ABSTRAK
Pembuatan tugas akhir ini bertujuan untuk menemukan faktor-faktor yang menghambat para murid Intermediate-3 di ACE KIDS Bandung untuk belajar Bahasa Inggris dengan baik. Para murid Intermediate-3 di ACE KIDS adalah remaja yang berusia 16-18 tahun. Setelah menemukan faktor-faktor tersebut, saya berharap saya dapat membantu dengan memberikan solusi-solusi yang tepat bagi para murid dan para guru yang mengajar mereka.
Saya menggunakan kuesioner untuk mengumpulkan data dari para murid dan wawancara untuk para guru mereka sehingga data yang terkumpul tidak berat sebelah. Berdasarkan hasil kuesioner dan wawancara, para murid kurang memiliki motivasi dalam diri mereka. Dari hasil kuesioner, mereka belajar Bahasa Inggris hanya karena ada ulangan dan hanya karena Bahasa Inggris adalah salah satu mata pelajaran tetap di sekolah mereka. Menurut para guru, para murid belajar Bahasa Inggris hanya karena ada hadiah apabila mereka mendapatkan nilai bagus dan hanya karena orang tua mereka yang menyuruhnya. Mereka juga memiliki language ego (suatu perasaan dalam berbicara Bahasa Inggris agar dapat mengekpresikan diri sendiri) yang lemah. Para murid tidak dapat mengekspresikan perasaan mereka karena mereka takut ditertawakan, sehingga mereka lebih memilih untuk tidak berbicara di dalam kelas.
Dalam hasil wawancara, terlihat bahwa para guru memiliki harapan-harapan yang positif yang menunjang para murid untuk belajar Bahasa Inggris secara efektif dengan menanamkan rasa percaya diri. Dalam hal ini, sikap para guru yang positif berperan penting karena dapat menciptakan suasana kelas yang positif bagi para murid dan guru tersebut.
TABLE OF CONTENTS
ABSTRACT ……… i
DECLARATION OF ORIGINALITY ………... ii
PREFACE ………. iii
TABLE OF CONTENTS ……….. iv
LIST OF APPENDICES ……….. v
CHAPTER I : INTRODUCTION ………. 1
I.1. Background of the Study I.2. Identification of the Problem I.3. Objectives and Benefits of the Study I.4. Concise History of the Organization I.6. Limitation of the Study I.7. Layout of the Term Paper CHAPTER II : THEORETICAL REVIEW ... 6
CHAPTER III : PERFORMANCE OF THE RESEARCH ………... 11
III.1. Method of the Study: Small-Scale Research III.1.1. Choice of Instruments III.1.2. Data-gathering Process III.1.3. Presentation of Data CHAPTER IV : RESULT AND DISCUSSION OF THE RESULT ………17
CHAPTER V : CONCLUSION AND SUGGESTIONS ………... 19 BIBLIOGRAPHY
APPENDIX I
INTERVIEW
Date: Name:
1. Why do you like to teach English at ACE KIDS?
2. What are your expectations for the Intermediate 3 students here?
3. How do you deal with students who make a mistake or do not do their homework?
4. Do the students use the opportunity to speak English in class, whether their grammar is correct or not?
APPENDIX II
QUESTIONNAIRE
Universitas Kristen Maranatha
Fakultas Sastra, Program D3 Bahasa Inggris Jln. Surya Sumantri no:68
Bandung
Yth. Para murid Intermediate 3 di ACE KIDS,
Saya, selaku mahasiswi program D3 Bahasa Inggris, meminta Anda untuk mengisi pertanyaan-pertanyaan di bawah ini. Karena jawaban-jawaban yang Anda berikan akan sangat membantu penelitian saya mengenai faktor-faktor yang menghambat Anda untuk belajar Bahasa Inggris dengan lebih baik.
Agar Anda lebih nyaman untuk menjawabnya, saya tidak menanyakan nama Anda di kolom data pribadi. Jadi, kerahasiaan identitas Anda akan terjamin.
Sebelumnya, saya ucapkan terima kasih atas waktu yang telah Anda berikan untuk mengisi pertanyaan-pertanyaan berikut ini.
Hormat saya,
DATA PRIBADI
Umur :
Jenis kelamin :
Jurusan :
Nilai Bhs. Inggris terakhir (di raport) :
Silanglah kolom jawaban yang paling mencerminkan Anda!
NO. Pertanyaan Sangat
setuju Setuju 1 Bahasa Inggris sangat menarik
dan berguna untuk dipelajari.
2
Anda belajar Bahasa Inggris agar dapat berkomunikasi dengan orang asing.
3 Anda belajar hanya karena ada hadiah.
4 Anda selalu bersikap optimis.
5
Anda malu untuk berbuat kesalahan karena akan jadi bahan tertawaan.
6
Anda menganggap diri Anda bodoh jika guru Anda menilai bahwa Bahasa Inggris Anda jelek. 7 Anda selalu memikirkan tentang
grammar sebelum berbicara.
8
Sangatlah mengganggu jika teman Anda lebih pandai berbicara dalam Bahasa Inggris.
9
Anda belajar bahasa Inggris hanya karena Bahasa Inggris merupakan bagian dari kurikulum tetap.
10
Anda belajar di kursus Bahasa Inggris hanya karena orang tua Anda yang menyuruh Anda melakukannya.
Apakah pendapat Anda mengenai pertanyaan-pertanyaan di atas? (Check list salah satu gambar di bawah ini yang mencerminkan jawaban Anda)
☺
/
Apakah dengan pertanyaan tersebut Anda menjadi sadar bahwa Bahasa Inggris itu penting untuk dipelajari?
CHAPTER I
INTRODUCTION
I.1. Background of the Study
Learning English is important for any kinds of jobs which require
people to understand English well. There is quite a lot of people who
understand English all around the world. Therefore, we need not be afraid
when we are lost in a foreign place if we can speak English well. We must
learn English very seriously because we need to converse with foreigners.
Moreover, foreigners can understand us better if we use English. Besides,
most high technology information is written in English, like the websites on
the Internet. So it is important for us to learn English.
However, many Indonesian teenagers are not able to learn English
well. There are factors which hinder them during the process of studying
English, both internal and external. Hence, I choose this topic to assist
some teenagers in Indonesia in order to be able to learn English well.
Furthermore, their obstacles can be handled well because, in this study, I
also include the ways of overcoming their difficulties. And I would like to
The purpose of my research is to help the teachers as well as the
Intermediate-3 students in ACE KIDS Bandung to eliminate their obstacles in
teaching and learning English. Therefore, the students can learn English well
and the teachers can teach the students effectively.
The Intermediate−3 students in ACE KIDS Bandung, who are
teenagers, have similar problems as many other teenagers in Indonesia.
There are some hindrances that the Intermediate−3 students have
experienced that I would like to find out. I have observed that the
Intermediate−3 students in ACE KIDS Bandung come to this course just
because their English mark is not good.
This research then tries to give the solutions to help the Intermediate−3
students of ACE KIDS Bandung pass the national exam with a satisfying mark
and speak English fluently. Therefore, the students can communicate in
English globally. Also, with better English they can get more opportunity in the
workplace because, nowadays, most offices use high technology tools, such
as computer, where almost or all of the information is written in English.
I.2. Identification of the Problem
Based on the background of the study, there are two questions that will
be discussed:
1. What kind of factors hinder the Intermediate−3 students in their learning
English at ACE KIDS Bandung?
I.3. Objectives and Benefits of the Study I.3.1. Objectives of the Study
My objectives are:
a. to find out the factors that hinder the Intermediate−3 students in their
learning of English in ACE KIDS Bandung by interviewing the teachers
and giving questionnaires for the students to fill in.
b. look for the solutions to the problem by looking at references.
I.3.2. Benefits of the Study
a. For institution
The teachers and the Intermediate−3 students at ACE KIDS Bandung
can improve their techniques of teaching and learning English. The teachers
can learn further how to make English more fun to learn by practicing the
solutions so that the Intermediate−3 students can increase their motivation
and self-confidence as well as change their habits in learning English.
Therefore, the students can correct their errors and be able to learn English
easily, both oral and written.
b. For myself
By conducting this research, I know more about certain factors that
hinder the Intermediate-3 students in ACE KIDS Bandung from learning
English well. Furthermore, I can gain a lot of new information about the
solutions. This research can also add to my knowledge about the field of
c. For D III English Programme, students in Maranatha Christian University,
and readers in general
Lecturers, students in Maranatha Christian University, and readers in
general will also have the advantage of reading this paper. The lecturers can
add to their knowledge major factors that hinder teenage students from
learning English well. This knowledge may be applied to early year students in
Maranatha Christian University. For the students in Maranatha Christian
University, they may use this term-paper to be their reference to do theirs.
The readers in general can enrich their knowledge about the teaching and
learning process of English in ACE KIDS Bandung. They can use the
knowledge when choosing a good course for their family or relative.
I.4. Concise History of the Company
In 1998, ACE KIDS was first established in Jakarta by Dra. Leony
Siswati Tanama. The slogan is “ACE KIDS starts with the end in mind”. On
April 1st 2002, she opened the first branch in Bandung at Jl. Astina 68D. Until
now, there have been five teachers there: Mrs. Rhimelda, Mrs. Lela, Mrs.
Ratna, Ms. Odelia, and Ms. Tini. Again, she opened the second branch in
Bandung at Jl. Kopo Permai III 47A / no. 11. There have been four teachers in
this branch: Mrs. Herlin, Ms. Melly, Ms. Mira, and Ms. Rossy. Since its first
day to the present, 112 students have enrolled in ACE KIDS Bandung. The
classes in ACE KIDS are divided into nine classes: Joey (4-5 years old),
Kiddy (5-6 years old), Pre Basic (7-9 years old), Basic-1 (10-11 years old),
Basic-2 (11-12 years old), Basic-3 (12-13 years old), Intermediate-1 (14 years
I.5. Limitation of the Study
I will focus on finding out the factors that hinder the Intermediate−3
students in ACE KIDS Bandung from learning English well by conducting an
interview with the teachers, and giving the Intermediate−3 students
questionnaires. Afterwards, I will conclude the best solutions as an application
of the theories that I use.
I.6. Layout of the Term Paper
This term paper starts with the Abstract, a concise summary of the
entire paper in Bahasa Indonesia. This Abstract is followed by the Preface, in
which I acknowledge the work and contribution of other parties. After that is
the Table of Contents, followed by its five chapters:
Chapter I is the introduction to the analysis.
Chapter II contains the library research.
Chapter III deals with the performance of the research.
Chapter IV contains the result and discussion of the result.
Chapter V contains the conclusion, my comments and suggestions.
In the final part, I present successively the Bibliography and the
CHAPTER V
CONCLUSION AND SUGGESTIONS
By looking at the result of the interview and questionnaires, I find that factors which hinder the Intermediate-3 students in ACE KIDS Bandung from learning English well are lack of intrinsic motivation and low language ego. Based on the results of questionnaires, the students learn English only because there is a test and only because English is in the curriculum at school. Also, they study English only because of rewards. Based on the result of the interview, they attend this English course because of their parents. This situation shows that the Intermediate-3 students lack intrinsic motivation, for their willingness to learn English does not come from within themselves.
Moreover, the students always feel anxious to be laughed at when they make mistakes. It means that the students need strong language ego and the teachers must encourage them by having a positive attitude because this can create a positive classroom atmosphere. In this way, the students’ self-confidence can be increased.
BIBLIOGRAPHY
Brown, H. Douglas. Strategies for Success : A Practical Guide to Learning English. New York: Longman, 2001
Harmer, Jeremy. The Practice of English Language Teaching. Third edition. Malaysia: Longman, 2002
Internet Web site:
Questions about Learning a Second Language. 2 Oct. 2006 <http://esl.fis.edu/parents/advice/quest1.htm>
Hopkins, Gary. Characteri(stics) Count!. 13 Apr. 2007
<http://www.educationworld.com/a_admin/admin/admin257.shtml> Lain. A Teacher’s Attitude. 13 Apr. 2007
<http://www.associatedcontent.com/article/25564/a_teachers_attitude.ht ml>
