harus soan seperti ini. Jadi masing masing jurusan beda. Kalau perkantoran beda, bagaimana sikap kita dikantor apa yang harus kita lakukan dari soal tingkah badan aja beda kalau perkantoran cara duduk aja beda. Sedangkan dalam pemilihan kosa kata pun juga dibedakan. Jadi pandai pandai lah guru dimana dia mengajar, sesuai dengan jurusan, harys kalau dapat memasuki jurusan. Jadi kelak ketika anak sudah tamat, menuju mea tadi bisa langsung mempraktikan. Jangan nanti sampai dia, jurusan boga tapi nanti tidak bisa bagaimana cara cara bersikap ala ala boga, nggak bisa. Misal mengatakan untuk ini, itu yang berkenaan dengan boga misal menserve tamu bagaimana, beda dengan jrusan lain.
4. Terdapat issue tentang bullying di buku bahasa inggris kelas 2 semester 1. Apakah issue tersebut pernah anda bahas? Jika iya, bagaimana anda membahasnya di dalam kelas? Jika tidak mengapa demikian?
Ada, dalam reading itu saya bahas. Langsung saya praktikan per group . Anak anak sangat termotivasiitu. Sangat membara, oh begini begini bu. Nah terus akhirnya dengan masing masing pendapat ada yang enjoy, ada yang merasa puas dia. Karena dia kelas satu pernah mengalami bullying, balas dendam tapi saya sebagai guru saya bawa ke dalam agama, bahwa sikap bullying tiu tidak boleh. Apalgi menyakiti menyakiti seseorang tidak boleh, bikin orang tersinggung aja tidak boleh. Apalagi sekarang pemerintah alhamdulilah tidak mempperkenankan bullying itu terjadi.
Sebagai contohnya, ada dikelas kita. Ada siswa paling depan duduknya tapi bukan bukan soal sara, bukan. Mungkin dia, digojlok atau dijauhi oleh teman temannya karena ada kelainan di badannya. Baunya pun juga nggak enak nggak seda. Selalu di kucilkan anak anak dengan adanya saya [sebagai guru] saya bawa mereka ke jalan yang baik, saya arahkan dengan jalan agam. Alhamdulilah sekarang tidak begitu lagi. Tapi saya tanya dulu kenapa, [dan mereka menjawab] ini bu begini bu. Badannya nggak sedap. Dan itu nggak boleh bikin orang sakit hati itu adalah dosa. Tapi itu sekarang anak anak tidak lagi.
5. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian?
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dia membuat dirumah saya kumpulkan disitu saya pelajari. Karena waktunya terbatas, 2 jam perminggu, biasanya kan 4 jam. 2 jam permnggu nanti materi kita nggak sampai, anak anak kasihan.
ibu berkata tadi pr, pr itu berupa apa ya?
Terkadang berbentuk portfolio, tugas sesuai dengan materi yang saya ajarkan. Misanya pertama tama hope and wish. Saya sesuaikan deh pertama saya suruh mereka bikin dirumah, harapanmu apa untuk masa yang akan datang. Waktunya dua jam jadi dengan besok dia dikumpulkan saya baca, oh saya bisa tahu anaknya ingin jadi seperti ini dan saya bisa mengaasih pertanyaa ke anak anak tersebut.
6. Anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa daerah sebagai media untuk diskusi? Mengapa demikian
Contohnya daam diskusi, masing masing anak akn ingin mengeluarkan pendapat mereka, bagi anak yang bisa, langsung dia bahasa inggris, dia mengutarajan pendapat menggunajan bahasa inggris. Tapi, anak yang tidak mampu dan ingin mengutarakan pendapat tapi tidak tahu bahasa inggrisnya, kadang kadang dia ngomong pakai bahasa indonesia. Saya sebagai guru, itu saya terima. Karena nanti, kalau kita gap nanti dia tidak bermotivasi lagi untuk mencoba belajar. “etelah saya o a, aru saya suruh ahasa i ggris ya. Tapi kalau la gsu g saya suruh, do t speak indonesian language, you must speak english language. Nah, nanti semua pada keep silent semua. Nah begitu makannya boleh sekali kali. Karena kadang kadang kan mereka vocabnya ggak tahu, [ isal] u, ara ila g i i agai a a ah jadi u tuk sekali sekali oleh u tuk menggunakan bahasa indonesia.
ibu sendiri saat memberikan pelajaran di dalam kelas, apakah ibu selalu menggunakan bahasa inggris all the time?
Ya ok tergantung kelasnya, kita ka nada pariwisata dan business management. Kadang-kadang pariwisata itu agak lemah, jadi dia apabila saya menggunakan bahasa inggris sampai the last time, saya lihat anak anak dan anak ada anak yang nggak mudeng tapi malu bertanya. Nah disitulah saya sedikit saya menerangkat menggunakan bahasa indonesia. Kalau nggak kan nanti kasihan. Ya kalau bagi kelas kelas yang tertentu ok, tapi kalau ada kelas yang khusus kita harus member kesimpulan dengan bahasa indonesia. Karena anak anak itu takkut bertanya, padahal dia tidak mengerti tapi karena dia takut tetap dia pendam. Lebih baik kita terangkan sedikit.
Mrs. Sue
1. Dalam pemilihan materi, criteria apa saja yang anda terapkan untuk disampaikan ke murid di dalam kelas?
Mungkin untuk jurusan-jurusan tertentu, say amengajarnya kelas ap, pm, serta kecantikan, dan paling sedikit saya masukan yang sesuai jurusan mereka. Kenapa sedikit karena saya berfikir, di akhir nanti ujian terutama untuk evaluasi mereka dan uian mereka kan sama tidak ada perbedaan ini jurusan apa, ini jurusan apa. Dalam pemilihan materi tetap didasarkan pada buku pemerintah namun tetap dikembangkan lagi di aktivitas dan kosa kata yang sesuai dengan jurusan mereka tapi sedikit. Karena keterbatasan waktu serta di akhir pas ujian nnanti tidak akan keluar tidak ada bedanya untuk perjurusan.
2. Saat anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa daerah sebagai media untuk diskusi? Mengapa demikian?
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probing question daam kegiatan apa mereka diijinkan untuk menggunakan bahasa indonesia atau bahasa daerah?
Untuk presentasi mereka menggunakan bahasa inggris sebisa mereka. Tapi dalam kegiatan diskusi mencari materi mereka dipersilahkan menggunakan bahasa indonesia. Selain itu saat mereka bertanya kepada saya mereka menggunakan bahasa campuran. Terutama anak anak kelas 3, mereka akan sebisanya unutk menggunakan bahasa inggris dan ketika tidak bisa u oleh pakai ahasa i do esia ya u? Boleh. Tapi ketika saya e jelaska saya menggunakan bahasa inggris. Tapi kadang kadang, saya sudah menjelaskan pakai
ahasa i ggris a ak a ak u dh go o g apa? Jadi harus saya ula g ahasa i ggris ya kemudian saya pakai bahasa indonesia. Saya khawatir kalau saya memaksa hanya
pe ggu aa ahasa i ggrs ya g diiji ka ereka ggak paha u ds i i go o g apa? Seperti kemarin saya menjelaskan tentang listening ke anak kelas 3 anak anak pada ketawa, ketika saya tanya ada apa da ereka e jawa u diah tadi go o g apa?
3. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian?
Tergantung materinya, kalau misal materi kelas 1 apa ya? Paling tidak seandainya ada paling saya suruh mereka membandingkan. Harus ada pembandingnya. Misalnya giving compliment, misal di indonesia seperti ini di luar neger seperti ini. Dan di inggirs orang kan diberi pujian, mereka kan akan mengatakan thank you dan lain lain. Kalau dibudaya kita kan tidak mengatakan seperti itu reponse nya. Jadi langsung amsuk ke konteks perbandingan apa yang ada di sini dan bagaimana di luar sana.
