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PARENTS OPINIONS ABOUT THE IMPORTANCE OF ENGLISH

PRIVATE COURSE FOR THEIR CHILDREN IN LEARNING ENGLISH


AT SBI-EKA ENGLISH PRIVATE COURSE OF PASIRIAN-LUMAJANG

THESIS

Presented to
Kanjuruhan University of Malang
In Partial Fulfilment of the Requirements to Completing
The Sarjana Program in the Department of English Education

BY:
DIAH FITRIANAH
030401090012

KANJURUHAN UNIVERSITY OF MALANG


FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2007

PARENTS OPINIONS ABOUT THE IMPORTANCE OF ENGLISH


PRIVATE COURSE FOR THEIR CHILDREN IN LEARNING ENGLISH
AT SBI-EKA ENGLISH PRIVATE COURSE OF PASIRIAN-LUMAJANG

THESIS

BY:
DIAH FITRIANAH
030401090012

KANJURUHAN UNIVERSITY OF MALANG


FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2007

This is to certify that thesis by Diah Fitrianah has been approved by the thesis
advisor for further approval by the examining committee as a requirement for the
sarjana degree in the teaching of English as a foreign language.

Malang, 10 February 2007


Advisor I

Mujiono, M.Pd

Advisor II

Agus Sholeh, S.Pd

This is to certify that the thesis of Diah Fitrianah has been approved by the Board
of Examiners on Friday, March 2nd, 2007

Malang, March 2nd, 2007


Chairman

(Rohmatin Mahila, S.Pd)

Member,

(Mujiono, M.Pd)

Member,

(Agus Sholeh, S.Pd)


Acknowledged by
Faculty of Teacher Training and
Education
Kanjuruhan University of Malang
Dean,

Drs. Slamet Riyanto, M.Pd

ACKNOWLEDGMENT

First of all, I deeply express my gratitude to God, the almightily Allah


SWT for blessing me in a accomplishing the writing process of the thesis. My
prophet Muhammad SAW, you always become the guide of my life and I can not
say anything to assert thanks to you.
Having succeeded in finishing this thesis, it has been of many people. I
would like to extend my sincere graduate to those who have patiently assisted in
completing of writing the thesis and my study in Kanjuruhan University of
Malang:
1. Mr. Mujiono, M.Pd and Mr. Agus Sholeh, S.Pd as the first and second advisor
whom have me suggestions, motivation, critic and help me in finishing this
thesis.
2. To Mr. Bekti Sawidji as a chief of SBI-EKA (Sekolah Bahasa Inggris-English
Knowledge Achievement) at Pasirian-Lumajang.
3. My beloved Mother, Father, and Brother who give the support for me.
4. To all my friends in 2003 in take whom always give motivation, suggestion
and help me in finishing this thesis
I realize that this thesis is far from perfect, but I expect it could be used
either for the writer or the readers. For that reason is open for the constructive
criticism well advise to get that thesis better improved.

The writer

ABSTRACT
Fitrianah, Diah. 2007. Parents Opinion about the Importance of English Private
Course for Their Children in Learning English at SBI-EKA English
Private Course of Pasirian-Lumajang. Thesis, Department of English
Education. Faculty of Teacher Training and Education. Kanjuruhan
University of Malang.
Advisor (1) Mujiono, M.Pd, (2) Agus Sholeh, S.Pd.
Key Words: English private course, children, learning English
English as a lingua franca or international language is used for
communication all of people in the world. English plays a very important role in
this era for transferring science and technology especially in globalisation era next
time. It is important for Indonesian students to learn English well. But in the
reality, the implementation of English in many kinds of formal education are less.
Automatically, the students ability in English also less. So, after seeing this case,
raise the researchers inspiration to know the parents alternative way to increase
their children ability in learning English.
The propose of the study is to finish the researcher last assignment at
Kanjuruhan University of Malang especially in English department. The problem
statement is to know about the parents opinion about the important of English
private course which consist of three specific problems. There are parents
opinion about the material used at SBI-EKA English Private Course, the quality
of the teachers who teach there and the result of their childrens ability after
following the English private course at SBI-EKA English Private Course of
Pasirian-Lumajang.
The research of this study is a qualitative research, it is intended to
describe the importance of English private course for the children according the
parents. The population there are 150 students parents but the researcher just
takes 45 parents as the samples. The samples consist of 15 parents from English
for young learners class (EYL), 15 parents from English for junior students (EJS)
and 15 parents form English for senior students class (ESS). The instruments used
to collect the data are questionnaire, interview, documentation, and observation.
The purpose of the study are to find out the answers of parents opinion about the
material, the quality of the teacher and also the result of the students ability after
following the English private course.
The result of the study is gotten from analysis the data collection. The
parents opinion about the English private course are very good and very
important for the children in learning English. The material and the quality of the
teacher at SBI-EKA English Private Course are very good because most of
respondents there answered or choose very good item as their answers. And then,
the student who follow the English private course also have good improvement in
English skills than before. Finally the parents also have opinion that English
private course is one alternative way to solve their childrens problem in learning
English.

TABLE OF CONTENT

DECLARATION OF AUTHORSHIP ......................................................

APPROVAL SHEET ................................................................................

ii

ACKNOWLEDGEMENT ........................................................................

iii

ABSTRACT ..............................................................................................

iv

TABLE OF CONTENT ............................................................................

CHAPTER I INTRODUCTION
1.1 Background of the Study .....................................................................

1.2 Statement of the Study ........................................................................

1.3 Objective of the Study .........................................................................

1.4 Significance of the Study ....................................................................

1.5 Limitation of the Study .......................................................................

1.6 Definition of the Key Terms ...............................................................

CHAPTER II REVIEW AND RELATED LITERATURE


2.1 Learning English for Children ...........................................................

2.1.1

Learning English by Using Stories ...............................................

2.1.2

Learning English by Using Pictures ..............................................

11

2.2 Relationship between Parents and Children .......................................

12

2.2.1

Parent as a Teacher ........................................................................

13

2.2.2

Parent as a Friend ..........................................................................

13

2.2.3

Parent as a Problem Solver ...........................................................

15

2.2.4

Parent as a Motivator ....................................................................

16

2.2.4.1 Type of Parents Motivation ...........................................................

16

2.2.4.2 Purpose of Parents Motivation .....................................................

17

2.3 English Private Course .......................................................................

18

2.3.1

Objective of English Course .........................................................

19

2.3.2

The Material of English Course ....................................................

20

2.3.3

Teaching Learning Activities in Formal and non Formal


Education ........................................................................................

21

CHAPTER III METHODOLOGY


3.1 Research Design .................................................................................

25

3.2 Population and Sample .......................................................................

25

3.3 Instrument of Data ..............................................................................

26

3.3.1

Questionnaire ................................................................................

27

3.3.2

Interview .......................................................................................

28

3.3.3

Documentations .............................................................................

28

3.3.4

Observation ...................................................................................

29

3.4 Data Collection ...................................................................................

29

3.5 Data Analysis .....................................................................................

30

3.5.1

Analysis the Data from Questionnaires .........................................

30

3.5.2

Analysis the Data from Interview .................................................

31

3.5.3

Analysis the Data from Documentations ......................................

31

3.5.4

Analysis the Data from Observations ...........................................

31

CHAPTER IV RESEARCH FINDING AND DISCUSSION


4.1 Research Finding ................................................................................

33

4.1.1

Analysis of the Questionnaires .....................................................

33

4.1.2

Analysis of the Interview ..............................................................

43

4.1.3

Analysis of the Documentations ...................................................

44

4.1.4

Analysis of the Observation ..........................................................

44

4.2 Discussion ..........................................................................................

45

4.2.1

Parents Opinion about the Material used by the Teacher at SBIEKA English Private Course .........................................................

4.2.2

Parents Opinion about the Quality used by the Teacher at SBIEKA English Private Course .........................................................

4.2.3

45

48

Parents Opinion about the Result of Their Childrens Abilities in


English at SBI-EKA English Private Course ................................

50

CHAPTER V CONCLUSION AND SUGGESTION


5.1 Conclusion .........................................................................................

53

5.2 Suggestion ..........................................................................................

54

1. To SBI-EKA English Private Course of Pasirian-Lumajang .........

55

2. To the Parents .................................................................................

55

BIBLIOGRAPHY
APPENDIXES
1. Questionnaires
2. Interview
3. Surat Persetujuan Judul
4. Surat Ijin Penelitian
5. Surat Keterangan telah melaksanakan penelitian

DEDICATED TO

The mighty, Allah SWT and my prophet Muhammad SAW.

My beloved father: Sutikno, my beloved mother: Poniyah, my brother Ririt


and my grand fathers thanks for your love, support and pray.

My great friends: Erika, Wati, Wenny, Nyu2n, Nia, Ita,


Ita, Sun2, and the last
but not the least, Geovani, Mas Irjii, you are my spirit. Inspiration and my
motivation. I love u all.

The 2003 intake of English students: Sr. Petronella, mas Hendro, Nurdin,
cant
nt mentioned
Zaenal, Isa, Berty, Dwi, Lina, Imov, Yudi, Nurul and who ca
one by one.

My friends in las ketcup bording house: Omen manis, Citro imut, Vita
Charm, Rahma, Kecheng, Lia, Sri, Wati, Vi2, Nopek, Yi2k, Weni, Yunce,
and who cant mentioned one by one. I love u so much.

My . Thanks for your love and you pray.

Thanks for Afans Computer (Alfiyan, Andik, Suryo), thanks lot . For
your participation in my thesis.

And I would like to say thanks for the people who are not mentioned here,
but have contributed either directly or indirectly for the contribution of
of
this thesis.

I LOVE YOU

CHAPTER I
INTRODUCTION

1.1 Background of the Study


English is international language because English is one language which
is used by people in the world as communication. As an international language,
an English play is very important role in this era for transferring science and
technology especially in globalisation era next time. Most of technology
implementation in the world is using English such as in internet, television also
use English language. Only by mastering English skills, we will be able to
absorb western science and technology completely with its progress, which is
useful for the improvement of human life. English is also very important for
children. Children are young generation and our country future depends on our
young generation now. By learning English, children can absorb the new
information and new experiences which will implemented in our country.
Teaching English for young children is very effective way because children
have a fresh brain to absorb many kinds of information and always limited by
their activities Teflin (2002:14).
Many people assume that having English competence is considered
essential to get the better job, but other people also assume that learning
English is very difficult because first, English is not our own language or
mother tongue. Second, students are afraid because many kinds of roles in

learning English for example tenses. Third, they are afraid if they learn
English, the bad cultures from the west will influence our behaviour as east
people. And the last, the students result of study English in their school are not
maximal because the position of English subject in elementary school is still as
local content. So many ways which is done by some people to get easier in
understanding English especially the ways which is done by parents to make
their children get easier in learning English. Parents roles are very important to
support their children in learning something for example in learning English.
Dealing with cognitive development of the children, parents plays an important
role of their support. Livine (1992:112) concluding in the following statements:
Greater parental support is associated with eager cognitive
development of children greater parental coercion associated with
lower cognitive development. Greater parental support associated
with higher social competence of children, lower coercion is
association with lower social competence.
Relating to the guidance of parents to their children of their language
environment, Smith (1975:21) claims in following:
Parents who have had an unfavourable experience with foreign
language study are not likely to recommend it highly to his
children. On the other hand, the parents who has very successful
experience or is bilingual may be so over zealous about foreign
language study for his child that the drives him away from it.

After we look two statements above. We can get the point that parents
play are very important into childrens growth in learning something. Parents
also should do the best way to make their children get easier to understanding
something especially in learning English. After some parents understand and

know about the importance of English, that their children get in their school or
formal education is very less, because there are many schools that still use
English subject as local content. Some parents choose some informal
educations as alternative to increase their children ability in English. The
parents have to support their children at home. Not all of the parents is success
in educating them in accordance with their desire. In Rasulis thesis (2005:3)
says that, Giving motivation to the students to study hard and do a lot of
practice is necessary for the parents because the position of motivation is
significant to the students.
According to researcher taking English private course is very important
for the children or the students to improve their ability in English beside they
get it from their school or formal education. Something that special and
excellent from English private course are the students can get something new
which they did not get from their school, the teachers technique and method
more complete than formal education and the material learned more detail
there.
According to Petunjuk Teknis Pendidikan (Kurikulum) English course
(1989:2) it is stated:
The general objective of English course is the learner has
knowledge, skill and positive attitude about English, so we can
communicate with spoken or written English.

From the explanation above, it is clear that the aim of English course is
to help students in the teaching learning process of English to get better
achievement. As we know in the society that many students of Junior and
Senior high school, who are taking formal education still need and join extra
education such as English course to increase their English achievement.
Before the 1994 curriculum was introduced, the teaching of English to
children. Before Junior High School, but only in non-formal private courses
and individual tutoring and not just in Jakarta alone. Since 1993, before the
1994 curriculum was put into place, some formal English private courses,
anticipating the teaching English to the young in formal education with the new
curriculum began to offer classes for children. At the point, department of
education also gave tacit permission for the opening of formal schools that
were, to some extent, bilingual. These schools were labelled as curriculum
plus school and allowed the use of English for certain subjects, in particular,
science, mathematics an especially for English. The implementation of the
1994 curriculum, the teaching of English began only with Junior High School
and continued through senior High School.
After we know about the parents roles and the position of parents in their
children education. Also after we know about the importance and the position
of English private course in learning English. The parents choose SBI-EKA
English private course as the place to improve their childrens ability in
English because they have many reasons, they are: first, SBI-EKA is the only
English private course that have professional methods in learning English at

Pasirian-Lumajang. The second SBI-EKA English private course is a famous


English private in Pasirian-Lumajang. And the last, SBI-EKA has produced
professional alumnus than others English private course. So, the researcher
takes parents opinion about the importance of English private course for their
children in learning English as the title of the research and take SBI-EKA
English Private Course as the place of observation in this research.

1.2 Problem of Study


Based on the background above. The researcher wants to know:
What are the parents opinions about the importance of learning English at
SBI EKA English private course of Pasirian Lumajang for their children?
Related to general problem of study above, the researcher will explain
more specific problem of study:
a. What are the parents opinions about the material used in SBI-EKA
English Private Course of Pasirian-Lumajang?
b. What are the parents opinions about the quality of teacher at SBI-EKA
English Private Course of Pasirian-Lumajang?
c. What are the parents opinions about the result of their childrens abilities
in English at SBI-EKA English Private Course of Pasirian-Lumajang?

1.3 The Objective of the Study


By conducting this research, the researcher wants:
To describe the parents opinion about the importance of learning
English at SBI-EKA English private course of Pasirian-Lumajang for their
children.
a. To describe the parents opinion about the material used in SBI-EKA
English Private Course of Pasirian-Lumajang.
b. To describe the parents opinion about the quality of teachers at SBI-EKA
English private course of Pasirian-Lumajang.
c. To describe the parents opinion about the result of their childrens
abilities in English at SBI-EKA English private course of PasirianLumajang.

1.4 Significance of the Study


Significance of the study on this research is divided into two. They are
theoretically and practically.
Theoretically, the significance of this study is to know about the parents
opinion about the importance of English private course. And also to know the
English private position in our country now. So, many parents who send their
children in some English private course can understand it clearly. After
knowing about the parents opinion, as institution of informal education SBIEKA English private course should improve their teaching technique become
better than before.

Practically, the researcher hopes that the findings or the result of this
study will be useful for:
1. Writer
a. The result of this study is to finish the last assignment or thesis in
Kanjuruhan University of Malang especially in English Department.
b. The result of this study is to know the parents opinion about the
importance of English.
2. SBI-EKA English private courses
The result of this study can be used for the preparation and improvement
of teaching method in SBI-EKA English Private Course to get better.

1.5 Limitation of the Study


The researcher takes the parents of SBI-EKA English Private Course of
Pasirian-Lumajang students as the subject or the population of the research.
The numbers of the students there are 150 students, it is divided by there
classes they are English for young learner class consist of 50 students junior
student class consist 50 students English for senior student class also consist
of 50 students.
The researcher takes 15 parents of English for young learner students,
15 parents of English for junior students and also 15 parents of English for
senior students as the sample or object of the research. So, from the sample of
the research, the numbers of all respondents are 45 peoples or parents from the
students.

1.6 Definition of the Key Terms


It is important to define the key term to avoid misinterpretation of
reader. The certain term used in this research:
1. Parents opinion is opinion or idea that suggest by parents to give some
judgment or comment about something.
2. English private course: Is an institution for learning English.
3. Children : Young human that have childish behaviour and still need
science and advice from their parents.
4. Learning is retention of information or skill. Skill there are included by
speaking, listening, reading and writing.
5. Learning English is identified with the change of all aspect, such as:
knowledge, habit, skill and emotion (Effendi, 1984:104).
6. SBI-EKA English Private Course is one of English private course that is
located at Pasirian street No. 50 Pasirian-Lumajang.

CHAPTER II

This chapter discusses some theories related to the topics relevant to this
study, it is divided by. Firstly the relationship between parent and children.
Secondly the describing of English course or English private course.
2.1 Learning English for Children
Learning English for children is very important because English is
international language so we should prepare the children in learning English
begin young. Teacher also need preparation to teach the children for early
language programs. Preparation of teachers for early language classrooms
must address three basic areas, they are:
1. Language skills and understanding of the culture, especially childrens
culture, within which the language is used.
2. Methodology for and experiences with teaching languages to children.
3. Background in the curriculum and philosophy of the school.
2.1.1

Strategy and Method in Learning English for the Children

2.1.1.1 Learning English by using Stories


1.

What is a story?
Story is a form of literature which is well known and loved by
most of children (Murdibjono, 1997:179). Story always interesting,
because when people got a story he/she will ask, What will be
happen next? The art of story telling is as old as dancing and

singing. As soon as man began to travel, he carried with him the


songs, and the tales he knew.
2.

Which story to use?


Not all stories can be used for teaching a foreign language.
There was a wide range of vocabulary involved. More over there was
nothing else for the children to do besides listening while the story
was being told. To choose an appropriate story for foreign language
teaching, the teacher is expected to consider the following criteria
Rixon (1991:56):
a. The story is interesting to the student as well as to the teacher.
b. The story is understandable; meaning it should match the learners
age and language level.
c. The story could lead to a variety of useful activities, such as games,
drama, letter writing, etc.
d. The story has the right length. A very short story can still be all
right; on the other hand, a long one may cause problems because
young children have very short attention span.
e. The story is culturally appropriate. Teacher can make some
adaptation if they feel that some parts of the stories are difficult to
understand because of some cultural differences between the
learner and the people who speak the target language.
f. The story should have a clear and interesting story line.

g. The

story has

natural

repetition

to

encourage

students

participation. Its important to remember that for most of children


once something has been said, it just disappears.
Alexander (1988:287) suggest that in the activity is to be
effective, the teacher should keep the following points:
1. The story selected should be one that the teacher likes.
2. The teacher should know the story well so that he can read and tell
it fluently and with appropriate intonation patterns.
3. The story should be of interest to student.
4. In longer story, it is often desirable only the interesting parts.
5. At times, it is appropriate to read and interesting episode to student
to what their appetites for more reading.
2.1.1.2 Learning English by Using Pictures
Picture is photographic representation of people, places, and things.
Pictures can translate abstract concepts into a more realistic or concrete
items. Teachers can get various colorful pictures from used magazines,
posters, brochures, or from newspaper and calendars. The advantage of
using pictures is they are easy to use because they do not require any
equipment and preparation. Besides that, they can use in many ways at all
levels in the elementary schools.
Realia are the visual instructional aids most closely associated with a
direct purposeful learning experience (Heinich, 1981:94). Nowadays
models of various items which are made of plastic are available. Realia are

brought into the EFL classroom to stimulate leaning young children who
like to see, to touch and to hold things. A realia box contains toy cars,
dolls, plastic fruit and kitchen utensils, will be very useful in English class
especially elementary school. Plastic fruit can be used to teach vocabulary
and colours, while toy cars for following directions on a large card with a
small magnet at the back can be stuck on a magnetig board. To make a
magnetig board takes time and money. The initial cost is greater but it can
be used for several years.
Folders containing pictures can be demonstrated to and followed by
young children. This activity can be done for groupwork and classwork as
well, e.g.: Contrasting a few and a lot of. The teacher shows the flap
closed. The students see a few pineapples. Then the teacher opens the
flap and the students see a lot of pineapples.

2.2 Relationship between Parents and Children


Parent and children are can not be separated each other because they
have strong relationship in every aspect of life. It means that the parents have
important roles in the education and psychology of their children. A parent
may do many things to support children who have special abilities. Naturally,
there will be many specific influences related to the individual children and
the home setting (Dalton, 1992:102). In the relationship between parents and
children, we can get the function of parents for the children. They are:

2.2.1

Parent as a Teacher
In the out side of school, the position of parents is changed with the
teacher as the person who should teach them. Recognize something
surround them and developing their behavior the most important
contribution a parent can make is to recognize the child as a person. To
accept the children from any member of a family, and share with
understanding the success and disappointments that may be experienced.
Help the children to limit his or her involvement to arrange of
activities that can be reasonably managed. It is may not be possible to
produce a complete plan to care for the elderly in the district, write five
books, be involved in several clubs, follow interest and complete set
school activities. (Dalton, 1992:102) also conclude in the following
statements:
Therefore discuss options and management of time and review
priorities. Perhaps the parents or someone else may provide a
model as to the management of a range of interest. The key is to
help the children see the issues rather than be told what can or
cannot be managed.

2.2.2

Parent as a Friend
The parent plays in the children life is also as a friend. It means
that parents should have the characteristics of their friend such as hearing
their story about something. Share together and also give them some
suggestions and support. The position of friend in her/his mind is getting
high position, because a friend is very familiar with their activities
everyday. As a friend, the parents also can understand the childrens like

and dislike or agree and disagree about something. By do that, the children
will feel that anybody care them.
Concomitant with feelings of difference can be confusion in
identifying with a peer group. Being with older children may meet the
childs needs intellectually, but the child may not fit in socially,
emotionally or physically. The child, because of advanced abilities and
interest, may have difficulty fitting in with his or her own age group.
Problems of isolation and loneliness may be experienced because of
feelings of not belonging to any group. In this kind of situation the child
need strong emotional support and to be led towards self-understanding.
By using dross age grouping it may be possible to meet needs in all areas
of development (Smith: 16).
The position of parents as a friend is not simple problem because
they should make the children feel enjoy. Talking about someone it easy
but making our friends happy when we are talking with them is very
difficult. Talking with someone new or a new friend is also difficult. Here
some tips from (Hello Magazine: May 2002) to solve that problem firstly
show interest in the person you are talking to secondly be a good listener
and ask open. Ended questions, thirdly keep the conversation going and
talk about their favorite subject. And the last keep them chatting and make
your self approachable.
After the parents play as a friend, we hope that it can be a way to
increase their motivation in learning something especially in learning

English. A friend is some one who familiar in their mind beside of their
parents, teacher and also brother or sister. Smith (1992:17) concludes in
the following statements:
Children with special abilities are usually very sensitive to
teacher and peer group attitudes. Since a feeling of belonging
and being accepted is a basic need. Some children may
conform to group expectations so that they do not appear
different. They may with draw or simply try to become one of
the crowd.
From the statements above we can conclude that there are any
reason why special abilities of children can be hard to detect.
2.2.3

Parents as Problem Solver


In the developing of children the position of parents also as a
solver problem. Children have many problems in their life side, sometime
a simple problem for us as a parents can be a serious problem for them. So
our duties here as parent are become a solver problem to help them in
solve their problem. As a solver problem, we do not finish all of the
childrens problem but we just help them to finish their problem by them
selves. The children who try to finish their problem by them selves will be
a person who has responsible in their life.
The children are very sensitive with the problem that they faced,
and it will influence for their motivation in study. Parent as a solver
problem here should find and try help the problem that they get to keep
their temperature of motivation in their mind. Do not make the children be
afraid to their problem or try to intimidate them because it can make they
afraid to face something that should they do, and they will run away from

the problem which should they solve by selves. We also should make them
have creative abilities in thinking to make they are more dependent to
solve their problem by them selves. To support this sentence, (Dalton,
1992:49) also says that:
Creative abilities can be developed in a number of different
ways by developing creative thinking skills, by using specific
creatively and divergent questioning techniques, and by
helping children learn to use creative problem solving
processes.
From the statement above, we can conclude that developing
creative thinking for children is very important to help them in solve their
problem.
2.2.4

Parent as a Motivator
Motivation is something that makes the children has a spirit in do
something. Motivation usually is given by the parents to their children
because it is very important in their childrens development of skill,
attitude or thinking.

2.2.4.1 Type of Parent Motivation


There two type of parent motivation; those are intrinsic motivation and
extrinsic motivation.
1. Intrinsic motivation
Lerner (1983:35) defines intrinsic motivation is the motive being part
of the nature of character of someone. All form of study might be

regarded as intrinsically motivated although students learning is also


affected by extrinsic motivation.
We realize that society places important so much on what an
individual can do, but how well he does it relative to other person. The
essential is to growth and development of students knowledge.
2. Extrinsic motivation
Extrinsic motivation is a motive of value or quality not forming a part
of or not really belonging to any ones personality, but it is connected
with others. Extrinsic motivation rewards have become more important
than others.
The interaction of intrinsic and extrinsic rewards is not simple one.
They do not just add together in producing motivation. The
introduction of external motivation appears undermine intrinsic
motivation. Suppose a student has been busy to study around with
abandon, enjoying intrinsically rewarding properties of activities.
Then, at some points parents begin to praise and reward the students
for study (extrinsic motivation). In the future, it will be found that the
students will be less likely to study and will be more likely only study
when external reward is expected. That is what we mean extrinsic
reward undermine intrinsic motivation, and it is referred as the over
justification effect.

2.2.4.2 Purpose of Parents Motivation


Our discussion now, turns to the purpose of parents motivation.
Program and organization for families of young children exceptionally
have multiple goals. Some programs provide primarily support the
learning, and some parents methods to help their children learning new
skill or other programs.
1. To increase students learning accuracy and something to do with
improvement. There are differences in motivation between first and
second language learning. It is the lack of motivation that produces
little or no differences in students performance in response to improve
English material.
2. To drive spirit of learning English more intensively. The important
dimension is especially English achievement at SBI Eka English
Private Course of Pasirian Lumajang. I this case, the student learn
English (second language) with their desire to identify himself with
native speaker and to enrich his life by contact with another culture.
3. To accept ones self in positive or dynamic environment. To adapt new
situation or condition easily or make suitable for new needs with
different condition, human life in society should repair the weakness or
shortage to make students have animation or enthusiasm to study
English greatly.
4. To understand ones self circumstance and to be able to take decision
or solve problem ones self. It means that to know the capability and

fault ones self to be more independent in thinking. On the other hand,


students try to solve their problem in controlling of parents and to
make students independent to solve their learning problems
themselves.

2.3 English Private Course


English private course is one kinds of non-formal education. As
mentioned before that this activity is conducted outside of school, although
the process of teaching and learning is similar with formal education. Nonformal education as like English private course can prepare the development
of manpower more flexible. The characteristics of non-formal education are
as follow:
1. The content and the objective are communitys need oriented, fit on their
social and cultural condition and based on the area need, situation, and
condition.
2. The education program and materials can be more effective and efficient
for many knowledge and skill fields that are necessary for creating and
developing personal development.
3. The result of the study can be used directly.
According to Pola Pembinaan Teknis PLSM (1984:3), that non-formal
education is the activity that is organized and handled for community, with
their own power and fee.

Furthermore, our government gives wide opportunity to community


who wants to participate in National Objective as stated in UU RI. NO.
2/1989 (1989:21):
Community can participate widely in organizing and developing
national education based on the government and implementation
regularly.
From the information above, it can be concluded that there is
opportunity for any one who wants to organize an English Private Course.
2.3.1

Objective of English Course


According to Petunjuk Teknis Pendidikan (kurikulum) English
course (1989:2) it is stated:
The general objective of English course is the learner has
knowledge, skill, and positive attitude about English, so that he
can communicate with spoken or written English.
From above explanation, it is clear that the aim of English course is
to help students in the teaching learning process of English to get better
achievement. As we know in the society that many students of Junior and
Senior High School, who are taking formal education still need and join
extra education such as English course to increase their English
achievement at school.
Basically, the English course Institute has five levels (Elementary I
and II, Intermediate I and II, and advance), and each level has their own
objective:

1. The target/objective of elementary I, the learner can communicate by


using English.
2. The target/objective of elementary II, the learner can communicate by
using English in wider aspects.
3. The target/objective of intermediate I, the learner can communicate by
using English correctly.
4. The target/objective of intermediate II, the learner can communicate
and write by using English.
5. The target/objective of advance, the learner can communicate and
write by using English in wider aspects correctly.
Based on the objective of English course stated above, the writer
concludes that after finishing all level, the learners are able to
communicate by using good English.
2.3.2

The Material of English Course


In the curriculum of English course (PLSM), it is stated that there
are two kinds of subjects; General and Specific. The general subjects are
Pedoman Penghayatan dan Pengamalan Pancasila and the specific subjects
are English skill. It consists of listening, speaking, reading, and writing.
The teaching materials that are given to the students in English course are
as follow:
1. Pronunciation
2. Conversation
3. Reading comprehension

4. Structure
The materials that are presented to the students depend on the students
need. The necessary of the students who have graduated from the formal
education (school) is different from the students who still learn on formal
education. The materials that are given to the students will be suited on
their English lesson at school. It is hoped that the students can overcome
their problem and add their knowledge, so the students obtain good
achievement.
2.3.3

Teaching Learning Activities in Formal and Non Formal Education


Teaching-learning activities are Any effort made by learning
resources that makes the students able to perform learning activities
(Sujana, 1983:34). The interaction in teaching-learning activities is
considered effective if the students and the learning resources interact to
each other on their job. According to Trimansyah, (1986:18):
The role of the learning source is as an assistant, while the roles
of the students are performing the learning activities seriously
and they are responsible for teaching-learning activities and also
giving feedback to learning resources.
Thus, it is advisable that a teacher does not only transfer the
knowledge but also encourage the students to learn harder. The learning
activity is the central position of process of learning. The students in the
learning a lesson should carry out the activities, and they must also spend
the time to do practical jobs or exercises (David, 1966:113). It means that

it is not sufficient for the students to obtain information from the formal
education only.
The teachers play important role in the formal education and nonformal education. The teacher show his/her positive attitude and reaction
toward the student effort. According to Gagne (1994:27), the teacher has
three functions in teaching:
1. Master Plan of Teaching:
A teacher should make plan preparation and select the materials.
2. Teaching Analyst:
A teacher should be able to create a good atmosphere for better
teaching and learning activities.
3. Evaluator:
A teacher needs to evaluate how many students have achieved of what
they learned. This can be done by giving test or asking the students to
complete a task and the teacher gives score to the weak of completing
the task.
In order to carry out teachers jobs and the function, they have to
have knowledge of teaching and learning as basic way of working.
However, students participation in teaching-learning activities is
definitely the key in making the success of teaching learning process. The
students must be more active than the teacher. There will be no
achievement if the students are not involves actively in it, although the

teacher has good knowledge. Therefore, teachers and students must make
good interaction in teaching and learning activities.
In many ways, the teaching and learning activities in English
course (non formal education) is different from formal education
(teaching-learning activities at school), for example; in selecting groups,
curriculum, technique and method of teaching and learning, selecting
handbooks and employing teacher. One of the qualifications of course
person or master teacher English Instructor in an English course is to their
capability with or without teaching training experience background.
Particularly, in teaching in the course, the teacher should consider:
1. To teach elementary I, an instructor should have certificate of teaching
English in SMU should have certificate of teaching in Intermediate
level
2. To teach elementary II, a teacher should have the knowledge of
method of teaching SMU level and should have certificate of teaching
in Intermediate II.
3. To teach Intermediate I and II, and instructor should be a bachelor of
English degree in education or he has the certificate of teaching
advance level.
4. To teach advance level he should have bachelor art degree of English
education or having good experience in teaching at least three years
teaching English at SMU (curriculum PLSM of English, 1978).

From the above qualification, it is clear that a person who has


certificate of teaching the higher level can teach the lower level.
Although the curriculum provides various teaching methods but the
methods of teaching used in English course are not the same as those used
on formal education. However, in some course that native speakers of
English, the various method used may be applies in teaching, for example
in PPIA (Perhimpunan Persahabatan Indonesia America). Particularly, a
course is aimed at improving the students speaking ability. Consequently,
the students do not learn the technique of answering the tests.
However, the students achievement is still measured by using test
device. Beside the test given by the institute, there is also a test
administered by the state (Department of Education) periodically. The
students graduates will obtain certificate telling that he or she has
completed a particular level or course. The certificate is for future need,
especially when he or she wishes to apply for a job. However, it does not
guarantee that he or she will get a job easily, but his or her capability will
determine it. The state examination for all nationally registered and
administered by local department of education.

CHAPTER III
METHODOLOGY

Methodology is the way or the method which is used by the researcher to


get the information or the data which necessary to do the research in this chapter,
the researcher presents the research design, population and sample, instrument,
data collection, and data analysis.
3.1 Research Design
The purpose of this study is to get objective description of the importance of
English private course for the children in accordance with parents opinions.
Related to this purpose, the appropriate design of this study is descriptive.
Qualitative research has the natural setting, as the direct source of data and the
researcher is the key instrument. Qualitative research is descriptive. Qualitative
researchers concern with process rather than simply with outcomes or products.
Qualitative research tend to analyze their data inductively, meaning is of
essential concern to the qualitative approach. According to Ary, (1972:290),
descriptive research is designed to reveal the current status of phenomena and is
directed toward the time of the study and to describe what actually exist.

3.2 Population and Sample


3.2.1

Population
The researcher takes the parents of SBI-EKA English Private Course of

Pasirian-Lumajang students as the subject or the population of the research. The


numbers of the students there are 150 students, it is divided by three classes they
are English for young learner class consist of 50 students junior student class
consist 50 students English for senior student class also consist of 50 students.
3.2.2

Sample
To take the sample among the population there, the researcher have different

ways to distribute the questionnaires and giving the interview between EYL, EYS
and ESS class parents. To gives the questionnaires for English young learners
parents, the researcher gives the questionnaires directly to them. It means that the
researcher distributed the questionnaires to the parents who accompany their
children go to English private course. After giving the questionnaires for them, the
researcher also gives some questions of interview directly. Beside that, the
researcher also gives the parent of EYS and ESS class some questionnaires
through distributed them to the students. The questionnaires will completed by the
parents at home and submit again by collected to their children.
The researcher takes 15 parents of English for young learner students, 15
parents of English for junior students and also 15 parents of English for senior
students as the sample or object of the research. So, from the sample of the
research, the numbers of all respondents are 45 peoples or parents from the
students.

3.3 Instrument of Data


In collecting data, the researcher used four instruments. Those are
questionnaires, interview, documentation, and observation. The questionnaires as
the main research instrument to answers the research problem. In answering the
questionnaires, the respondents were free answer them based on what they really
had in their main and really happened. The questionnaire contains the opinion of
parents about the importance of English private course for their children. And
then the second instrument is interview. Interview can support and supplement the
data from questionnaires. The content of the interview are about the parents
opinion about the quality of teacher in the SBI-EKA English Private Course and
also their students ability in English after take English private course.
3.3.1

Questionnaires
The functions of the questionnaires are to get the data from parents of

EYL, EJS, ESS class from SBI-EKA English Private Course. Kind of
questionnaires which is used by the researcher is open-close questionnaires it
means that the respondents not just choose the answer from multiple choice but
also fill the other alternative or another possible answers. The questionnaires
consist of 14 items. Question number1,2,3 consist of the question about the
parents opinion about the importance of English, question number 4 until 6
consist of question about parents opinion about the importance of English private
course for their children, question number 7 until 9 consist of the question about
the parents opinion about the parents opinion about the childrens abilities after
take the English private course. The question about the parents opinion about the

method and the teachers quality is describes in the question number 10 until 14.
The questionnaires are written in Indonesia to avoid misunderstanding of the item
given.
In constructing the questionnaires, three steps have been done. They are:
(1) Collecting parents opinion, (2) Studying some questionnaires which are
concerned with the topic of English at private course that had been conducted,
constructing the questionnaires, and (3) Revising the questionnaires.
3.3.2

Interview
The function of interview are to get the data about the parents opinion

about the quality of the teacher and the result of the students abilities by taking
English private course. Interview is conducted after giving questionnaires. In this
condition, the researcher give the opportunity to the parents to answer the
question freely. A list of question was used as guide. The questions in the
interview are consist of 10 questions. The question 1 until 3 are about the quality
of teacher, 4 until 7 are about the result of the study by choosing English private
course and question 8 until 10 are about the material with implemented by the
teacher there. The students ability by choosing English private course. The
researcher does the interview to complete the data which necessary beside from
giving some questionnaires.
3.3.3

Documentations
The function of documentations are to get the data about the material used

by the teacher at SBI-EKA English Private Course and to know about the result of
the students ability after following English private course. Documentation here

consists of material which used there, books that relevant in the teaching learning
process and also the students score recapitulation to know about the result of the
students ability. Documentation was done on December 16th 2006 by the
researcher collaborate with the teachers and the principle there.
3.3.4

Observation
Observation is conducted by the researcher to get the data about the

quality of the teacher at SBI-EKA English Private Course. The researcher follows
the teaching and learning process to get the data related to the teacher quality. In
this observation, the researcher watches closely the way or the method which used
by all of the teachers there. Observation was done on December 15th 2006.

3.4 Data Collection


The data collected through the use of instruments, they are questionnaires
and interview. The questionnaires are distributed to the sample of research, the
sample here means that the parents of the students who are study at SBI-EKA
English Private Course. The questionnaires were answered by the parents who
accompany their children in SBI-EKA English Private Course and taken them at
home. All of questionnaires distributed to the students parents and fill them with
two days. It was done on December 15th to 16th 2006 and all of the questionnaires
are submitted.
The interviews were also conducted by giving some direct questions to the
parents after they fill the questionnaires. The researcher gives the questions and
writes the parents answer in the note book and the question consists of 10

questions. All of the questions should answers by the parents freely and by their
own opinion. To collect the data about the parents opinion about the importance
of English private course for their children the procedure as bellow:
1. Recommendation of doing the observation from the Rector of Kanjuruhan
University of Malang was send to the SBI-EKA English Private Course of
Pasirian-Lumajang as the place of the observation.
2. The leader of SBI-EKA English Private Course received this research by
giving the signature on this recommendation.
3. The researcher or the writer got the information by consulting with the leader
of SBI-EKA English Private Course of Pasirian-Lumajang.
4. The writer makes a list of question to measure the parents opinion about the
important of English private course for their children in learning English.

3.5 Data Analysis


3.5.1

Analysis the Data from Questionnaires


The data from the questionnaires are analyzed by using table of frequency

and percentage. The data are grouped and classified based on the characteristics of
items and the researcher inserted in each item. The item are counted by using
percentage.
The formula used in analyzing the questionnaires is:
P=

f
x 100%
N

P = Percentage
f = Frequency of the respondent answer

N = The number of correspondent


Based on the scoring of each items and opinions, it could be analyzed with
the percentage of the parents who choice options that indicated they are in favor,
less in favor, or not favor of English private course for their children in learning
English.
3.5.2

Analysis the Data from Interview

The data from interview are analyzed by describing the result of interview.
The results of interview are not compare by using the percentage like using
questionnaires but it also describing it.
In the interview the researcher just describes about the result of interview
such as the quality of teacher, the material and the result of study to the students
based on parents opinion. The data to know about the quality of teacher consist
of the teachers certificate teaching and the method which used by teacher in the
teaching English. The results of childrens achievement here consist of parents
opinion about the improvement of their children ability in English after following
English private course.
3.5.3

Analysis the Data from Documentations

The data from documentations are analyzed by describing the result of


documentation such as analysis the material, books, and the students score
recapitulation. The results of documentation are not comparing by using
percentage like using questionnaire but just describing it.

3.5.4

Analysis the Data from Observation

The data from observation are analyzed by describing the result of observation
also like interview and documentations. The researcher describes the data from
her notebook which used on the observation process. The important things that
related with the quality of the teacher were written by the researcher on the
notebook.

CHAPTER IV
RESEARCH FINDING AND DISCUSSION

The chapter is intended to present findings related to the data obtained


from the respondents answer of the question in the questionnaires and from the
interview with the respondents. The result will be presented in the following:
a. Analysis of the questionnaires.
b. Analysis of the interview.
c. Analysis of the documentation
d. Analysis of the observation

4.1 Research Finding


4.1.1

Analysis of the questionnaires

This chapter presents the finding of the study based on the result of
analysis the parents opinion to the questionnaires. The data collected are analysed
in a descriptive and statistic format. The researcher uses tables to clarify
descriptive statistic to discuss questionnaires.

Table 4.1.1.1
Parents opinion about the importance of English language
Items

A. Very important

Number of
Respondents
41

Percentage

91 %

B. important

9%

C. Less important

0%

D. Not important

0%

45

100 %

Total

Based on the table above, the parents who have opinion that English is
very important are 41 respondents (91 %), 4 respondents (9 %) answered that
English language is important and none answered that English language are less
important and not important. It implied that most of parents have opinion that
English is very important.
Table 4.1.1.2
The frequency of English subject which got by the students at the school
Items

A. Very enough

Number of
Respondents
4

Percentage

9%

B. enough

15,5 %

C. Quite enough

20

44,4 %

D. Not enough

14

31,1 %

Total

45

100 %

In terms the frequency of English subject is quite enough shows that 20


respondents (44,4 %), the respondents who answered not enough are 14
respondents (31,1 %), the number who answered enough are 7 respondents (15,5
%) and the respondents who answered that the frequency of English in the school

is very enough are 4 respondents (9 %). It indicated that the frequency of English
subject in the school are still not enough because most the respondents answered
that.
Table 4.1.1.3
Parents opinion about the statement that learning English is difficult
Items

A. Agree very much

Number of
Respondents
7

Percentage

15,5 %

B. Agree

35

77,9 %

C. Quite agree

4,4 %

D. Disagree

2,2 %

45

100 %

Total

In addition of the data about the statement that says that learning English
is difficult when the respondents are answered agree are 35 respondents (77,9 %),
answered agree very much are 7 respondents (4,4 %) and answered disagree just 1
respondent (2,2 %). From that items we can know that most of parents or
respondents are agree with statement which explain that learning English is
difficult.

Table 4.1.1.4
The alternative way done by the parents to improve their childrens ability
in English beside getting from their school
Items

A. Send their children to some English Private Courses

Number of
Respondents
41

Percentage

91,1 %

B. Teach them in the home

4,4 %

C. Give then instruction to learn by them selves

4,4 %

D. Doing nothing

0%

45

100 %

Total

Based on the table above shows that 41 respondents (91,1 %) choose send
their children to some English private courses as their alternative way, 2
respondent (4,4 %) stated teach their children in the home and 2 respondent (4,4
%) answered that they will give their children some instructions to learn English
by them selves. And also no respondent (0 %) answered that doing nothing. It
shows that most of parents are sending their children to English private course to
improve their children abilities in English.
Table 4.1.1.5
Parents opinion about the importance of English Private Course
for their children at SBI-EKA English Private Course

Items

A. Very important

Number of
Respondents
43

Percentage

95,6 %

B. important

4,4 %

C. Less important

0%

D. Not important

0%

45

100 %

Total

This table inform about the parents opinion about the importance of
English private course for their children, 43 respondents (9,5 %) answered that
English private course is very important, 2 respondents

(4,4 %) answered

important and no respondent who answered that English private course are less
important and not important. So, English private course is very important for the
children because most of respondents answered those.
Table 4.1.1.6
Parents reason why English Private Course is very important
Items

A. To improve students abilities in English

Number of
Respondents
0

Percentage

0%

B. To prepare them in the free trade era

0%

C. To increase their score in English

0%

D. All of items are right

45

100 %

45

100 %

Total

For further information is about the data of parents reason why English
private course is very important. All of respondents or 45 respondents (100 %)
answered that English private course very important because it is can improve
students abilities in English, prepare the students in the free trade era or
globalisation era and also to increase their score in English in the school.

Table 4.1.1.7
The development of English ability of their children after following English
private course at SBI-EKA English Private Course
Items

A. Very good

Number of
Respondents
24

Percentage

53,4 %

B. Good

19

42,2 %

C. Quite good

4,4 %

D. Fair

0%

45

100 %

Total

In term of development, discuss about the development of the students


after following English private course shows that 24 respondents (53,4 %)
answered very good, 19 respondent (42,2 %) stated good, 2 respondents (4,4 %)
answered quite good and no respondent answered fair.
From the data above the researcher concludes that there are any
development of students achievement in English because many respondents who
answered that their development are very good.

Table 4.1.1.8
Kinds of development that can be analysed by the parents after their
children following the English Private Course at SBI-EKA English Private
Course
Items

A. Their abilities in English are increase

Number of
Respondents
2

Percentage

4,4 %

B. Their English score in school are increase

4,4 %

C. The answered of A and B are right

40

89 %

D. Their behaviour are like English people

2,2 %

45

100 %

Total

This data informs about the kinds of development that can be analysed by
the parents after their children following the English private course. It shows that
2 respondents (4,4 %) answered their abilities in English are increase, 2
respondents (4,4 %) answered that their score in school are increase. 40
respondents (89 %) from the number of respondents answer that the students
abilities in English are increase and their English score in school also increase.
Just one respondent answered that the students who follow the English private
course have behaviour like English people. From the data above the researcher
conclude that the respondents can analysed that their childrens abilities and their
English score in the school are increase.

Table 4.1.1.9
Children achievement in English skills (speaking, writing, reading and
listening) after following English private course according to the parents

A. Improved rapidly

Number of
Respondents
3

B. Better than before

42

93,3 %

C. Same as before

0%

D. No improvement

0%

45

100 %

Items

Total

Percentage

6,7 %

This items about the childrens achievement in English skills after


following English private course. The data shows that 42 respondents

(93,3 %)

answered better than before, 3 respondents (6,7 %) answered improved rapidly


and no respondent who answered same as before and no improvement. Based on
the information above, the researcher concludes that the childrens achievements
in English skills are better that before after they following in English private
course.
Table 4.1.1.10
Parents opinion about SBI-EKA English Private Course
of Pasirian Lumajang
Items

A. Very good

Number of
Respondents
25

Percentage

55,6 %

B. Good

20

44,4 %

C. Quite good

0%

D. Fair

0%

45

100 %

Total

This table inform about the parents opinion about SBI-EKA English
Private Course of Pasirian-Lumajang. There are 25 respondents (55,6 %)
answered very good and 20 respondents (44,4 %) choose good as their answered.
They do not answer the quite good and fair. So the researcher can conclude that
SBI-EKA English Private Course is one of very good or good English private
course in Pasirian-Lumajang. After knowing the result of respondents answers,
the parents will choose SBI-EKA English private course as the place of their
children to improve and learn English.
Table 4.1.1.11
Parents opinion about the quality of education
at SBI-EKA English Private Course
Items

A. Very good

Number of
Respondents
41

Percentage

91,1 %

B. Good

8,9 %

C. Quite good

0%

D. Fair

0%

45

100 %

Total

From the data above inform about parents opinion about the quality of
education at SBI-EKA English Private Course. 41 respondents (91,1 %) choose
very good as their answer and 4 respondents answered that the quality of
education there is good. There are no respondent who choose quite good and fair.
From the data above the researcher also get the information that the quality of
education SBI-EKA English Private Course is very good because most of
respondents choose that answer.

Table 4.1.1.12
Parents opinion about the quality of teachers who teach
at SBI-EKA English Private Course
Items

A. Very good

Number of
Respondents
33

Percentage

73,3 %

B. Good

15,5 %

C. Quite good

11,2 %

D. Fair

0%

45

100 %

Total

This table inform about the parents opinion about the quality of the
teacher who teach at SBI-EKA English Private Course. There are 33 respondent
(73,3 %) answered that the quality of teachers there are very good, 7 respondents
(15,5 %) choose good as their answers and 5 respondent (11,2 %) choose quite
good, there are no respondent who answered that the quality of the teacher there is
fair. From the information above, and after analysing the parents or the
respondents answer the researcher can conclude that the quality of the teachers
there are very good.

Table 4.1.1.13
Parents opinion about the professionalism of teacher
at SBI-EKA English Private Course English Private Course
Items

A. Very professional

Number of
Respondents
9

Percentage

19,9 %

B. Professional

35

77,9 %

C. Quite professional

2,2 %

D. Not professional

0%

45

100 %

Total

Based on the table above, the parents or the respondents who have opinion
that the method which used by the teachers at SBI-EKA English Private Course
English Private Course is very professional are 9 respondents

(19,9 %), after

then 35 respondents (77,9 %) answered professional and 1 respondent (2,2 %)


answered that the method there is quite professional. No respondents answered
that the method there is not professional. After looking that case, the researcher
conclude that the method of teaching at SBI-EKA English Private Course English
Private Course is professional.

Table 4.1.1.14
Parents opinion about whether the teachers education is full fill the
requirement for teaching at SBI-EKA English Private Course
Items

A. Yes, very much

Number of
Respondents
45

Percentage

100 %

B. Yes, much

0%

C. Enough

0%

D. No

0%

45

100 %

Total

In the last data inform the teachers certificate to teach the students in the
SBI-EKA English Private Course English Private Course from the result of the
analysed the table. The researcher find that all of the respondents are choose the
first item (A) as their answer. It mean that the teacher who teach SBI-EKA
English Private Course English Private Course have certificate that necessary and
able to requirement for teaching the students.
4.1.2

Analysis of the Interview

From the result of interview which do by the researcher, the researcher get
some information from the respondents to support the data which get by using the
questionnaires. By using interview, the researcher also gets some information
about the opinion about the material which used at SBI-EKA English Private
Course English Private Course.
By using interview, there are 93 % from the number of respondents
answered that the material which implemented there are very good. It is means
that the materials have good quality and the material also suitable with students

needs. The researcher also understand about the important of English private
course by interviewed the respondent. The parents send their children into English
private course because they wan to find the solution from their problem in
learning English.
4.1.3

Analysis of the Documentations

From the result of documentations, the researcher gets some information


related to the material and the result of students ability at SBI-EKA English
Private Course English Private Course. After analysing the copy of the material
there, the researcher conclude that the material which used at SBI-EKA English
Private Course English Private Course are very suitable with students need and
also still have correlation with the material at their school. The researcher also
analysed the students score in the recapitulation of English score and gets the
information that there ability in English are better than before. There are very
improvements in the students ability in English.
4.1.4

Analysis of the Observation

After following the teaching learning process, the researcher gets the
information about the quality of the teachers who teach at SBI-EKA English
Private Course English Private Course. The qualities of the teacher are very good
because they have good technique teaching and good method in the teaching
English. The teachers also have high achievement in English and mastery the
material. According to the researcher, the teachers also have good approach to
make the students have good motivation in learning English. All of the teachers
there have good class management to control the condition of class.

4.2 Discussion

The researcher found three things that must be discussed in this case. They
are consist of:
4.2.1

Parents opinion about the material used by the teacher at SBI-EKA


English Private Course English Private Course

To found the information about the material used there, the researcher
used interview as a instrument. By interview the parent after giving the
questionnaires, the researcher gets a lot of information about the material that
used by that institution. The parents always check and control the notebooks of
their children after they study at that SBI-EKA English Private Course English
Private Course. The parents also compare the material that their children get from
English private course with the children get from their school from this
phenomena, the parents conclude that the material there are very suitable with
their children need.
From the result of interview, 93 % from the number of respondent
answered that the material that implemented at the SBI-EKA English Private
Course English Private Course are good. It means that the material are very
suitable with the students need and also still have relation with the material at the
school. The implementation of material there also can make the student easier
about learning English than before. Material of the teaching which suitable are can
make the students have high motivation to learn English. To support that
statement, Brown (1998:46) concludes in the following statements:
Excellency of material of the teaching children are the material
should interest, up to date, systematic and should suitable with

students needs. And also the material should make the students can
be creative and innovative.

From the statements above, the researcher conclude that the material that
used at SBI-EKA English Private Course English Private Course are very suitable
with the main requirement of the good material. Material also can make the
quality of the institution competition because in the reality of life, good quality of
material in the some institution shows that the quality of that institution is good.
The material which used at SBI-EKA English Private Course English
Private Course are divided into two parts, there are:
a. General English skills
General English skills are the English skills that have important position or
basic of learning English. General English skill such as:
1) Speaking
2) Listening
3) Writing
4) Reading
b. Specific English skills
Specific English skills are skills that have important role in the learning
English and cannot separated from the learning general English skill, kinds of
specific English skill always support the general English skills. Specific
English skill such as:
1) Pronunciation
2) Vocabulary

3) Structure
4) Grammar
The material that implement at SBI-EKA English Private Course English
Private Course are combine between the material about general English skills and
specific English skills. So that, the students get easy to understand and learn
English. The parents also have opinion that the materials of English at school are
still quite enough because many schools that still implement the English subject
still as a local content, especially in primary schools level.
To over come the problem that the material at the school are still quite
enough, 91 % from the number of respondents send their children to English
private course. So, the children can add their lack of material by following the
English private course. By following the English private course, the parents hope
that their children can improve their English skill and able to communicate with
English.
According to Petunjuk Teknis Pendidikan (kurikulum) English course
(1989:2) it is states:
The general objective of English course is the learner has knowledge,
skill, and positive attitude about English, so that he or she can
communicate with spoken or written English.

From explanation above, it is clear that the aim of English course is to help
students in the teaching learning process o English to get better achievement. As
we know in the society that many students of Junior and Senior High School, who
are taking formal education still need and join extra education such s English
course to increase their English achievement at school.

4.2.2

Parents opinion about the quality of the teacher at SBI-EKA English


Private Course English Private Course

To found the information about the quality of teacher at SBI-EKA English


Private Course English Private Course, the researcher use the questionnaires as a
main of instrument and interview as a support instrument. From analyse the
questionnaires, the researcher gets information that 73,3 % from the number of
respondents give answers that the quality of the teacher there are very good. The
researcher also gets the information about the reason why the parents answered
that the quality of the teacher are very good from the interview. The teacher there
are very professional and mastering all of the material. So that, the students can
understand the material easy.
The teachers at SBI-EKA English Private Course English Private Course
was do the duties of the teacher as the figure of the students. The teacher who
teach at SBI-EKA English Private Course English Private Course have good
method in the teaching learning process and also were implement the function as
the teacher. The good teachers are the teacher who can do their function as a
teacher. The function of teacher here are teacher as a master of teacher, teacher
are as teaching analyst it means that a teacher should be able to create a good
atmosphere for better teaching and learning activities, and the last teacher as
evaluator, Gagne (1994:27).
The parents also explain that the teacher there are have the point of prerequirement as a teacher because the teacher should the certification of teaching.

To support that statement, here education constitution about the teacher number
14, 2005.
(Pasal 8) teacher should have academic qualification, competency, teacher
certification, health in physic and psychology, and have ability to
do the purpose of national education.

From the education constitution above, the teacher should have academic
qualification Strata 1 or Diploma 4. And it is false if there are any teacher that
have qualification of academic still Diploma 2 or Diploma 3.
Beside the quality of the teacher there, the parents also give their opinion
about the quality of education there. From the result of the questionnaires, there
are 41 respondents (91,1 %) answered that education at SBI-EKA English Private
Course English Private Course is very good. The evidence that the quality there
good are: that English course private receive a lot of trophies from the Lumajang
Officer and also the students there are have many kinds of academic prestation.
Improving the quality of the education now is very important because it is
also the purpose of our country to improve and increase the quality of education.
Quality of education can make the quality of our country is high in the
international country. So if we want to make the quality of our country is good,
we must increase the quality of our education.
The method which used by the teachers there are also very good or
professional according the parents. Because the parents also controlled the
progress of their students special ability every time. The students achievement
that had joined English private course could be seen from the good quality or the

teacher and they can get the mark better than before in their English ability. The
quality of teacher there, can make program are useful for the students in
improving their ability in understanding English skills.
4.2.3

Parents opinion about the result of their childrens abilities in


English at SBI-EKA English Private Course English Private Course

The researcher gets the information about the parents opinion about the
result of their childrens ability in English are by using the questionnaires and
interview as the instrument. Before the researcher discusses it, the researcher
wants to explain about the students condition and students ability before they
follow this program. Most of the students can not understand English before they
study there, the motivation of the students are less and they always have
assumption that English is difficult subject. The students get difficulty to
understand the English subject in the formal education or in their school.
After following the English private course program, there are many kinds
of progress that happen to the students. The parents also have opinion that their
children that follow with English private course have good development. From the
result of questionnaires, 24 respondent or (53,4 %) answered that their children
development are very good. It can be seen from the students ability in English are
progress, they begin feeling that English as interesting subject and also they
have high motivation in learning English. Another progress also can seen by the
score of English subject at the school are increase.
From the researchers observation, 40 parents (89 %) answered that their
students who following the English private course can improve their abilities in

English and can increase their English score at the school. It can make the parents
have assumption that English private course are very important for their children
in learning English. Beside the parents want to improve their children ability in
English, the parents also want to prepare their students in the globalisation era in
the future. This statement will supported by Wishon (1980:104) says that:
Top position at globalisation will filled by the accountant and the
peoples who have high ability in English. They will get high position
also by raising their special ability.
From the explanation above, the researcher conclude that the people who
master English will get high position in the globalisation era like the Wishons
statement above. Special ability also important rule there, because the special
ability of some one will determine the good or bad position.
42 respondents or 93,3 % also have opinion that the students English skill
are increase or better than before students abilities in speaking, reading, writing,
and listening are shown progress because most of students who follow with this
program are having progression also. The students who can not speak English
before, now the can speak English well than before. And beside that it is happens
to another English skills like writing, reading, and listening. The students also
having progression, it is can seen by the students special ability in the formal
education for example getting high score in rapport, getting some special ability
from another contest such as: English speech, debate or speaking contest. After
knowing about the students progression, the duty of the teachers are how to
improve again their ability and also how to implement their science in the society
and surround of them.

The result of the students study here are make the parents belief that send
their children to English private course is alternative to solve their problem.
Because all of the students problem in learning English can solve by taking
English private course. The parents are very happy because they were getting the
solution to give the better education for their children especially in English.

CHAPTER V
CONCLUSION AND SUGGESTION

This chapter present conclusion of the findings stated in the previous chapter.
It also provides suggestion to the parents and the institution of English private
course.
5.1 Conclusion

Generally, parents opinion about the importance of English private course


for their children are good because, most of parents as respondents answered that
English private course is very important to improve their childrens ability in
learning English.
From the result of finding research, it concluded that 41 respondents (91,1 %)
answered that English private course is one alternative which do by the parents to
increase their childrens ability in learning English. Parents opinion in this
research are consist of:
1. Parents opinion about the material used by the teacher at SBI-EKA English
Private Course.
According to the parents answer in the interview, most of them answered
that the material which used by the teacher there is very suitable with
students need. Beside that, the material there is also has relation with the
material at their school.

2. Parents opinion about the quality of the teacher who teach at SBI-EKA
English Private Course.
From the result of questionnaire, 73,3 % from the number of respondents
answered that the teacher there are very professional. From the result of
observation, the researcher can be see from the teaching and learning process.
The teacher can make the students enjoy in learning English and they also
having good class management.
3. Parents opinion about the result of their childrens ability in learning English
at SBI-EKA English Private Course.
After following the English private course, the children are getting
progression in their English ability. It can be seen by the improvement of their
ability in English, the improvement of English score at their school and they
also feel that English as interesting subject.
Parents also have opinion that English private course is one alternative way or
problem solver to increase their childrens ability in learning English. And the last
but not the least, by taking English private course automatically the parents were
prepare their children face globalisation era or free trade era future.

5.2 Suggesting

After analysing the result of the study, the researcher wants to give some
suggestions as consideration to improve the quality of teaching learning English
in the classroom of English private course to be better and also to increase the
students ability in English. The researchers suggestion are as following:

1. To SBI-EKA English Private Course


After analysing the parents opinion about the important of English private
course, the researcher wants to give some suggestions to the teacher at SBIEKA English Private Course. The teachers should improve and increase the
teaching technique to make the students get easier to understanding the
material.
The teachers should using some medias to support the teaching learning
process and also to make the students enjoy and feel that English is interesting
subject. It is very important to raise their motivation in learning English.
Motivation is intrinsic factor that important in students temperature in
learning English.
2. To the parents
The researcher wants to give some suggestions to the parents related to the
students improvement in their education. The parents should give their
children support to study English and also complete the facilities that will
support their study. Parents roles are very important to motivate their children
in learning, because parents are someone who have close relationship with the
children and automatically their behaviour will imitate by the children.
The parents should control the childrens emotional in leaning English. It
means that the parents should keep and make the childrens brain become
fresh. Among the teacher and parents, should be any cooperative and
conducive relationship, because the success of the study does not only depend
on the individual aspects. The researcher hopes that the parents also find

another way or alternative to improve their childrens ability in English beside


send them into English private course, because no limitation to improve an
education.

BIBLIOGRAPHY

Ary, Donald. 2002. Introduction to Research in Education, Second Edition.


Northern Illinois University
Brown, Douglas H. 1987. Principles of Language and Teaching. London:
Prentice-Hall International
Brown, Douglas H. Principles of Language and Teaching, Third Edition. San
Francisco: State University
Baldwin, Alfred. 1996. Theories of Child Development. New York: A Wiley
International Edition.
Department of School Education. 1986. Extending Childrens Special Abilities.
Victoria: Department of School Education
Depdikbud. 2003. Keputusan Menteri Pendidikan dan Kebudayaan RI No.
14/U.2005 Tentang Undang-Undang Guru dan Dosen. Jakarta:
Depdikbud
Finachiaro, Mary. 1964. Teaching Children Foreign Language. New York: Mc
Graw-Hill Book Company
Longman. 1995. Seven Ways at Once. Australia: Chambers
Morris, I, B.A. 1953. The Teaching of English as a Second Language Principles
and Method. London: Mac Millan and Co
Smart, Mallie S and Smart, Russel C. 1977. Children Development and
Relationship, Third Edition. New York: Mac Millan Publishing Co. Inc
Schickedanz, Judith A. 1977. Strategy for Teaching Young Children. London:
Printice-Hall International
Suyanto, Kasihani K.E. 2001. Teaching English for Young Learners. Malang:
Malang State University
Wishon, George E. 1980. Lets Write English. America: American Book Company

ANGKET UNTUK ORANG TUA


PENGANTAR

1. Angket ini dimaksudkan untuk menyusun skripsi yang berjudul Parents Opinion about
the importance of English private course for their children in learning English at SBIEKA ENGLISH PRIVATE COURSE OF PASIRIAN LUMAJANG
2. Angket ini bertujuan untuk mengetahui pendapat orang tua tentang pentingnya kursus
bahasa Inggris bagi putra-putri mereka.
3. Kejujuran bapak/ibu dalam mengisi angket ini sangat saya harapkan.

Petunjuk Pengisian
Dalam angket ini ada dua macam cara menjawab pertanyaan yaitu mengisi dan melingkari
jawaban yang paling sesuai dengan pendapat Bapak/Ibu.
a. Mengisi sebagai alternatif
Contoh: Jika pertanyaan Kursus Bahasa Inggris sangat penting bagaimana pendapat
Bapak/Ibu terhadap pernyataan tersebut?
a. Benar sekali
b. Benar
c. Tidak benar
d. Sangat tidak benar
e. ..................................
b. Melingkari jawaban
Contoh: Bila ada pertanyaan Kursus Bahasa Inggris sangat penting bagaimana pendapat
Bapak/Ibu terhadap pernyataan tersebut?
Jawab: Jika jawaban Bapak/Ibu sangat setuju lingkari jawaban (a)
a.
b.
c.
d.

Saya sangat setuju


Saya setuju saja
Saya tidak setuju
.....................................

1. Bagaimana menurut anda apakah belajar Bahasa Inggris penting?


a. Sangat penting

c. Kurang penting

b. Penting

d. Tidak penting

e. .............................

2. Apakah pelajaran Bahasa Inggris yang didapat oleh putra/putri anda di sekolah sudah
cukup?
a. Cukup sekali

c. Kurang

b. Cukup

d. Kurang sekali

e. .............................

3. Setujukah anda tentang pendapat bahwa belajar Bahasa Inggris itu sulit?
a. Setuju sekali

c. Kurang setuju

b. Setuju

d. Tidak setuju

4. Alternatif apa yang

e. .............................

anda lakukan untuk meningkatkan kemampuan Bahasa Inggris

putra/putri anda selain mendapatkan dari sekolah?


a. Mengirimkan ke sebuah kursusan Bahasa Inggris
b. Mengajarinya sendiri di rumah
c. Menyuruhnya belajar sendiri
d. Membiarkan saja
e. .............................
5. Menurut anda, apakah kursus Bahasa Inggris perlu untuk putra/putri anda?
a. Sangat perlu

c. Kurang perlu

b. Perlu

d. Tidak perlu

e. .............................

6. Mengapa kursus Bahasa Inggris perlu, apa alasan anda?


a. Untuk meningkatkan kemampuan Bahasa Inggris mereka
b. Mempersiapkan mereka menghadapi era globalisasi
c. Meningkatkan nilai Bahasa Inggris di rapor
d. Semua jawaban benar
e. .............................
7. Bagaimana perkembangan Bahasa Inggris putra/putri anda setelah mengikuti kursus
Bahasa Inggris?
a. Sangat baik

c. Biasa saja

b. Baik

d. Kurang baik

e. .............................

8. Perkembangan apa yang bisa anda amati dari putra/putri anda setelah mengikuti kursus
Bahasa Inggris?
a. Kemampuan berbahasa inggrisnya semakin meningkat
b. Nilai rapornya meningkat
c. Jawaban a dan b benar
d. Tingkah lakunya mulai seperti orang Inggris
e. .............................

9. Bagaimana kemampuan Bahasa Inggris (speaking, writing, reading and listening)


putra/putri anda setelah mengikuti kursus?
a. Meningkat pesat
b. Lebih baik dari sebelumnya d. Tidak ada pe
c. Tetap saja
d. Tidak ada peningkatan sama sekali
e. .............................
10. Bagaimana pendapat anda tentang SBI-EKA English Private Course?
a. Baik sekali

c. Biasa saja

b. Baik

d. Kurang baik

e. .............................

11. Bagaimana kualitas pendidikan di SBI-EKA English Private Course?


a. Baik sekali

c. Biasa saja

b. Baik

d. Kurang baik

e. .............................

12. Bagaimana kualitas para guru di SBI-EKA English Private Course?


a. Baik sekali

c. Biasa saja

b. Baik

d. Kurang baik

e. .............................

13. Bagaimana cara yang digunakan oleh para guru untuk mengajar putra/putri di SBI-EKA
English Private Course?
a. Sangat profesional

c. Biasa saja

b. Profesional

d. Kurang profesional

e. .............................

14. Menurut anda, pendidikan terakhir para guru di SBI-EKA English Private Course sudah
memenuhi syarat untuk mengajar di lembaga tersebut?
a. Sangat memenuhi syarat
b. Biasa saja
c. Kurang memenuhi syarat
d. Tidak mememuhi syarat
e. .............................

INTERVIEW

1. Menurut pendapat anda, bagaimana kualitas guru pengajar di SBI-EKA PasirianLumajang?


2. Apakah kemampuan mengajar para guru sudah bisa dikatakan profesional?
3. Apakah mereka telah menggunakan metode yang profesional pula untuk mengajar anakanak di lembaga ini?
4. Bagaimana perkembangan belajar putra-putri anda setelah mengikuti kursus Bahasa
Inggris di SBI-EKA?
5. Apakah setelah mengikuti kursus nilai Bahasa Inggris di rapor mereka meningkat?
6. Bagaimana pula kemampuan Bahasa Inggris mereka setelah mengikuti kursus?
7. Apakah dengan mengikuti kursus Bahasa Inggris beban belajar putra-putri mereka
menjadi lebih ringan?
8. Menurut anda bagaimana materi yang diajarkan di SBI-EKA?
9. Apakah materi yang diajarkan di SBI-EKA ada hubungannya dengan materi yang didapat
disekolah?
10. Apakah materi yang diajarkan tersebut bisa dimengerti secara mudah oleh putra-putri
anda?