AN ANALYSIS OF POLITENESS BETWEEN TEACHER- STUDENTS IN CLASSROOM AT SMP IT FATHONA
BATURAJA
Risca Nur Qodaria Baturaja University [email protected]
Abstract
Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of SMP IT FATHONA BATURAJA. The researcher applied a qualitative research method. The participants of this research were class of English learning of 14 students. The primary sources of data were the video documentation. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.
Keywords – Classroom interaction, politeness, and politeness strategies.
Introduction
In using a language, we use a device that the language employ to show certain relationship to other. We must use the language properly. We can demonstrate our feelings to other and our awareness of social controls. Such awareness is also shown through a general politeness in the use of language. It does not mean that we must always be polite. Oppositely, impoliteness may happen depends on the existence of standard or norms of politeness. Some languages have a complex rules of politeness, for instance, Javanese, one of the important language in Indonesia, is a language in which it is nearly impossible to say anything without indicating the social relationship between the speaker and the listener in terms of status and familiarity.
It is usually the case that a person is regarded as polite in communicating if he/she observes all norms and conventions of the community where he/she lives in both verbal and non-verbal expressions. This observance is generally automatic as manifest in the behavior of the participant concerned, which is largely subconscious. That is, the participant in question automatically and subconsciously chooses an utterance according to the context and situation of the interaction at hand, including the consideration of who the addressee is. A subconsciously occurring non-verbal behavior may accompany the verbal expression and this, too, is well suited to the on-going communication (such as a bow, a certain form of facial expression, or a gesture using a hand). A breach or violation of these norms or conventions will certainly be a serious offence to other people in the community concerned and this will certainly result in a serious social downturn for the offender’s image.
The kind of politeness that relates to a communicative strategy on the basis of cost-benefit consideration is conventionally known as ’strategic politeness.’ This is generally oriented to the speaker’s intention to communicate effectively and efficiently without having or causing a problem in his/her relationship with the addressee. It is effective in the sense that the message is essentially conveyed to the addressee; it is efficient in the sense that the speaker uses as much politeness makeup in his/her expression as is necessary. The speaker may express an utterance with certain politeness devices attached to it, such as a ’softener,’ which serves to modify its baldness or directness to the extent required by the degree of politeness intended.
This modification is necessary to ensure that the good relationship between the speaker and the addressee remains undisturbed in spite of the state of affairs contained in the message conveyed to the addressee. In this case the speaker is required to critically analyze the situational context of the communication at hand, such as identifying the addressee’s social status, determining the social distance between speaker and addressee, and anticipating how much the power that may be possessed by the addressee will have to be accounted for in the communication.
In previous research, Fathria and Utami (2018) knowing the learners’ ability in
understanding politeness and gender existed in advertisements, it is important to suggest that the
learners should memorize and if it is needed use an approach to improve the learners’
understanding politeness and gender existed in advertisements. The learners need to be familiar with linguistic terms and theory since they learn in English Literature as well as linguistic.
In previous research, Mahmud (2019) discuss about English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms,apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. So, the findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.
In previous research, Adhari and Sesmiyanti (2022) discuss about through positive politeness, this was a strategy to avoid threats when learning in class. This was useful for increasing effectiveness in the class discussion process. This strategy was telling experience to the hearer about communication that occurred spontaneous without planning before. For all students, the researcher explain that to use polite language and improve to be more politely to maintain harmonious with each other. The student must politely when speaking with other people even in school or other place.
According to Brown and Levinson (1987) data obtained from observation of spoken language transcripts analyzed using politeness strategy (i.e. bald on record, positive politeness, negative politeness, and off records).
These writers view politeness as part of human civilization, which consists of ways of interacting that aim at caring for the feeling of others, creating happiness for all concerned, and maintaining good relationship. Researchers want to investigate this because researchers focus on types of politeness strategies in classroom learning activities. In general politeness and impoliteness are opposite to each other. This study aimed to explain the types of politeness strategy used by the teacher-students in classroom interaction, how the politeness strategies realized in classroom interaction and the pedagogical function of politeness strategies.
Methodology
This research is a qualitative research method. The setting of this research was the
students of SMP IT Fathona Baturaja with a total of 14 students. This study uses data collection
techniques, namely video documentation. This video documentation is to find out how politeness
speaks in learning English. The hypothesis of this study is to analyze how politeness speaks orally
in English learning that takes place where it can be analyzed which parts of politeness follow the
existing theory.
Finding and Discussion
The data gained from the observation of spoken language transcript was analyzed utilizing politeness strategies (i.e. bald on record, positive politeness, negative politeness and off record) by Brown & Levinson (1987).
1. Bald on record.
Bald on-record is one of strategies used when the speaker made no attempt to minimize the threat to the other person's face. This strategy could be used when the speaker had more power than the listener (Miriam Meyerhof, 2006 cited by Brown and Levinson, 1987:74-77). This strategy was found approximately 10% among other strategies in the teacher's interaction.
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From the first video documentation 0:32 “Okay, listen to me. “
2:57 “ So, prepare yourself.”
3:20 “ Today we will a study about some and any.”
5:16 “ Can you give example?Okay, Malika?”
15:35 “ Don’t forget!”
18:55 “ Don’t open your book”
40:18 “ So, I hope all of you remember this the question an practice again”
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From the second video documentation 1:51 “ You can oper your book on page 46 “ 3:09 “ Do you still remember”
9:09 “ So, it so important for you to know about positive sentence.”
39:27 “ Okay, now, number two!”
37:47 “ Next, number 3!”
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From the third video documentation 4:19 “ Can you give me example“
22:54 “ Are you ready to get the question from me?”
26:16 “ Okay, number one”
26:54 “ So, the first thing that you should do, read the question”
36:40 “ Are you ready”
It is clear-cut that the teacher employed bald on-record strategy in instructing the students.
The teacher did not attempt to minimize the threat to the students. It is indicated by how the
teacher instructed directly to the students utilizing common command statement, for instance,
listen to me please and look at to me. Common command is universally used when the speaker has
more power than the listener. It is in line with this context. The social status of the teacher is higher
than the students in the classroom. The teacher has more power than the students.
2. Positive politeness
Positive politeness the speaker recognized the friendliness in the relationship with the listener or listeners and their desire to be respected. There are some sub-strategies of positive politeness (Brown and Levinson, 1987, 103-129). In addition to, this strategy functions to flow the social relationship smoothly with others.
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From the first video documentation
0:15 “ You so tired I feel that all you have busy with your activity before you in the class”
3:59 “ Okay nino get the point yaa!”
4:21 “ It’s will be good question”
7:15 “ Okay I take malika example yaa!”
20:43 “ Give applause to nayla”
23:22 “ Okay give applause all of you”
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From the second video documentation 41:20 “ Okay, give applause to Ergi”
43:48 “ Okay, give applause to us “
-From the third video documntation
12:28 “ Good job! Give applause to nino “ 26:43 “ Okay, good”
27:05 “ Good”
3. Negative politeness.
Negative politeness is somewhat similar to positive politeness; however in this ituation the speaker recognizeds friendliness but s/he assumes that whatever was said in the conversation would most likely be an imposition on the listener. Negative politeness strategies are also intended to avoid giving offense by showing deference. These strategies include questioning, hedging, and presenting disagreements as opinions (Brown and Levinson, 1987).
Excerpt is an example of one of the occasions where the teacher softened her direct expression with the conventionally polite expression "please".
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From the first video documentation
10:17 “ But in writing you should use good grammartically”
19:49 “ Nayla, please give me one example use some in positive sentence”
20:02 “ Please, another example not thing always book and pen 22:10 “ Ihsan please give me example in negative sentence”
23:51 “ Okay because you no question, I have ten question for you all”
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From the second video documentation
40:14 “ Ihsan number six”
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From the third video documentation
37:01 “ Complete the sentences with present contionuos tense from of the verb in bracket.
4. Off record
Off record can be recognized in situations where the speaker. for example, poses an indirect question and through this is able to transfer the decision making to the listener. Off-record is divided to be some sub-strategies (Brown and Levinson, 1987: 213-227). Consider this utterance employed by the teacher!
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From the first video documentation 29:35 “ Okay enough “
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From the second video documentation 31: 55 “ We have twenty minutes again yaa”
32:10 “ I give you five minutes to think about and discuss”
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From the third video documentation
In this occasion, the teacher attempted to use the off record strategy in giving instruction to the students. It can be seen from the indirect statement used by the teacher such as "You only have five minutes more". In this case, the teacher actually instructed the students to be in hurry in completing their job by utilizing the declarative statement not a common command. It was merely to ask the students to make decision by themselves to finish their job as soon as possible.
Conclusion
The politeness strategies employed are positive politeness, negative politeness, bold on record and off record strategies. The positive politeness strategy is performed mainly by reducing the threat of face using group identity markers and expressions of sympathy, showing respect and establishing a close relationship, and friendly and enthusiastic facial expressions. The negative politeness strategies are applied in making imperative expressions, softening the direct expressions with . the conventionally polite expression ‘please’, lessening the imposition and the power of the message, using the affirmative form to satisfy a request, and creating an impression of options. Bald on record strategy is mainly employed by the teachers in giving commands and instructions, and making requests. Off record can be recognized in situations where the speaker, for example, poses an indirect question and through this is able to transfer the decision making to the listener. While students mostly used positive politeness when having interaction with the teacher in the classroom interaction because of the power of teacher. The students have lower position than the teacher. In addition, the teacher also uses positive politeness to seek agreement, avoid disagreement, presuppose, promise, joke, and include the students in one activity together.
The results of the study should be an indispensable tool to examine politeness, which is an
important aspect of student character building in classroom interaction.
References
Senowarsito, (2013). Politeness strategies in teacher-student interaction in an efl classroom context
Unaina, M., Suparno., Sarosa, T., (2021). An analysis of politeness strategy in teacher-students efl classroom interaction, English education journal 10(1), pp 63-70
Adhari, S., Sesmiyanti, Y., (2022). Politeness strategies in classroom interaction at efl class , Journal of language, literature and English teaching 3 (2)
Mahmud, M., (2019). The use of politeness strategies in the classroom context by English university students , Indonesian journal of applied linguistics 8(3), pp 597-606
Zaenul, F., (2016). Teacher’s politeness strategy in efl classroom and the effects on the learning process
Darwis, M., ( 2018). Politeness language analysis in tenagers reviwed from sociolinguistic, BirLE journal 1(1), pp 15-22
Fathira, V., Utami, S., (2018). Investigating learners understanding on politeness and gender of advertisements in teaching sociolinguistics, Journal of English for academic 5(2)
Widana, I. M., Swandana, I. W., Wedhanti, N. K., (2018). An analysis of politeness strategies used by teacher and students of x IBB in SMAN 1 Sukasada during English classroom interaction, Journal of Psychology and Instruction 2(2) Ningsih, R., Boeriswati, E., Muliastuti, L., (2020). Language politeness of students
and teachers: an ethnographic study, Getsempena English Education Journal 7 (1)
Andi, S. M., (2018). The application of politeness strategies among teacher and students in classroom interaction at SMA 1 Pamboang, Majene, Journal of Language Teaching and Learning Linguistics and Literature 6(1), pp 26-43
TRANSCRIPT THE FIRST VIDEO
SMP IT FATHONA BATURAJA – Nov 22, 2022
Teacher : Assalammualaikum Warahmatullahi Wabarakatuh Students : Waalaikumussalam Warahmatullahi Wabarakatuh Teacher : Okay, how are you today ?
Students : I’m fine and you ?
Teacher : I’m pretty well, wahh you so tired I feel that all you have busy with your activity before you in the class.
Let’s say how tuesday Alhamdulillah talk like usual top great fantastic allahuakbar Okay, listen to me. How are you today ?
Students : Alhamdulillah top great fantastics allahuakbar
Teacher : Okay thank you like usual before we start our lesson today, basmallah together Students : Bismillahirohmanirrahim
Teacher : Okay, thank you and I’m pretty happy because all of you a loose happy study English and as you know today want to share some and any . So, prepare yourself.
Some and Any
Okay guys, as I have that you today we will a study about some and any. Who knows what is learning of some and any .
Some and any actually in has meaning what has different function. Who knows ? Student 1 : Some ( berbeda ), any ( berbeda ).
Ehhhh….. beberapa
Teacher : Hmmm.. Some (beberapa) Any (beberapa). Berbeda apa beberapa ? Students : Beberapa
Teacher : Okay, Nino get the point ya!. So, some is beberapa, any is beberapa
When the question is when use some and when use any. It’s will be good question
Bund, kami itu biasanya menggunakan beberapa bahasa inggrisnya pakai some, kami juga pernah pakai any. So, what is different between some and any. When we use some and when we use any.
Maybe, all of you even here or even listen about that the function. I beliave that ! Ihsan have you ever a listen when we use some and when we use any. Actually, when you are in differences student my explain about this.
Dulu yang sd-nya fathona, pernah bunda senggol sedikit tentang some and any. Siapa yang tahu 1 beberapa bund tetapi pakainya pas……
Students : Kalimat positif
Teacher : Kalimat positif? Can you give me example? Something like positive sentence when use some. Okay, Malika ?
Student 2 : I have some pens and books.
Teacher : I have some pens and books, is it correct ? bener ngga ?
Kata ihsan dan salsa, bund kita menggunakan some itu pada saat menyatakan beberapa pada kalimat positif . Nah, malika sudah member contoh “I have some pens and books “.
Something like that, is it correct guys ?
How do you know if malika said positive sentence, darimana kalian tahu kalau kalimat itu kalimat positif ?
Student 3 : Karena dia punya
Teacher : Punya ? Hmm.. malika said that a she has , not he yaa! She has some pens and books there is tanpa “not” over that, betul ngga? Tidak ada statement kata tidak di kalimat itu.
Okay, bisa diterima tidak penjelasannya.
Some (beberapa) when we want to make a positive sentence (untuk menyatakan jumlah pada kalimat positif ). Okay, I take malika example, yaa! “I have some pens and books “ Pakai S ngga? Bener ngga si I have some pens and books or I have some pen and book.
Yang mana yang bener? Which one correct Students : S
Teacher : The first or second ? Students : First
Teacher : Why? Why you said that I have some pens and books, kenapa yang pakai s benar ? Because ?
Student 4 : Lebih dari 1
Teacher : Pens and books more than one, when we say bebrapa it means the things that who want to say or we have the things more than one. Karena benda yang disebutkan lebih dari 1. Tetapi misalnya mau bilang I have 1 buku, I have one book without S because one but if that sentence more than one use S after the things.
Why I always review how the way mention the things in English, kenapa selalu bunda ulang pakai S atau ngga. In every lesson kita, karena bunda sering ketemu kalian jawab itu ngga teliti. Actually, your answer the correct benar secara grammartically salah karena kurang S nya.
Jadi, hal-hal seperti ini yang harus kalian perhatikan , in speaking never mind if you want to say, “I have some pen and book”, never mind it’s will be correct but in writing it to different, karena bahasa inggris dalam speaking, dalam writing, dan juga listening berbeda. Tidak apa-apa jika kita salah dalam pengucapan, grammarnya ketika berbicara.
As long as your pronounce step about what you say its means that you can speak English. Sepanjang teman-teman kalian paham apa yang kalian ucapkan, artinya kalian bisa bicara bahasa inggris. But in writing you should use good gramartically, kalian harus bisa menggunakan susunan kata yang benar.
Jadi diingat kalau kita menyebutkan benda lebih dari 1 more than one its means that we should put S after the word. Okay, bisa diingat ngga? Kalau some itu artinya beberapa untuk jumlah benda dalam kalimat positif. Jadi some itu mutlak hanya digunakan di kalimat positif. Diingat nanti bunda hapus ini.
You should be able to remind about everything that I have said. I will kill you kalau ngga bisa jawab.
Kalau any masih artinya beberapa. Nah , if some to express about the things in positive sentence. How about any ? bearti kebalikannya bener ngga ?
Students : Bener
Teacher : Bearti any itu beberapa untuk menyatakan jumlah dikalimat negative dan introgative . Begitulah kebiasaan belajar present tense, past tense, continous pasti ada positif negative dan introgatif.
When you want to express about the things in negative and introgative sentence we use any, is it correct?. Coba ergi, senyumanmu manis sekali. Any digunakan pada saat apa, beberapa dikalimat apa ?
Student 5 : Introgative
Teacher : Satunya? Dikalimat ? Student 5 : Negative
Teacher : Okay, awas salah jodoh yaa, some cukup dikalimat positif dan any dikalimat negative dan introgatif. Jangan salah jodoh nanti any dikalimat positif some dikalimat negative dan introgatif itu salah yaa.
But , bund in speaking never mind as long as your pronounce you say never mind, nanti kita tahu kita salah dimana, ya gapapa as long as you understand about want you pronounce say. Nanti bunda kasih soal buat yang ngantuk. You can give me example ? Student 6 : Do you have any pens and books ?
Teacher : Bener ngga? Yakinn? . we take this example yaaa “I have some pens and books” coba dinegatifkan .
Students : I don’t have any pens and books
Teacher : I don’t have any pens and books or I don’t have some pens and books?
Students : I don’t have any pens and books
Teacher : I don’t have any pens and books, coba nayla diintrogatifkan, nayla? Jika diintrogatifkan jadi apa ini? Ngga mungkin kita nanya diri sendiri, nayla subjeknya diganti apa? Kalau I apa kata bunda ?, its will be?
Student 7 : You
Teacher : You? Why you ? yaa imposibble ya. So, I will be you. Okay, don’t you or do you ? Students : Do you
Teacher : Do you have any pens and books ?. Don’t forget!
Do you have any cars?, something like that. I don’t have any cars, mungkin mobil kamu mobil-mobilan , dirumah ada 5 mobilan. Jadi, I have some cars, something like that. I don’t have any cars, something like that. Kita check apakah ini benar-benar bisa diserap, bunda hapus yaa. Kita tidak perlu cepat-cepat yang penting paham terlebih dahulu.
Okay , are you ready?
Okay nino, what is different some and any ? don’t open your book
Student 8 : Some itu untuk kalimat positif, any untuk kalimat negative dan introgatif.
Teacher : Okay, some untuk mengekspresikan jumlah benda dikalimat positif . From rafif, rafif ini ceria terus terpukau bunda yaa…
Any tadi apa rafif? Any artinya beberapa digunakan dikalimat apa?
Student 9 : Negative
Teacher : Benar ngga ergi ? Student 10 : Benar
Teacher : Nayla, please give me one example use some in positive sentence Student 11 : I have some pens and books
Teacher : Omaygot, please another example not thing always book and pen Student 11 : I have some tables and chairs
Teacher : Okay, tidak boleh buku dan pena, ada meja dan kursi yaa. Give applause to nayla.
Actually, just mention pens,books,tables,doors,windows,chairs,cupboard something like that, nanti kehilangan kosakata jadi nulis bunda mei. Okay, never mind.any tadi apa ? student : Beberapa
teacher : any tadi apa?
student 12 : quantifier untuk menyatakan benda yg dapat dihitung,kalimat negatif
teacher : ok guys kasih tepuk tangan,tadi ainun sudah sebutkn artinya, now mas ikhsan please give me example in negatif sentence by using ,do not say book,table,pan,chair,and ther ar door,window another example
student13 : i dont have any eraser
teacher : oke kita nambah ya vocabulary penghapus ,oke salsa if ihsan say about negatif
sentences ,please make introgrative sentences ,do not use things in the class,in another example !
student : do you have any aples ?
teacher : oke give a pluse ,all of you insya allah understand in this material ,but do you have any question?NOO? DO YOU HAVE ANY QUESTION GUYS ?
student : nooo
teacher : okey cause you no question,i have ten question for you all !simple just ten questionm all of you will be easy,for the first just see the sentence analiyse it is positif negtif or introgratif ,and yg ke 2 see the word in the bracket baca kalimat nya positif/negatif
/introgratif ,dan tentukan jawabnnya,no 1 sebelum bunda tulis 2-10 lah kebyang no 1 itu, you should be able ,you should have be reason why you be answer ,karna i want to know kalian pham /tidak karena easy banged,silahkan analisa !
teacher : 1-8 siapa yg udah siap jawaban?,apa masih mikir juga? ... okey enough ! can you amagin, egyy sudah punya bayangan?
student : belum bund
teacher : okey rafiq ,how about you? i ask u,i now ask your friend,sdh tergambar jaabnnya student : belum
teacher : siapa2 10 nya udh di jawab in ur mind student : beberapa
teacher : ssma kayak materi kit mentang2 beberpa,lets we check together no 1,no 1 siapa yg mau coba jawab,but u should good reason do not answer like thid karena lebih enak aja baca yg any bun ya,no ya ,lebih enk aja bun nulisnya some kayaknya,nggak gitu yah ,if i ask u give the reason why u answer u question something like that, i will kill u,oke no 1 ther are some and any form the bracket, jam itu bukan jum pendek tapi itu selai,siapa yg bisa ?egy nggak papa salah dikit dikit kita luruskan jangan takut masih kelas 7 juga kamu itu ,apa?no 1 nayla !baca soal ! biasakan baca soal !
student : there are any jam for the bread
teacher : betul ? any ? some ?,kenapa any how do you know ? student : karena ada are
teacher :ada yg jawab some ?nggak ada ya ?alhamdulilah ya allah ,no 2 ayu ! student : i need some chocolate
teacher : kenapa jawabannya some?
student :karena kalimat positif
teacher :karena positif sentence,kenapa kita tau karena ada kata not jawabnnya some ,nimber three zizi!
student : Sunday has bouth
teacher : some or any? is’t correct ? kata zizi some some.isn’or positif negtif ? student :positif
teacher : nah numbetr 4 ainun student :do you have any money ?
teacher : number 5 malika !
student : sara looking for some good books
teacher : bescause it this positif sentences ,good.number 6 permata ! student :see some animal in the zoo
teacher : correct or no ? false or true ?no 7& 8 widiya ? student :whould u like any candys ?
teacher : okey no 8 anja took some pictures and vication,no 9 prass give me some books for my pen
teacher &
student : i dont have any partners to collabrite in my birthday
techer : from this question bunda yakin pasti kalian pasti ada yng bingung i belive that i ever be a student ,bunda tu nggak mungkin juga langsung paham semua yakan?pasti besok bunda tanya pasti besok lupa lupa lagi,kalian paham what is any & some but if u give question you confused oke .kalo some di gunakan dalam kaliamat positif kalo any di gunakan kaliamat negatif dan iintrogatif so ihope all of u remember this the question an practice again and speaking and writting,jadi pada saat berbicara gunakan lah faidahnhya meman boleh kita kan bukan orang inggris tapi gunakan lah gramatika sebenar benarnya agar kita mudh memahami apa yg oramg laim katakan,kalo masih di smp belom berat tapi kalo dh kiliah should be able apa lagi jadi dokter should can be speak english dan seluruh pakai b.inggris ,dan kalian harus rau lah tentang bahasa innfris .okey ai think enough sperti biasa solaty di jaga,duha nya ,masih ada nggak kalo libur duhanha libur kalio sdh terbiasa berarti sudah jadi habit ya it be good be habit ya ,jafi kalo libur harus tetap duha tapi kalo perempuan pasti ada karena ada uzur,terus aktifkan lagi puasa nya senin ksmisnys ya kita aktifkan lagi apa lagi bulan 3 kita sudsh melaksanakan puasa ramadhan.murajaah hapalan harus tetetp hapalan boleh bund a ringan kan boleh dengan cara mengerimkan video hapalamnnya i hope all of u always be happy thank u very much for greet antition and see u again oky before i close lesson today lets we say alhamdlah togother .
student : alhamdulilah
teacher : and last bunda mei say aslamualikum wr wb student : waalikiumsalam wr wb
Transcript the Second Video (SMP IT FATHONA BATURAJA)
Teacher : “Assalamualaikum Warrahmatullahi Wabarakatuh”
Students : “Wa’alaikumussalam Warrahmatullahi Wabarakatuh”
Teacher : “Okay, Alhamdulillah. Like a usual our lessons today, let’s say basmallah together”
Students : “Bismillahirahmanirrahim”
Teacher : “Okay, yesterday we have study about… who still remember? Apa kemarin?”
Students : “Some and Any”
Teacher : “Some and any. So we continue our lessons for today, if yesterday we study about some and any today we will study abput how much and how many”
“Who knows much and many? Siapa yang tahu arti much and many? Much banyak many banyak but, actually if has different function. Has same meaning but has different function artinya memiliki fungsi yang berbeda. Sama, mungkin yesterday we talk about some and any has relation with the things benda benda ya. Nah, noun kata benda.
Today, seems like yesterday much and many has relation with a noun, kata – kata benda. Benda tuh pernah bunda bilang kalau benda itu terbagi menjadi dua, benda yang bisa dihitung dan benda yang tidak bisa dihitung. Nah, Inggrisnya countable and
uncountable noun. Nah, before I will explain about much and many I will show you, benda tadi ada berapa macam? Countable benda yang bisa di?”
Students : “Dihitung”
Teacher : “Dihitung, sama uncountable noun”
“Countable, can you give me example yang termasuk dalam countable noun benda benda yang bisa dihitung apa saja. Apa saja benda benda yang bisa dihitung?”
Students : “Money”
Teacher : “Uang itu bisa dihitung apa tidak? ini menarik teman teman uang bisa dihitung apa tidak?”
Students : “Bisa”
Teacher : “Nominalnya atau lembarnya? Beras bisa dihitung apa tidak? Beras, air, uang, pasir, bisa dihitung apa tidak?” “Tidak bisa dihitung ya, uang itu tidak bisa dihitung, uang tidak bisa dihitung. Bisa dihitung tapi menggunakan satuan. Satuan kita apa kalau di
Indonesia?”
Students : “Rupiah”
Teacher : “Rupiah. Berapa uang kamu? 100.000. We never tell about how apa ya… how much lembarnya, kita gapernah bilang aku ada uang 100 lembar atau sejuta lembar. We do not talk about lembarnya tapi yang kita hitung apa satuannya. Beras misal, buk saya beli beras 1 butir, ada ga? Saya beli gula 1 butir ya buk ya, beli minyak 1 tetes, enggak kan?
Nah itu gak bisa dihitung, jadi gula itu gak bisa dihitung, bisa dihitung tapi menggunakan satuan baku ada satuannya. Yaitu kalau gula kilogram, beras kilogram. Kalau minyak liter benar gak?”
Students : “Benar”
Teacher : “Kalau nasi bisa dihitung apa enggak? Nasi bisa dihitung apa enggak?”
Students : “Enggak”
Teacher : “Enggak bisa ya, jadi satuannya apa? Sepiring dua piring. Bunda pernah ngisi apa ya ngisi materi di youtobe itu kerja sama radio RRI Palembang. Tahun berapa itu.. sudah dua tahun lalu itu ada pertanyaan dari participant, itu sebenarnya nasi itu bisa dihitung apa enggak sih katanya. Bunda jawab enggak bisa, kenapa gak bisa? Ya karena kita pake hitungan baku. Oh kata itu berarti selama ini saya berpikir katanya nasi itu bisa
dihitung. Enggak bisa dihitung ya enggak bisa dihitung. Nah kecuali kalau kalian mau kepasar seperti ini, saya mau beli buah. Nah berapa macam buah yang akan kamu beli?
Bisa dihitung apa enggak itu? Bisa. Oh saya, mau beli 4 macam buah. Manggis, apel, jeruk, semangka. Nah itu bisa ya bisa dihitung because we talk about the kind of fruit that we want to buy nah itu jenis jenisnya. Tapi kalau misalnya, kayak apa namanya beli apel or something like that pernah gak kalian bilang buk beli apel buk dua buah? enggak ya apel dijual kiloan benar gak? Kalian sekarang terbayang gak yang gak bisa dihitung maksud bunda mei itu apa? Terbayang kan? oh uang itu ternyata gak bisa dihitung jadi kalau missal ada yang bilang uang bisa dihitung, iya bisa dihitung tapi menggunakan satuan. Kita gak ngitung lembarnya. Saya punya uang, berapa? Satu kamar saya penuh
berlembar lembar. We do not talk about that. Kalau pergi ke bank, mau nabung berapa? 5.000.000 benar gak? Kalian gak bilang saya mau nabung kira kira 200 lembar uang 100 ribua
“Nah sekarang sudah terbayang yang bisa dihitung countable noun apa aja yang termasuk bisa dihitung? Boardmarker, how many boardmarker do you have? Misalnya oh, I have on boardmarker. Ini bisa dihitung nah sekarang udah bunda kasih bayangan.
countable termasuk benda benda yang bisa dihitung kasih contoh, yok cepet cepet.
Yang bisa dihitung, buku oke dak jauh jauh dari buku. Book, pen, table, chairs, nah itu bisa dihitung kan? Boardmarker something like that. Ini, apalagi coba, apalagi yang bisa dihitung? Orang bisa dihitung enggak?”
Students : “Bisa”
Teacher : “Bisa, how many students do you have ? Misal ada orang lain nanya, bunda how many students do you have? Oh, I have fourteen students, ada 14 siswa saya dikelas in seventh grade. Nah bisa ya? Bisa bedanya tau sekarang kan? Ini simpel teman teman simpel sekali tapi kalau if you’re not understand it’s difficult for you to analyse ya itu akan susah bagi kalian untuk menganalisanya. Oke, yang gak bisa dihitung apa tadi? Rice ya, rice, money, water misalnya, sugar gula ya, salt. Apalagi? Nah ini teman temannya.
nah ini book, pen, table, chairs, boadmarker, apalagi.. car, motorcycle, something like that. Window, air conditioner, you can mention many things in arounds you. Bisa disebutkan benda benda disekitar kalian semua Bisa dihitung dan tidak bisa dihitung.
Jadi bunda tekankan sekali lagi, benda itu terbagi menjadi dua, noun terbagi menjadi two parts. First, countable noun its mean that benda benda yang bisa dihitung nah bisa dihitung dia tidak perlu menggunakan satuan. Nah and uncountable noun, benda yang tidak bisa dihitung, tidak bisa dihitung bukan berarti kita tidak bisa atau engga tau berapa jumlahnya nah it’s doesn’t mean we do know how many and how much that noun but we need satuan kita butuh satuannya. Beras, saya beli beras 1 kilogram. You should be able to explain to someone hear people ask you what’s difference between countable and uncountable noun, harus bisa ngebedain ya? Jadi itu maksudnya apa kok uang gak bisa dihitung, kok beras gak bisa dihitung? Bisa dihitung, bisa diketahui jumlahnya tetapi menggunakan hitungan satuan, satuan bakunya. Ada standar nasionalnya, salah satunya apa? Kalau uang satuan bakunya apa? Rupiah. Nah, kalau
beras kilogram benar gak? Kalau air, minyak liter. Nah bisa gak? Bisa ya? If someday, there is someone ask you how can you tell about difference between countable and uncountable noun. Nah you shold be able to explain. It’s very easy. But if you do not know about instructions it’s difficult fot you” . “Nah sekarang kita masuk ke much and many . Bener bener paham gak countable noun dan uncountable ini? Kalau benar benar paham kalian gampang masuk kesini gampang. Paham gak? Paham ya? Anjas, do you get what I mean? Paham gak? Kalau benda bisa dihitung apa aja contohnya?”
Students : “Buku, pulpen..”
Teacher : “Heem, terus? Thing arounds you. Just mention thing arounds you yang ada disekitarmu apa yang bisa dihitung lagi?”
Students : “Tas”
Teacher : “Tas, your bag ya apalagi ? meja. Kursi ya. Ainun, yang gak bisa dihitung apa aja ainun, apa aja yang gak bisa dihitung ?
Students : “Beras”
Teacher : “Beras, terus?”
Students : “Uang”
Teacher : “Uang apalagi?”
Students : “Air”
Teacher : “Air, nah oke sudah paham tentang countable dan uncountable noun baru masuk ke much and many, ini relate ya ada hubungannya. Kalo much dan many artinya banyak tapi sekarang kita masuk ke fungsinya. Much digunakan untuk mengetahui atau
menghitung jumlah benda yang bisa atau tidak bisa dihitung? Much bisa atau tidak bisa dihitung? ”
Students : “Tidak”
Teacher : “Tidak bisa dihitung, how much many money do you have? Berapa uang yang kamu punya? Nah ada gak yang denger how many money do you have? Enggak ya? Enggak kan? Belum pernah kan? How much misalnya rice in your home? Something like that ya?
oke, jadi much artinya banyak untuk mengetahui jumlah benda yang tidak bisa dihitung.
Sedangkan many untuk mengetahui jumlah benda yang?”
Students : “Bisa dihitung”
Teacher : “Bisa dihitung, ingatlah ya nak ya kalo dia ada kata un un un didepannya berarti tidak nah inget ini. So, missal gimana bun cara kita nanyanya? Kita membutuhkan 5w + 1h. 5w + 1h kalo di Indonesia apa aja?”
Students : “Apa”
Teacher : “Apa ya apa ya what, where, wen, apalagi?”
Students : “Why”
Teacher : “Apalagi”
Students : “How?”
Teacher : “How nya one h nya ya oke, 5w + 1h ya? missal kita Tanya, malika berapa jumlah saudaramu?
Nah, itu bisa dihitung gak saudara tadi?”
Students : “Bisa”
Teacher : “Bisa pake much atau many”
Students : “Many”
Teacher : “Jadi gimana cara nanyanya? Berapa pake how coba?”
Students : “How many brother and sister do you have?”
Teacher : “Nah, kalian sering kan ditanya seperti itu ? how many brother and sister do yo have?
Nah tinggal aja jawab I have misalnya two brothers and two sistets something like that.
Misalnya, apalagi? Mau nanya masnino, berapa jumlah mobil di rumahmu? Nah gimana nanyanya, How many cars in your house? Paham gak ini? Nanti ada latihan seperti biasa, I have prepare exercise for you because I want to know do you ready understand from my explanation or no ya. Paham gak rafid? Paham?”
Students : “Paham”
Teacher : “Kalo paham berarti kalo ada soal bisa loh nanti, sudah siap? Are you ready to get the question from me?”
Students : “Insyallah”
Teacher : “Insyaallah gitu ya. Ketahuan lo beneran, when I stand up in front of class, when I see your eyes. I know if you understand or not. Bunda udah tau dari mata aja kalo kalian berlinang- linang oh ini anak lagi antusias banget sama materi “Sudah dicatat ini?”
Students : “Sudah”
Teacher : “Okay, number one. bunda kosongkan ya so just apa namanya pahami benda apa yang ada di sini. Isinya antara dua antara much atau many ya, yang digarisi itu isi antara dua ini. So, the first thing that you should do, read the question, find the noun overthat.
Pertama, baca soal, baca ya baca iqra iqra , yang kedua temukan kata benda disitu “Ada yang sudah kebayang sambil nulis?” “Siapa yang tahu arti sense ini? Ada yang tau gak arti sense?”
Students : “Masuk akal”
Teacher : “Good, masuk akal
“Be careful ya ingat jangan salah jodoh gak enak karena dia sudah punya pasangannya Sendiri 10 soal ini. 10 soal ini sudah punya pasangan sendiri jangan kalian salahkan ya jadi based on my explanation how much and how many”
“We have twenty minutes again ya twenty minutes. So, just think about that pikirkan aja dulu jawabannya. I give five you five minutes to think about that and discuss together.
Yang penting itu paham apa enggaknya”
“Dapat jawabannya?”
Students : “Ada beberapa yang belum dijawab”
Teacher : “Easy ya, first you read the sentence, second find the noun temukan kata benda disitu.
And after that you apa namanya pikirkan oh ini bisa dihitung apa enggak. Nah, kalau bisa dihitung jawabannya apa pasangannya siapa nah kalau gak bisa dihitung itu apa. Itu kalau bunda cara ngerjainnya ya, setiap soal dalam bahasa Inggris itu analisanya seperti itu”
“Fieldfree dibuku latihan kalian, fieldfree kalau kalian mau coret coret oh itu water tu misalnya kasih keterangan uc berarti uncountable noun dan c berarti countable noun dan ditulis diatasnya ya”
“Siap, we discuss about this? Are you ready?”
“Okay, number one ngerti gak ini? Sini bunda ajarin. There is too, too disini artinya apa?
Selain juga, terlalu. Ada, misalnya there is apa disini, ada juga ya. Pertama, lihat dimana kata bendanya disini?”
Students : “Water”
Teacher : “Nah nyambung berarti, water. Water tadi apa kata bunda?”
Students : “Air”
Teacher : “Air bisa dihitung apa enggak?”
Students : “Enggak”
Teacher : “Gak bisa dihitung, gak bisa dihitung tadi siapa yang punya?”
Students : “Much”
Teacher : “Much ya, berarti jawabannya much. There is too much nah ada terlalu banyak air di bathub . Siapa yang jawab many disini? Siapa yang jawab many disitu? Much atau siapa yang benar jawabannya? Benar semua? Yang tidak menunjuk ini apa masalahnya?”
Students : “Belum jawab”
Teacher : “Belum jawab bun, aku nunggu bunda itulah. Oke, paham gak? Paham ya?
Students : “Paham”
Teacher : “Oke, nomor dua, how blank blank blank brothers and sisters do you have?”
Students : “Many”
Teacher : “Apa disini yang dia tanya?”
Students : “Brothers and sisters”
Teacher : “Brothers and sisters bisa dihitung apa gak?”
Students : “Bisa”
Teacher : “Bisa, jadi jawabannya…”
Students : “Many”
Teacher : “Ya, many nak ya bukan money kalo money uang. Many ya bacanya ya, gakpapa salah salah dikit gakpapa. Nanti kamu bingung, many apa money yang kamu tunjukkan itu banyak apa uang”
“Oke sekarang nomor 3. I don’t receive nah aku tidak menerima blank blank blank letters nowadays saat ini. Letters itu apa?”
Students : “Surat”
Teacher : “Surat bisa dihitung apa gak?”
Students : “Bisa”
Teacher : “Bisa dong ya, kalau bisa apa jawabannya?”
Students : “Many”
Teacher : “Many, siapa ynag benar? Cuman ini? 1,2,3 yang lain belum jawab? Anjas? Yang penting ngerti dulu ngerti dulu”
“Kalau 4 nah, how blank blank blank rice do you need for weerk. Rice disini kata bendanya atau noun nya bisa dihitung apa enggak?”
Students : “Enggak”
Teacher : “Bisa dihitung apa enggak?”
Students : “Enggak”
Teacher : “Enggak ya, dia harus pake hitungan baku ya satuannya, jadi many atau much?”
Studens : “Much”
Teacher : “Much ya, how much rice do you need for week?”
“Nomor 5, masnino apa jawabannya?”
Students : “Much”
Teacher : “Much kenapa much?”
Students : “Karena salt”
Teacher : “Salt itu apa artinya?”
Students : “Garam”
Teacher : “Garam gak bisa dihitung nah berarti jawabannya much”
“Mas iksan number six”
Students : “Many”
Teacher : “Kenapa jawabannya many?”
Students : “People”
Teacher : “People. Orang bisa dihitung. How many people berapa banyak orang yang ada dipesta itu? Nah berarti jawabannya many”
“Number seven, Malika”
“Be careful. Sense tadi apa?
Students : “Masuk akal”
Teacher : “Oke, jadi much atau many? Boleh bantu Malika much atau many?”
Students : “Much”
Teacher : “Kenapa much?”
Students : “Ya, karena gak bisa dihitung akal”
Teacher : “Oke, give applause untuk Ergi”
“Sense, untuk rasa juga bisa. Misal, I have a good sense of humor. Selera juga bisa, aku punya selera humor yang baik. Nah kita bisa hitung gak selera itu? Gak bisa ya, jadi it’s doesn’t make much sense”
“Next, there wasn’t blank blank blank traffic on the motorway? Siapa ya? Nayla. Number eight.There wasn’t blank blank blank traffic on the motorway, traffic itu apa artinya?”
Students : “Kemacetan”
Teacher : “Kemacetan jadi much atau many?”
Students : “Much”
Teacher : “Bisa dihitung gak macetnya?”
Students : “Enggak”
Teacher : “Gak ya jadi?”
Students : “Much”
Teacher : “There wasn’t much traffic on the motorway,”
“My Grandfather doesn’t have blank blank blank hair anymore.
Students : “Much’
Teacher : “Much kenapa?”
Students : “Rambut”
Teacher : “Rambut gak bisa dihitung. Jadi my grandgather doesn’t have much hair anymore”
“Okay, number ten the last one, bareng aja. How blank blank blank plate we need? Plate itu piring ya, piring bisa dihitung apa gak?”
Students : “Bisa”
Teachers : “Bisa, berarti how many plates we need. Okay, give applouse to us”
“Okay, jadi bunda review sedikit lagi the conclusion ya, pertama sebelum kita tau much and many kita harus tau juga beda beda bendanya ya, jenis jenis benda ada dua. Yaitu apa itu?
Students : “Countable and uncountable noun”
Teacher : “Countable bisa di hitung dan uncountable tidak bisa dihitung.
“Kalau much digunakan untuk mengetahui berapa banyak jumlah benda yang tidak bisa dihitung, kalau many digunakan untuk mengetahui jumlah benda yang bisa dihitung dan contohnya tadi sudah dijelaskan sudah latihan juga”
“Okay, I think that’s all about our lessons today. I hope all of you always be happy and
keep healthy, before we close our lesson today let’s say hamdalah together”
Students : “Alhamdulillahhirabbilalamin”
Teacher : “Wassalamualaikum Warrahmatullahi Wabarakatuh”
Teacher : “Waalaikumussalam Warramatullahi Wabarakatuh”
Transcipt the Third Video
SMP IT FATHONA BATURAJA- Nov 29, 2022
Teacher : “Assalamualaikum warahmatullahi wabarakatuh.”
Students : “Wa’alaikumussalam warahmatullahi wabarakatuh.”
Teacher : “Okay. Like usual before we start our lesson today. Let’s say basmallah together!”
Teacher
Students : “Bismillahirrahmanirrahiim.”
Teacher : “Who is absent, today?”
Students : “Ihsan.”
Teacher :“Ihsan, yes? He doesn’t come because his mom is sick. So, just 13 students. Hanya ada 13 siswa yang hadir.”
“Okay. Like usual, today, I would like to share about Present Continuous. You can open your book on page 46. Now, I will explain about this one.”
“Who knows about Present Continuous?”
“Ada yang tau? Actually if you have English Club with me, you will know about this one.
Because I ever explain about this. Yang English Clubnya sama Bunda Mei pasti tau, karena pernah Buna jelaskan 5 tenses ya, yang English Club sama Bunda Mei.”
“Okay, Nino. Do you know what isPresent Continuous? In English Club, we ever talk about this one. Do you still remember?”
“Present Continuous is talks about the way to express about the things that we do right now. Is it correct?”
Student 1 : “ya.”
Teacher : “Bener gak, kak?
Student 1 : “Ya.”
Teacher : “Iyakan? Jadi, present continuous mengekspresikan suatu kegiatan yang sedang kita lakukan. Sedang! sedangitu berarti lagi dikerjain, lagi berlangsung. Contohnya apa?
Kami sedang belajar Bahasa Inggris dengan Bunda Mei. Itu present continuous bukan?”
Students : “Ya.”
Teacher : “Ya, kan? Karena belajarnya sedang berlangsung. Examplenya, we are. Nanti formulanya bunda kasih tau. We are studying English with Bunda Mei now. Nah, apa yang membedakan dia dari yang lain? Disini ada V1+ing. Kalian gak perlu hapalin yang penting tau caranya aja. Jadi, yang sedangnya gimana, bund? Yang menunjukkan kata sedangnya itu dimana?”
Student 2 : “Study.”
Teacher : “ya, study. The basic word of this adalah study. Kenapa dia ada ing? To show, untuk menunjukkan kata itu sedang. Jadi kamu enggak usah capek-capek. Dulu bunda Mei pernah jelasin ke kakak kelas kalian, sekarang sudah lulus. Dimana bund letak kata sedangnya? Apa bahasa Inggrisnya? Enggak usah kalian cari di kamus kata sedang.
Bukan, ya. Jadi disini, v1+ing itu sudah menunjukkan kata sedang. Paham gak maksudnya? Jadi di present continuous kata sedangnya v1+ing. Jadi V1+ing, mutlak, tidak bisa diubah. Sebelum V1+ing, harus ada tobe. Apa aja tobe? ”
Students : “am, are, is.”
Teacher : “okay, sekarang kita fokus pada kerja pertama. Untuk sementara lupakan dulu V2, V3.
Jadi setelah kita mendapat kata kerja pertama langung kita tambahkan ing. Paham ya?
Kalau kalian paham ini maka kalimat positifnya will be easy for you. Kalau yang negative dan introganitve sentence. So, it so important for you to know about positive sentence.
We are studying with bunda Mei now. Ini bisa now, bisa juga right now. Ini keterangan waktu, ya? Artinya sekarang. Misal kalian mau pakai begini ni maka jadi begini, ‘we are studying with bunda Mei right now’. Tapi kalau missal ada soal Bahasa inggris, dia idak
mencantumkan ‘now’ dan ‘right now’, bisa gak? Bias gak ini dibilang present continuous?
Kok diem?
Jadi, tanpa menggunakan ini tetep bisa. Karena now dan right now hanya adverb of time atau keterangan waktu. If the sentence without now and right now, it still present continuous, if there is v1+ing overthere. Tidak masalah kalian tidak menambahkan now dan right now pada kalimat, yang penting v1+ing nya. Ini sudah bisa dikatakan present continuous. Kalian ketika menamukan soal-soal Bahasa inggris, baik olimpiade atau latian biasa. Dia tidak akan menyebutkan kalau itu present continuous tense. Kalau pada contoh ini, ing dan arenya bunda hapus maka akan jadi tenses simple present tense.
Kalau studynya bunda ubah jadi studied maka akan menjadi past tense. Bener gak?”
Students : “Bener.”
Teacher : “kalau kalian hapal tenses, kalian akan gampang mengotak-atik satu kalimat ini ke tenses-tenses yang lain. Syaratnya apa? Harus paham dulu. Kalau di present continuous cukup ada subject, tobe, v1+ing, itulah yang dinakan present continuous yang
menjelaskan suatu kegiatan yang sedang dilakukan. It’s so easy I think. Kalau di present continuous cukup ada V1+ing. Coba. Saya sedang melihat bunda Mei sekarang. Apa coba Bahasa inggrisnya?”
Students 3 : “I am looking at bunda Mei right now.”
Teacher : “Okay. I am looking at bunda Mei right now. Good job! Give applous to Nino!”
Teacher : “selanjutnya misal kita mau bilang, saya sedang pergi ke sekolah. Apa Bahasa inggrisnya?
Students : “I am going to school right now.”
Teacher : “okay pakai right now. Pakai now juga boleh, tanpa now juga boleh.
Missal Ergi bunda telpon, ‘hey, Ergi! What are you doing?’
Terus Ergi jawab, ‘wait bund, I am going to school now.’ Terus kita udah nyambung, ooo Ergi sedang pergi ke sekolah pada saat bunda nelpon itu. Paham gak? Ngerti gak
maksudnya? Kalian harus paham konteksnya. Jangan hanya paham formulanya aja,tapi juga harus paham konteksnya. Situasinya kapan kalian hars menggunakan itu. Because in speaking, it is very important. Maksud bunda, ketika bunda selesai menjelaskan
materi baik grammar atau yang lain cobalah kalian praktekkan dalam sehari- hari.Gimana? Paham gak konteksnya?
Students : “paham.”
Teacher : “missal, ‘saya sedang menonton televisi.’
Student 3 : “I am watching television.”
Teacher : “okay. I am watching television. Boleh television, boleh juga TV. Misalnya, ibuku sedang memasak nasi. Ini gampang banget. Ayo! Jangan Cuma mas Nino yang jawab.
Kata kuncinya cook, memasak. Ibuku sedang memasak nasi. Ibuku artinya my mother, guys. My mother sama dengan subject apa?”
Student 4 : “she.”
Teacher : “jadi? My mother …?”
Students : “my mother is cooking rice.”
Teacher : “nah, jadi. Mau tambah now, okay. Tanpa now, juga gak papa. My mother is cooking rice. Paham gak?”
Students : “paham.”
Teacher : “ayahku sedang mengendarai mobil. Apa tuh Bahasa inggrisnya?”
Student 5 : “my father…”
Teacher : “my father?”
Student 5 : “my father is”
Teacher : “my father is? Mengendarai?”
Student 3 : “riding.”
Teacher : “hah? Riding itu cocok ke motor ya, ride. Jadinya ride motorcycle. Kalau mobil? Test drive, yuk? Apa jadi?
Students : “my father is driving car.”
Teacher : “gampang?”
Students : “gampang.”
Teacher : “bakal gampang if you have many vocabulary, punya banyak kosakata.
Pembendaharan kosakata harus banyak. Terus lagi nih, misal nanti ada soal, ‘Malika and I’, nah apa nih? Termasuk subject apa?”
Student 6 : “We.”
Teacher : “We? Kenapa we?”
Student 6 : “karena dua itu bisa disebut kami.”
Teacher : “nah, terus misalnya lagi, ‘Malika and Ainun”, it will be?”
Students :“they.”
Teacher : “It will be they, ya. Inget-inget! Kalian tu kadang liat subject yang pertamanya aja keseringan. ‘Malika’, ini pasti tobenya is ini, Bagian ‘and I’ nya kalian lupain. Atau ‘Malika and I+am’ banyak kejadian seperti ini salah menjodohkan tobe. Jadi , disoal itu misalkan
‘Malika and I are going to school.’ Nah untuk kalimat cerita kedua dan ketiga dan seterusnya maka diganti dengan subject ‘we’. Paham?”
Students : “paham.”
Teachers : “kalau ‘Malika and I’ jadinya?
Students : “We.”
Teachers : “kalau misalnya, ‘Malika and Ainun’ it will be?”
Students : “They.”
Teacher : “paham, ya? Kalau Malika aja, it will be?”
Students : “She.”
Teacher : “kalau Ergi?”
Students : “He.”
Teacher : “paham,ya?
Paham gak untuk kalimat posistif?
Students : “Paham.”
Teacher : “paham gak untuk kalimat positif?”
Students : “paham.”
Teachers : “misalnya ‘Malika dan Ainunsedang makan bakso.’ Jadi apa dia?”
Students : “they are…”
Teacher : “They are? Makan? Apa makan?”
Students : “Eat.”
Teacher : “eating..?”
Student 3 : “meatball.”
Teacher : “jadi, ‘they are eating meatball. Bener gak? Paham belum untuk kalimat positifnya?”
Students : “paham.”
Teacher : “kalau paham kita mau ganti channel ke kalimat negative kalau sudah paham. Paham gak ni?”
Students : “Paham.”
Teacher : “okay, ini ada berapa contoh ni? Ada 5 contoh. Mau kita change ke kalimat negative.
Kalau negative, kita masukkan kata? Kata?
Students 8 : “positive positive.”
Teacher : “Kata apa?”
Student 3 : “Not.”
Teacher : “Ya. Kata not ya. Kata not diletakkan setelah? Setelah? Subject ot tobe?
Students : “tobe.”
Teacher : “setelah tobe? Gimana contohnya? Coba pakai contoh yang ke satu ini. ‘We are studying English with bunda Mei now. Kalau diletakkan not setelah tobe jadi apa itu?
Jadi apa? Nah, takut. Jangan takut menjawab. Salah-salah sedikit gak papa. Kalau gak dicoba gimana mau tau yang bener sama yang salah. Beranilah ngomomg. Speak up.
Nah kalau kalimat ini jadi negative gimana jadinya?”
Students : “we are…”
Teacher : “not. Tinggal aj kalian masukkan not setelah tobe ini na ya.
We are not?”
Students : “we are not studying English with bunda Mei now.”
Teacher : “nah, kalau jawab berjamaah berani semua ini ya. Yang diinginkan tu solo. Ini bareng- bareng jawabnya. Okay. Bunda tulis dibawahnya ya?
We are not studying with bunda Mei now. Yang kedua? Apa? I am going to school right now. Kalau kita change ke negative akan jadi?”
Student 3 : “I am not going to school right now.”
Teacher : “Okay. Good.
Terus coba yang ini. ‘My mother is cooking rice.’ Nah apa?”
Students : “My mother is not cooking rice.”
Teacher : “Good. Yang berikutnya? ‘My father is driving car.’
Students : “My father is not driving car.”
Teacher : “My father is not driving car atau bisa juga He is not driving car. Good.
The last, sebelum kita change kelima-limanya, ‘They are eating meatball.’
Students : “They are not eating meatball.”
Teacher : “itu ya? Gampang ya? Nah ini ni missal kalian kepanjangan nulis ‘are not’, kalian boleh tulis aren’t. Kalau is not, jadi isn’t. Kalau I am not ya jadi I’m not. Gitu ya. Paham ya ini?”
Students : “Paham.”
Teacher : “sekarang kita ubah ke introgative. Gimana caranya nanyain orang.
Gimana? Apanya yang kita buang disini?
Student 3 : “Not nya.”
Teacher : “not nya. Gimana pertanyaannya? Kita putar, nah yang bagian studying sampai now enggak perlu diubah. Kalian mainkan yang didepan ini aja. Are we?”
Students : “studying”
Teacher : “Nah, diputer dulu. Kalimat Tanya pasti auxulary verb atau kata kerja bantunya yang pasti jadi di depan. Are we studying with bunda Mei now? Jangan lupa beri tanda Tanya.
Are we? Apakah kita sekarang sedang belajar Bahasa inggris dengan bunda Mei sekarang? Nah are we, yang awalnya we are jadi are we. Paham gak?
Students : “Paham.”
Teacher : “gak nanya diri sendiri dia. Maka I berubah jadi apa?”
Students : “You.”
Teacher : “you. Gimana caranya kalau pakai you? Kalau subject nya you, ikutin, tobenya juga berubah. Jangan kalian paksa-paksain itu You nya dengan am. Jangan kalian paksain.
Kalau I am going to school right now. Apa?”
Students : “Are you going to school right now?”
Teachers : “oiya, bunda lupa kasih tau cara jawabnya, kalau yes apa, nak? Kalau yes, gimana?
Yes? Untuk kalimat yang pertama. Yes, we are. Kalau no? No, we are not atau we aren’t juga boleh. Kalau Yes berarti apa yang untuk contoh nomor 2? Yes, I am. Kalau no? No, I am not. Okay. Good. Untuk nomor selanjutnya siapa yang bisa? My mother? Jadi apa tu? Kalau My mother jadinya? Your mother. Tobe nya tetap is ya. Is your mother cooking rice? Paham ya? Yang ini?
Students : “is your father driving car?”
Teacher : “Jawabnya apa ni yang nomor 3? Yes, she is. Kalau no?
Students : “No, she is not.”
Teacher : “kenapa pakai she?”
Students : “karena my mother, dia perempuan.”
Teacher : “kalau yang ini?”
Students : “yes, he is dan no, he is not.”
Teacher : “sekarang yang terakhir. Cepet-cepetan. They are eating meatball. Nanyanya?”
Students : “Are they eating meatball.”
Teacher : “apa jawabnya? Yes?”
Students : “yes, they are.”
Teacher : “no?”
Students : “no, they are not.”
Teacher : “Okay. Ada pertanyaan sejauh ini? Ada pertanyaan? No? ayo nanya dong! Gak ada ya?
Ini takut bunda marah apa gimana? Atau memang sudah paham? Paham gak? Besok masih belajar ini kalau kalian masih gak paham. Paham gak?”
Students : “paham.”
Teacher : “Serius ini. Coba lihat. In your book, ini gampang ini sama dengan contoh. Nah, sama kayak nomor ni ni. Ayo kita cepet-cepetan ya. Ayo nomor 1, halaman 46. Ini soal post- test ya bukan soal pre-test dari yang bunda jelaskan itu. Cepet-cepet jawabnya.
Complete the sentences with present continuous tense from of the verb in bracket.
Gampang, sudah dikasih tau cara jawabnya. Ini kurang tobe sama harus di ing kan. Coba nomor 1! I ?”
Students : “I am cooking pancake”
Teacher : “ow, great. I am cooking pancake. Okay. Now, number two!”
Students : “we are having dinner at restaurant.”
Teacher : “having? O iya bunda dulu pernah jelasin ya kalau have+ing maka huruf e nya dihilangkan.” Next, number 3!”
Students : “my brother is helping me to make breakfast.”
Teacher : “number 4!”
Students : “I am waiting for my milk to a ripe.”
Teacher : “number 5!”
Students : “my dad is making my favorite sandwiches.”
Teacher : “nomor 6. Awas! Hati-hati. Banyak itu subjectnya, ‘the girls’ bukan ‘the girl. The girls?
Apa? Banyak itu subjectnya, gadis-gadis. The girls?”
Students : “the girls are sitting next to the river.”
Teacher : “sekarang, coba nomor 1 dinegativekan! Bisa gak kalian jawab? Tadi jawaban nomor satu apa? I am cooking pancake. Negativekan cepat!”
Students : “I am not cooking pancake.”
Teacher : “introgative?”
Students : “am I ...”
Teacher : “are you…”
Students : “are you cooking pancake?”
Teacher : “nah baru tadi belajar. Jangan nanya ke diri sendiri ya, apa-apa sendiri. Sedih sendiri, senang Sendiri. Okay, gak papa. Ini maksud bunda kalau salah tu gak papa, supaya kalian tahu. Okay. Jadi nomor 1 gimana?”
Students : “Are you cooking pancake?”
Teacher : “okay. Number 2. Negativekan!”
Students : “we are not having dinner at restaurant.”
Teacher : “yes, we are not having dinner at restaurant. Diitrogativekan!”
Students : “are we having dinner at restaurant?”
Teacher : “my brother jadi apa kalau dinegativekan?”
Students 6 : “my brother is not helping me to make breakfast.”
Teacher : “kalau diubah ke kalimat Tanya? Is dulu ya ini ya? Is your brother…”
Students : “Is your brother helping me…
Teacher : “helping you… Jangan helping me. Kalau seperti ini harus diubah juga. Ngapain kakakmu nolongi aku? Hahaha. Ubah! My brother disinikan my brother is helping me.
Kalau diintrogativekan, yang my brother jadi your brother. Maka yang me nya ubah menjadi you. Ya? Paham ya? Jadi yang bener, ‘Is your brother helping you to make breakfast? Nah, seperti itu. Paham gak maksud bunda?”
Students : “paham.”
Teacher : “nomor 4. I am waiting my milk to a ripe. I am not?”
Students : “I am not waiting my milk to a ripe.”
Teacher : “nah ini diganti lagi jadi apa?”
Students : “are you waiting your milk to a ripe?”
Teacher : “number 5. My dad is not making my favorite sandwiches. Jadi apa diubahnya?”
Students : “Is your dad making your favorite sandwiches?”
Teachers : “okay. Good! The last. The girls are not sitting next to the river. Jadi apa? Are?
Students : “are the girls sitting next to the river?”
Teacher : “the girls itu banyak. Boleh juga diganti menggunakan they. Jadi are they?”
Students : “are they sitting next to the river?”
Teacher : “okay. Do you understand about present continuous tense, guys? Paham gak?”
Students : “paham.”
Teacher : “ya, insyaallah lama-lama juga akan paham. Free. Boleh Tanya-tanya kalau semisal ada kendala ketika sedang coba-coba soal di rumah.Pesan bunda, dipraktekkan! Jangan dilupakan cara-caranya dan juga diaplikasikan dikehidupan sehari-hari. Dalam speaking, ini penting. Untuk benernya speaking itu kita juga perlu tenses. Saat writing, listening juga. Jadi dipraktekkan. Gak papa terbata-bata bicara Bahasa inggris. Sukai dulu, baru pahami. Kalian gak akan paham kalau gak suka. Kemudian, jangan tinggalkan sholat dhuha dan murojaah. Itu saja. Before we close our lesson today, let’s say hamdalah together!”
Students : “alhamdulillahirabbil alamiin.”
Teacher : “next, doa kafaratul majlis!”
Thank you very much for your great attention. And the last I say, wassalamualaikum wr. wb.”
Students: “waalaikumussalam wr.wb.”
