ENGLISH LANGUAGE TEACHING LEARNING IN

PARAKAN, NGARGOGONDO INTERNATIONAL

COMMUNITY VILLAGE BOROBUDUR MAGELANG
A Final Project
Submitted in Partial Fulfillment of the Requirement
for the Degree of Bachelor of Education
In English Language Education

By
Rismawati
Student Number: 063411053

ENGLISH LANGUAGE TEACHING DEPARTMENT OF

TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2010

KEMENTRIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO

FAKULTAS TARBIYAH
Jl. Prof. Hamka Ngaliyan, Semarang Telp/Fax (024) 7601295, 7615387

ADVISOR APPROVAL

Date

Signature

Muh. Nafi Annury, M. Pd

First Advisor

___________

___________

DR. Muslih, M. A
Second Advisor

____________

___________

ii

RATIFICATION

Name

: RISMAWATI

Student number

: 063411053

Title

: English

Language

Teaching

Learning

in

Parakan,

Ngargogondo International Community Village Borobudur

Magelang
Had been ratified by the team of final project examiner of Tarbiyah Faculty of
Walisongo State Institute for Islamic Studies Semarang on:
Day: Friday
Date: December, 17th 2010

Charirman

Secretary

Ahmad Muthohar, M. Ag
NIP. 19691107 199603 1 001

Muh. Nafi Annury, M. Pd

NIP. 19780719 200501 1 007

Examiner I

Examiner II

Siti Tarwiyah, M. Hum

NIP. 19721108 199903 2 002

Drs. Sugeng Ristiyanto, M. Ag

NIP. 19650819 200302 1 001

Advisor I

Advisor II

Muh. Nafi Annury, M. Pd

NIP. 19780719 200501 1 007

Dr. Muslih, M. A
NIP. 15027692 600000 0 100

iii

MOTTO

Think Positively!!!
Because positive thinking is the power to be better.

iv

DEDICATION

This Final Profect is dedicated to:

The Mercifull Allah SWT, thankfull for His Mercy.
My dear parents, Mr. Mukhotib and my beloved mother Naqiyyah. Thank
you for the valuable efforts and contributions in making education succes.

A THESIS STATEMENT

I certify that this thesis is definitely my own work. I am completely

responsible for the content of this thesis. Other writers opinions or finding
included in the thesis are quoted or cited in accordance with ethical standards.

Semarang, 06th Desember 2010

The Writer,

Rismawati
NIM. 063411053

vi

ABSTRACT

Rismawati (063411053) English Language Teaching Learning in

Parakan, Ngargogondo International Community Village Borobudur Magelang ,
thesis, Semarang: Bachelor Program of English Language Education of Tarbiyah
Faculty of Walisongo State Institute for Islamic Studies Semarang, 2010.
Keyword: English, Teaching, Learning, Teaching Method, Teaching
Materials, Learning Assessment, International Community Village.
The purpose of this study is to investigate the English Language Teaching
Learning In International Community Village in terms of teaching materials,
teaching methods, and learning assessment. This study uses qualitative approach
because the data are descriptive in forms of written and spoken. It was conducted
in Parakan, Ngargogondo, Borobudur, Magelang. The data are collected by some
techniques they are observation, interview, and documentation.
The collected data are categorized into: (1) teaching materials, consist of
teaching materials, textbooks, and teaching aids, (2) teaching methods, with
particular reference on the teaching methods and the medium of instruction, and
(3) learning assessment, covering the technique of learning assessment and
feedback. These descriptions are analyzed in the light of principles of teaching
learning in non-formal education.
The result of this study shows that the characteristics of english language
teaching materials, methods, and learning assessments in Parakan Ngargogondo
International Community Village mostly meet the principles of teaching learning
in non-formal education. There are four languages was taught here, they are
japanese, Javanese (Jawa Kawi), Mandarin and also English. The teaching
materials cover the vocabulary, conversation, grammar, related to the learners
need. The textbooks are used as complementary materials with pictures, flashcard,
and real object as teaching aids. The teaching method used is eclectic; i.e the
combination of various methods, among other, communicative langauge teaching,
drilling and total physical respond method. The teacher (facilitator) makes
assessment both formal and informal to measure students achivement in English
language.

vii

ACKNOWLEDGEMENT

Bismillahirrohmaanirrohiim,
Alhamdulillahirobbil alamin, the writer would like to thank to Allah SWT for
blessing, health, chance, and inspiration given to the writer during the writing this thesis.

Sholawat and salam are always offered for the Prophet Muhammad, the
most beloved Prophet of Allah.
The researcher is thankful to the people who give contributions in writing
this final project, they are:
1. Dr. Sujai, M. Ag, as Dean of Tarbiyah Faculty for providing academical
facilities.
2. The Chairman of Tadris Departement Drs. Abdul Wahid, M. Ag.
3. Mr. Muh. Nafi Annury, M. Pd as the first advisor and Dr. Muslih MZ, M. A
as the second advisor, for providing their valuable guidance.
4. The Head of English Department, Mrs. Siti Tarwiyah, SS, M. Hum and all
english lecturers for providing academical assistance and support.
5. Mr. Hani Sutrisno, S. Pd, as the Director of International Community Village.
6. Mr. Sulus Arwani as the facilitator in International Community Village who
asisted the researcher in conducting the observation and interview.
7. Mrs. Hj. Muthohiroh, Mrs. Hj. Muniroh and the official of PP. Roudlotut
Tholibin
8. My dear parents Mr. Mukhotib and Mrs. Naqiyyah, love you forever
9. My sister Mbak Istilachun Nafiah al Hafidzoh and her beloved husband Maz
Amin Fauzi
10. The big family of PP. Roudlotut Tholibin (Fatma, Iva, Lilik, Aan, Isma, Lia,
Ika, Lisa, Rahma, Dian, Iva, Atin, Linda, Eva, Inung, Awal).
11. The big family of LPM EDUKASI, love you now, tomorrow and forever.
Special to Trio Macan (Arroy and Yuyun), thank you for supporting me in
lectures and in EDUKASI

viii

12. My special frienship Quthfi, Mami, Ipul, Maz Munif, Maz Arif, Maz Dhin,
Maz Hadits, Maz Adi, Ryan, and Umam, thank you for accompanying me
every time with your support.
13. The big family of PPMI (The Assosiation of Indonesian Students Pers) Ulin
(PPMI Semarang) and Qomar (PPMI Jember)
14. The family of IMPS (Ikatan Mahasiswa Purworejo Semarang) and also
IKAMADU (Ikatan Mahasiswa Kedu)
15. The Family of FLP (Forum Lingkar Pena) Ngaliyan
And all of the people who help the researcher that can not mention one by
one here. Thank you very much.
Finally, the researcher expects that this thesis may be helpful for all. Amin
Semarang, 06th Desember 2010
The researcher,

Rismawati
NIM. 063411053

ix

TABLE OF CONTENT

PAGE OF TITLE..........................................................................................

ADVISOR APPROVAL...............................................................................

ii

RATIFICATION ..........................................................................................

iii

THESIS STATEMENT ................................................................................

iv

MOTTO........................................................................................................

DEDICATION..............................................................................................

vi

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

vii

ABSTARCT .................................................................................................

ix

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

LIST OF APPENDIX ...................................................................................

xii

CHAPTER I

CHAPTER II

INTRODUCTION
A. Background of Study ...................................................

B. Reasons for Choosing the Topic ..................................

C. Questions of Study.......................................................

D. Objectives of Study .....................................................

E. Scope of The Study......................................................

F. Significance of the Study.............................................

G. Definition of Key Term ...............................................

REVIEW of RELATED LITERATURE

A. English Teaching and Learning....................................

B. Teaching Materials ......................................................

12

C. Teaching Method.........................................................

13

D. Teaching and Learning Assessment ............................

14

E. The Type of Education System ....................................

15

F. Desa Bahasa (International Community Village) .........

29

G. Previous Research .......................................................

31

CHAPTER III

CHAPTER IV

METHOD OF THE RESEARCH

A. Research Approach......................................................

33

B. Source of Data .............................................................

34

C. Scope of The Study......................................................

35

D. Time and Setting..........................................................

35

E. Technique of Data Collection ......................................

49

F. Technique of Data Analysis .........................................

51

FINDING AND DISCUSSION

A. Finding ........................................................................
1. English

Language

Teaching

Materials

in

International Community Village ...........................

2. English

Language

Teaching

Methods

52

52

in

International Community Village ...........................

58

3. Learning Assessment in International Community

Village ...................................................................

60

B. Discussion ...................................................................

62

1. Analysis of English Language Teaching Materials

in International Community Village .......................

62

2. Analysis of English Language Teaching Methods

in International Community Village .......................
3. Analysis

of

Classroom

Management

64

in

International Community Village ..........................

66

4. Analysis of Learning Assessment in International

Community Village................................................
CHAPTER V

67

CONCLUSION
A. Conclusion ..................................................................

71

B. Recommendation.........................................................

73

BIBLIOGRAPHY
APPENDIX

xi

LIST OF APPENDIX

1. Profile of the International Community Village

2. Map of International Community Village Location
3. Biodata of International Community Villages Facilitators
4. Curricullum Vitae International Community Villages Director
5. The List of Materials
6. Attandance list
7. Registrasion form
8. The Stucture of Organization
9. Sertificate of the Students
10. Pictures of the Activity
11. The Example of Test Questions

xii

CHAPTER I
INTRODUCTION

A. Background of the Study

English is international language, which used most of people in this
world. The government encourages their citizen to have English language
competence for their countrys economic benefit. Nowadays, English has a
prominent position in twenty more countries. English language learning in
many countries not only begins in secondary school in formal grade education
but also in another education such as informal and non-formal education. This
brings us to the next trend; English also taught in non-formal education for
example in a course or in community based education. Language teaching is a
field in which fads and heroes have come and gone in a manner fairly
consistent with the kinds of changes that occur in youth culture.1
English as an international language has very important role for
example English as the language for science, technology and international
communication. English is not the language with the largest number of native
or first language speakers. It has become a lingua franca and can be defined as
a language widely adopted for communication between two speakers whose
native language different from each other and where one or both speakers are
using it as a second language.2 Thus based on it is crucial function in this era,
all of the people have to study English as well as possible.
English language has close relationship with tourism resorts. Indonesia
is one of the countries which have many tourism resorts. It has opportunities
to invite foreigner comes to Indonesia. The people must aware that they can
get advantages from this condition. By mastering English well they can
communicate with the foreigner communicatively. They can increase their
income by mastering English, because most of the tourist speaks English.
1

Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (United

State of America: Thomson Learning), 3rd Ed., p.3.
2
Jeremy Harmer, The Practice of English Teaching, (Malaysia: Longman, 2002), 3rd Ed.,
p.1.

Most of foreigner who comes to Indonesia can speak English. So, it will be
better and it is the obligation for peoples who life near tourism resort to study
English.
But one of the problems in Indonesian formal education is the cost of
education is very high. Not all of the children in Indonesia have oportunity to
study in formal education because they are in poor condition and can not pay
the cost. It is like education in Indonesia only for peoples who have money to
pay the cost. However, all of children should have same opportunities in
studying. Formal education also limited by the time and opportunity.
International Community Village facilitate students to study many languages
especially English free or not to pay any cost without limiting time and
opportunity. Here, all of the people can study English.
In Islam view, keep learning is something suggested, because anyone
who has knowledge will be placed on the better degree. Allah stated in the
holy Quran (Al-Mujadalah: 11)

" ;My_uy zO=9$# (#q?r& t%!$#ur N3ZB (#qZtB#u t%!$# !$# st

Those who have been granted knowledge. And Allah is well-Acquainted
with what you do. (Al-Mujadalah: 11)3
One of the funtion of language is for communication. Human
communication fullfills many different goals at the personal and social levels.
We communicate informations, ideas, beliefs, emotions, and attitudes to one
and other in our daily interactions and we construct and maintain our positions
within various social context employing appropriate language forms and
performing speech activities to ensure solidarity and other.4
English not only taught in formal education for examples in the school
but also in informal and non-formal education. All of them have same
purposes. The final goal is to make the students understand the rule of English

Muhammad Taqi-ud-Din Al-Halili, The Nooble Qur an, (Riyadh: Darussalam publisher
and distributors, 2002)., p., 641.
4
Marianne Celce-Murcia, Elite Olshtain, Discourse and Context in Language teaching,
(United Kingdom: Cambridge University Press, 2000)., p. 3.

and can practice it to communicate with others. Students need an enjoying

place that has not a rule which forced them. International Community Village
is one of the ways in teaching English language without rule that force them in
learning.
Many people believe that non-formal education makes students enjoy
with teaching learning process. The basic of the process is English for fun.
Students more interest studying English in another place of school because
they are not afraid when make a mistake. More often practicing English can
build students self-confidence.
In International Community Village, there is not certain rule or
curriculum of teaching learning process. Government has not give
contribution in the system of teaching learning. International Community
Village is one of the independent forms of education. International
Community Village can be built successfully if the teachers have capabilities
in teaching learning. So that the teacher can arrange the material based on the
student or environment needs appropriatly.
For developing the capabilities of the students in International
Community Village, the teacher should be able to arrange the important
materials and methods. All of them should be interesting to the students. It is
very important to know the English language teaching learning practice in
International Community Village in terms of teaching materials, teaching
methods, and learning assessment.
In International Community Village, teacher or facilitators should have
certain method. It has two kinds of students, young learners and adult. So, they
should choose the suitable method in teaching learning. There are different
characteristic between young learners and adult. So they can use different
method in teaching learning.
In this research, the researcher is going to investigate them by the title
ENGLISH

LANGUAGE

NGARGOGONDO

TEACHING

INTERNATIONAL

BOROBUDUR MAGELANG.
3

LEARNING

IN

PARAKAN,

COMMUNITY

VILLAGE

B. Reasons for Choosing The Topic

Not all of the place in Indonesia can be International Community
Village. There are many requirements to make a good International
Community Village. International Community Village is a new place to teach
English based on the environment. Moreover, International Community
Village is one of the effective solutions to education problem. International
Community Village is the new ways in teaching learning, so it has certain
method and strategy. It is very important to know how the teachers teach their
students in International Community Village. It is very interesting to know the
backgrounds in developing International Community Village. Not all of the
place in Indonesia can be International Community Village.
International Community Village has purposes to make the villagers
aware with everything that happen in the city moreover in the world.
International Community Village is one of the example of non-formal
education. So, the principles of teaching learning here based on the principles
of teaching learning in non-formal education.
It is interesting to know how is the student English language
performance through their assessments, which given by the teacher, in the
implementation of teaching English language for the students in International
Community Village.
C. Research Questions
There are three questions in this research. There are as follow:
1. What the materials are taught in Parakan, Ngargogondo International
Community Village?
2. What the methods are used in teaching learning English in Parakan,
Ngargogondo International Community Village?
3. How did teacher assess students achievement in Parakan, Ngargogondo
International Community Village?

D. The Objective of The Study

The objective of this study is to investigate and describe the English
language teaching learning practice in International Community Village
Parakan Ngargogondo Borobudur Magelang in terms of teaching materials,
teaching methods, and learning assessment.
E. Scope of The Study
The focus of the research is English teaching learning practice in
International Community Village Parakan Ngargogondo Borobudur Magelang
in terms of teaching materials, teaching methods, and learning assessment.
F. Significance of The Study
The result of the study expected to give advantages as follow:
1. Theoretically: the result of the study can give larger knowledge about
English language teaching in the International Community Village for
writers, readers, and teachers
2. Pedagogically: the result of the study are expected to be as follow:
a. Suggestion and motivation for the teacher or facilitators especially in
the International Community Village to improve the quality of English
language teaching learning for the students.
b. Reference in English language teaching learning not only for the
writers but also for the readers.
c. Reflection for teaching learning in Parakan Ngargogondo International
Community

Village

Borobudur

Magelang.

It

evaluates

the

instructional practice in International Community Village Parakan

Ngargogondo Borobudur Magelang. It becomes consideration not only
for Parakan Ngargogondo International Community Village but also
for another International Community Village
d. Reference for peoples who have willingness to make an International
Community Village or build up non-formal education based on the
environment without paying any cost or free.

G. Definition of Key Term

English here is the English language. Language is a system of arbitrary
conventionalized vocal, written, or gestural symbol that enable members of a
given community to communicate intelligibly with another one6.
Teaching is showing or helping someone to learn how to do
something, giving instruction, guiding in the study of something, providing
with knowledge, causing to know or understand7.
Learning is acquiring or getting knowledge of a subject or a skill by
study, experience, or instruction8.
Village is a community of people, smaller than a town, people who
live in such a group of houses and called villagers.9
Community is body of people living in one place, district or country,
or body of people having religion, ethnic origin, profession etc in common10.
International Community Village is Desa Bahasa, is the name that
given to the rural hamlet of Parakan by its surrounding communities. The
hamlet is located in Parakan Ngargogondo village of Magelang regency,
Central Java, for about three kilometers to the southeast of the famous
Borobudur Temple. It purposes has international quality by studying English
and technology but still has local wisdom by learning the cultures.

Ibid., p., 240.

Ibid., p., 443.
8
Ibid., p., 244.
9
Ibid., p., 480.
10
Ibid., p., 81.
7

71

Jeremy Harmer, The Practice of English Teaching, (Malaysia: Longman, 2002), 3rd
Ed., p., 80

CHAPTER II
REVIEW OF RELATED LITERATURE

A. English Language Teaching Learning

English is become the major international language of printed
information. A great deal of the worlds scientific, commercial, economic, and
technological knowledge are written and published in English.
The new era and globalization today demand many people to master
English as an international language. By mastering English well, they could
absorb and expand the knowledge, technology and culture. They also could
communicate with other people from the other country. The Indonesian
government has chosen English as the first foreign language which is taught in
Indonesias schools. There are three functions of the teaching of foreign
language in Indonesia. The functions are as follow:
1. As a means of international communication
2. As an aid to develop the Indonesian language into modern one
3. As an instrument in utilizing modern science and technology for
development
The meaning of foreign language are different from the second
language. The difference is on the usage. If the language mentioned has
communicative function in certain society or used in daily activities, for
instances Bahasa Indonesia, in the Javanese society, the language is called
second language. But if the language has no certain function in daily
communication in the society, for instance English and Mandarin in Indonesia,
the language is considered as the foreign language. Language learning means
acquiring the ability to ask and answer questions, to make statements and to
produce the normal authentic, forms used by native English speakers71
Based on the statement above, it is clear that the aim of learning
language are to be able to use the language, to response any situation, to
understand more, and to be able to read and write.

The main characteristics of foreign language learning are in amount

and type of exposure to the language. The children will have very little
experience of the language outside the classroom, and encounters with the
language will be through several hours of learning in a school. In foreign
language teaching, there is an onus on the teacher to provide exposure to the
language and to provide opportunities for learning through classroom
activities.
There are three backgrounds to learning English as follow:
1. Learning English as a First Language
One of the implication for teachers of foreign language learning is
in earliest stages they bring different ways to developed skill and learning
abilities in their language. By the age of five, individual differences in
language domains will be established. For example some children will find
it easier to learn vocabulary than others, or children with more developed
conversational skill may transfer these to the new language more easily
than others. From the some language lessons, it is likely that different
children will learn different things, depending partly on what they find
easier to learn.
Taecher interchange the terms second and foreign in referring to
English language teaching. Some of them warranted, particularly in
relation to a curriculum or a lesson, because the difference between the
two is significant, and this dichotomy has been over generalized in recent
years.72
Second language learning context are those in which the classroom
target language is readily available out there. Teaching English in United
States or Australia clearly fall in to the English second language
category73.
Foreign language context are those in which students do not have
ready-made contexts for communication beyond their classroom. They
72

Wolfgang Klein, Second Language Acquisition, (Melbourne: Cambridge University

Press, 1990)., p., 4-6.
73
Ibid., p. 15.

may be obtainable through language clubs, special media opportunities,

books, or an occasional tourist, but effort must be made to create such
opportunities. Teaching English in Japan or morocco or Thailand or
Indonesia is almost always a context of English as a foreign language. 74
2. Learning English as a Second Language
Children learn second language better than adults and this is often
used to support the early introduction of foreign language teaching.
Children can learn a second language effectively before puberty because
their brains are still able to use the mechanism that assisted first language
acquisition. The older learners will learn differently after these stages
language. They may need to be helped to notice and pay attention to the
silent cues of the new language. 75
English language learning held for example in English Department
in many universities in Indonesia. All of the materials study about English.
They have responsibility to speak English well because it is their program.
So, English is become second language for them.
3. Learning English as a Foreign Language
Every students carry out different language, it can be important
conclusion that children became sensitive to the cues in their first language
from early infancy at babies. They learn to pay attention to particular cues
which carry out information for meaning. Later, when they try to
understand a second language, they will transfer the first language
strategies to understand second language.
The combination of the children capabilities both first and second
language can influence students achievement in foreign language.
Teaching learning English foreign language had done in common place.
Because, teaching learning English in English Department is not the
example of teaching learning English as a foreign language but it is called
teaching learning English as second language.
74
75

Ibid., p., 16.

Kasihani K. E. Suyanto, English for Young learners, (Jakarta: Bumi Aksara, 2007)., p.,

16.

10

There are two kinds of language learners, they are as follow:

1. Young learners
The definition of young learners is the students for elementary
school which attain the age about 6 to 12. They were divided into two
groups, younger group (6-8 year old) and older group (9-12 year old).
According to the class, they called as lower classes, first, second, and
third, and upper class, forth, fifth, sixth class. Meanwhile, Scott divides
them into level one or first step (5-7 year old) and levels two (8-10 year
old). Level two groups, usually called a beginner when they start to study
English at those levels. 76
Sarah Phillips, on her book, stated that young learners, means
children from the first year of formal schooling (five or six year old) to
eleven or twelve year of age77
The most important characteristics of young learner are their
tendency to be active, some of them more active than others. Teacher
should be concerned about children whose behavior is extremely passive
or active. Another characteristic of children that is almost noticeable as
their high level of activity, it is their tendency to be curious. You have
undoubtedly noticed how alert children are to the many things in their
environment and how quickly their attention shifts from one aspect to
another.78

2. Adult learners
Younger children tend to be influenced by their feelings for their
teacher. The main differences between the older and younger are that the
older people can consider the importance of studying English, but often
become less interested, embarrassed by having to learn a language or even
hostile because they don not want to seem foolish in front of their friends.
76

Ibid., p., 15.

Sarah Phillips, Young Learners, (UK: Oxford University Press, 2001), p., 3.
78
Kenneth T. Henson and Delmar Janke, Elementary Science Methods, (United States of
America: Mc Grow-Hill. Inc, 1984), p., 24.
77

11

Different with children, the seven to eight year people may be too young
to feel any need for English; their attitude is mainly affected by whether
they like the friends feel about English. Children are tends to be more
enthusiastic then older. Social environment also influence the children
interest in learning English.
The other characteristics between children and adult as language
learners are; first, children have shorter attention than adult.79 Its mean
children can not keep concentration and interest in learning material and
activity for a long time. They will bore with monotonous learning. But,
adults are more able to keep concentration and interest in learning material
and activity. Second, learning for children should be fun and natural. 80 By
this, they will be fun and will not afraid to study. It is easier for children to
understand the lesson through non-formal teaching, playing and singing.
But for adult can be easy to understand the lesson through formal teaching.
They can analyze their new knowledge by their old knowledge. Thus they
acquire English language consciously.
Third, the children acquire grammatical rule inductively and the
adult acquire grammatical rule deductively. When learning grammatical
rule, the children can understand it through example. If they are given the
patterns of grammatical rule first they will be difficult to understand.
Different from children, the adult can understand the pattern of
grammatical rule before seeing some example. They can develop their
abstract thinking ability.
B. Teaching Materials
The form of teaching material is anything which presents or informs
about the language to be learned. 81

79

Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy, loc. cit, p., 88.
80
Ag. Bambang Setyadi, Teaching English as a Foreign Language. (Jogjakarta: Graha
Ilmu, 2006), p., 179.
81
Brian Tomlinson, Material Development In Language Teaching, (UK: Cambridge
university Press. press,2003), p., 1.

12

Teaching material is a key component in language teaching. It is

important roles of teaching. It is a resource for what will be taught and
learned, source of activities for learner practice and communication
interaction, reference source

for learners

on grammar,

vocabulary,

pronunciation etc, source of stimulation the ideas for classroom activities,

syllabus, and also learning support.82
To make teaching learning more successful, the material must be
selected appropriately. Before selecting material, the teacher must decide the
objectives of English teaching and makes the syllabus.
A language curricullum can be viewed as a document that provides
guideline for textbook. In an attempt to give workable definitions to the terms
curricullum and syllabus, the definition are83:
A curricullum is a document of an official nature, published by a
leading or central education authority in order to serve as a framework or a set
of guidelines for the teaching of a subject area.
A syllabus is contrast to the curricullum, is a more particularized
document that addresses a specific audience of learners and teachers, a
particular course of study or particular series of textbook.
According to the distiction made here between curricullum and
syllabus, it follows that the curricullum should state the following the goals,
the rationale, and the guiding principles for language teaching. A syllabus on
other hand should translate these guiding principles into specific goals,
content, activities to the carried out in particular, and well defined context.
C. Teaching Method
The definition of teaching method is the way of teaching. Teaching
methods means the ways that usually used to do something, related to the
content, is the way to transferring knowledge or to teach.

82

Jack, C. Richard, Curriculum Development in Language Teaching, (USA: Cambridge

University Press, 2001), p., 251.
83
Marianne Celce-Murcia, Elite Olshtain, Discourse and Context in Language teaching,
(United Kingdom: Cambridge University Press, 2000) p., 185.

13

Edward Anthony said that there are three hierarchial elements namely
approach, method, and technique. An approach is a set of assumpsions dealing
with the nature of language, learning and teaching. Method is an overall plan
for systematic presentation of language based upon a selected approach.
Technique is the spesific activities manifested in the clasroom that were
consistent with a method and therefore is in harmony with an approach as
well.84
Harmer has defined method as the practical realization of an approach.
The methods are arrived at decisions about types of activities, roles of teachers
and learners, the kinds of material which will be helpful, and some model of
syllabus organization. According to Brown, the teaching method definitions as
follows:85
Methods are a generalized set of classroom specification for
accomplishing linguistic objective. Methods tend to be concerned
primarily with teacher and students roles and behaviors and
secondarily with such features as linguistic and subject matter
objectives, sequencing, and material. They are almost always thought
of as being broadly applicable to a variety of audiences in a variety of
contexts. There is relationship among teaching method, approach, and
technique. Method is the practical realization of an approach, and
includes various procedures and techniques.
In every school, teacher should have certain method in teaching
materials by looking at students characteristics. Teaching children young
learners has different method with teaching adult learners. In International
Community Village have two different learners, young and adult. So, the
teacher should have certain method in teaching learning. Actually, not all of
the methods are suitable for them.
D. Teaching Learning Assessment
Assessment is described as an attempt to analyze the learning process,
measure students achievement over a period of time as a result of teaching
learning.86
84

H. Douglas Brown, Op. Cit., p., 14.

Ibid., p., 88.
86
Reid Wilson, A Summary of Stephen Krashen s principles and Practice in Second
Language Acquisition (San Francisco: Longman, 1997), p., 7.
85

14

There are some purposes of assessment. First, assessment is to increase

in continuous learning process (formative), second is to give feedback for
students on their progress or achievement (summative), and inform it to
teacher and parents (informative). Third is to identify students need to be
supported (diagnostic), and forth, it is also to check the effectiveness of
teaching method and learning material (evaluate). According to Brown, there
are two kinds of assessment, formal and informal assessment.
Criteria for measuring a test, type of test, and a synthesis of issues in
testing will be centered on formal. The meaning of formal is measurements of
language those designated moments during which the administator prepared
instrument to students for the purpose of measuring their competence.87
Informal assessment is involved in all incidental, unplaned, evaluative
coaching and feedback on task designed to elicit performance but nor for the
purpose of recording results and making fixed judgements about a students
competence.88 Informal assessment includes formative and process, and
formal assessment include summative and product. Teacher should consider
that assessment must practically (it is within the means of financial
limitations, time constrains, ease administration, scoring and interpretation),
reliability (consistent and dependable), and validity.89

E. The Type of Education System

UNESCO had been successfully having the fundamental education
which is used in our education system, this is long life education. As the
effects of this principle, so is known many type of education style which the
objects of the education are children, teenagers, or adult both worker or not90.
Education has many styles. They have many differences. As we know
that in our education system has many style, as follow formal education and

87

H. Doglas Brown, Op. Cit, p., 384.

Ibid., p., 402.
89
Ibid,.,p., 388.
90
Abdul Latif, Pendidikan Berbasis Nilai kemasyarakatan, (Bandung: Refika Aditama,
2007), p., 49.
88

15

non-formal education. Non-formal education had known for many years ago.
It functions to give variations in our education. Non-formal education which
includes many rules has differences with formal education. In other word,
non-formal education has certain characteristics.
1. Formal Education
Based on Oxford dictionaries, the meaning of formal is showing or
expecting careful serious behavior and attention rules91.
From the definition above, we can say that formal education is the
education system which pay attention to the certain rules usually is made
by the government. Formal education has many disadvantages. For
example, formal education always make the object of education, as the
means here is students always stay tune in the rules. Sometime, rules
which are made give dangerous effect for the students. Because, make the
students be individuals and have not creativity, usually children or
students just follow the rules without give many variations for their
studying. So the students always feel separated from the environment.92
Another effect of formal education is make the students just mastery
certain knowledge. Actually, formal education with many rules has many
factors which caused formal education is not interesting for the students.
Formal education always full of with students because in our country has
responsibility to attend the study (wajib belajar).
There are many differences and similarities both formal education
and informal education. The similarities between formal education and
non formal education are as follow93:
a. Different

from informal education,

the object

of education

intentionally to practice or implement the education

b. Materials is programmed always

91

Oxford University, Oxford Learner s Pocket Dictionary, (Oxford University Press:

New York, 2003), p., 169.
92
Soelaeman Joesuf, Konsep Pendidikan Luar Sekolah, (Bumi Aksara: Jakarta, 2004), p.,
69.
93
Ibid., p., 72.

16

c. Have certain object who is hoped to fulfill the education

d. Have certain time study
e. Have evaluation of program or assessment
f. Usually done by the government or private
From the similarities above; actually both of them have differences.
There are as follow94:
Non formal education

Formal education

1. Usually, is not separated 1. Always separated with the level

with the level of education
of education or hierarchies
2. Has a short time of process
2. Has a long time of process
education
3. The age of the students in 3. The age of level education are
homogeny enough, especially in
the place of non formal
the first level
education, for example in a
courses is not same
4. Generally, the students have 4. Generally, the students have a
long orientation, for example
practice or short orientation,
want to continue their study, less
so they can apply their
orientation to practice it in
knowledge in a corse in the
world work
world work
5. Materials of the lesson 5. Materials more general and
usually practice
academically
6. As the response for urgent
6. As the response of general needs
and for long orientation
7. Credentials
(education 7. Credentials (certificate) is more
important, especially for the
certificate) in general less
students in high level of
orientation or less important
education
One particularly helpful way of approaching in non-formal
education has been formulated by Alan Rogers. Drawing especially on the
work of those who study the learning of language, Rogers sets out two
contrasting approaches: task-conscious or acquisition learning and
learning-conscious or formalized learning95.
The first is task conscious or acquisition learning. Acquisition
learning is seen as going on all the time. It is concrete, immediate and
94

Ibid., p., 73.

Krashen, Principles and Practice in Second Language Acquisition, (USA:Oxford
University Press, 1982), p., 45.
95

17

confined to a specific activity; it is not concerned with general principles.

Examples include much of the learning involved in parenting or with
running a home. Some have referred to this kind of learning as
unconscious or implicit. Rogers however, suggests that it might be better
to speak of it as having a consciousness of the task. In other words, while
the learner may not be conscious of learning, they are usually aware of the
specific task in hand96.
Second, Learning-conscious or formalized learning. Formalized
learning arises from the process of facilitating learning. It is educative
learning rather than the accumulation of experience. To this extent there is
a consciousness of learning, people are aware that the task they are
engaged in entails learning. Learning itself is the task. What formalized
learning does is to make learning more conscious in order to enhance it. It
involves guided episodes of learning97.
When approached in this way it becomes clear that these
contrasting ways of learning can appear in the same context. Both are
present in schools. Both are present in families. It is possible to think of the
mix of acquisition and formalized learning as forming a continuum.
2. Informal Education
Informal learning should no longer be regarded as an inferior form
of learning whose main purpose is to act as the precursor of formal
learning; it needs to be seen as fundamental, necessary and valuable in its
own right, at times directly relevant to employment and at other times not
relevant at all98.
Informal learning environments make us on location setting for
instruction, often for extended periods of time, to harness student
engagement in an entirely new way. When isolated together in a setting
apart from the traditional classroom, students can focus more readily on
the subject matter hand. Additionally, being "in the field" allows ancillary
96

Ibid., p., 102.

Ibid., p., 27.
98
Soelaeman Joesuf, Op. Cit., p., 73.
97

18

relationships to become visible, and students can witness and explore

interrelationships in a way that is impossible under standard classroom
conditions99.
Informal Settings are typically places where learning takes place
outside of a formal classroom, possibly in museums, zoos, aquaria, science
and technology centers, homes, and clubs. They are also characterized as
places where motivation is internal, the content is variable and possibly
un-sequenced, attendance is voluntary, displays and objects are provided,
learners are of all ages, and there is more diversity in the learners
backgrounds. Basically, this includes practically anywhere except the
formal walls and structure of a traditional school setting.
Thus, educational studies provide a strong argument for the
importance of learning in informal setting. Application of appropriate
educational learning theories is critical for instruction in informal settings.
A firm theoretical foundation offers teachers a starting point from which
they can build a series of learning opportunities, responding to all styles
and encouraging a wide range of strategies in order to encourage
successful learning. Innovative approaches plus access to appropriate
technologies can lead to the creation of new learning environments that are
flexible and provide a custom education for each student, regardless of
class size, time and distance constraints, previous preparation, and
personal factors. Selection of appropriate settings and associated
technologies should be defined by the desired learning outcomes and
students needs to perform tasks according to their individual styles and
strategies100.
Learning should be interdisciplinary as students expand on prior
knowledge, pursue interests, combine information in new ways to solve
problems, and reach new understanding of old knowledge. Learning then
99

www. facultycenter.com/informal learning setting, assessed on 12th February, 2010 at

09.00 pm.
100

Keown, D. Journal of Environmental Education (Teaching science in U.S. schools: A

commentary, 1986), p., 30-32.

19

becomes a dynamic, customized pursuit of new solutions rather than the

acquisition of a preconceived package of facts. The proposed course would
provide exactly this sort of dynamic, ever-changing yet structured and
stimulating learning environment that incorporates reading, listening and
viewing101.
However, passively hoping that learners will be able to activate
appropriate learning strategies in an informal learning environment
without guidance is insufficient to ensure successful learning and
development. Instead, strategy development and application can be
actively included in learning opportunities. In this light, appropriate
technologies can enable teachers to provide students with choices as to
when, where, and how they access information.
Many educators call for more doing and less talking in our
educational system. Jean Piaget and many of his students have shown the
importance of direct experience for students in learning. Nearly the whole
of our knowledge about the empirical world has come from investigators
who had direct experiences with phenomena of nature outside of the
formal classroom102. There is no classroom equivalent to observing a riverclean, clear and healthy as it enters a city-and later to find it green and
oxygen deficient with the community of pollution organisms as it leaves
the city.
3. Non-Formal Education
a. The Characteristics of Non-Formal Education
The difficulties in teaching learning process support the teacher
to find out the effective method of teaching learning process. Many of
people cannot continue their study in formal stages. There are many
reasons of this phenomenon. Indonesia still in crisis of monetary, it is
caused low people has not change to continue their study in formal
education. Education in Indonesia is very expensive; need much
101
102

www.facultycenter.com, Op. Cit.,p., 3 assessed on February, 11th 2010 at 09.00 pm.

Keown, Op. Cit., p., 36-38.

20

money or billion rupiah to pay education. According to this

phenomenon, some of the people find new ways in teaching leaning.
Non-formal education is one way to encourage the students. An
explanation about non-formal education is interesting for us,
because103:
1) Non-formal education is a new ways in teaching learning and the
system is different from school education
2) There are some similarities both formal education and non-formal
education: form of education, purposes, objects, etc
3) Non-formal education is an alternative for our education system,
especially for people has not much money to pay cost in formal
education
Non-formal education has many characteristics. They are as
follow

104

1) The diverse types of non-formal education are designed to

accomplish many purposes
2) The boundary is a shifting on between what many be considered as
formal education and these many complementary types of
education
3) Responsibility for the running non-formal educational institutions
is diffused, consisting of public control, private control or
combinations of these.
4) Some of non-formal educational institutions are closely disciplined
with regular timing for instructions and with modern technology,
equipment, and tests.
5) Methods of instruction also from personal confrontations between
the teacher and learning group to use of radio and television,
demonstrations, correspondence courses, or visual aids.

103
104

Soelaeman Joesuf., Op. Cit., p., 79.

Ibid., p., 82-84.

21

6) The relative emphasize on theory and practice differs in the varied

programs of non-formal education.
7) Unlike the formal, graded system of education, non-formal
education has fewer programs leading
8) Teachers may be specifically trained for the tasks or have only
professional qualifications that do not include training as teachers.
9) Documentations-on enrolments, teacher and leaders credentials
succeed of those involved in learning, their consequents increased
economic productivity or improved well being and the costs to the
learners and the sponsor is rare.
10) Investment in particular types of non-formal education many have
more pronounced effects on economic productivity and social
change in the short run than is the case with formal school.
11) The greeter member of programs non-formal education are
conducted close to where young people and adults live and work
12) Because of redefines to the point of use, non-formal education
makes a vigorous contribution to national development. Its role in
prosing on knowledge creating skills and influencing personal
values in considerable.
In relationship with sub-system of formal education, and sub
system of non-formal education, so that the relationship as follow105:
1) By providing opportunities for continued learning, non-formal
education coercer the benefits, device from formal education
2) Non-formal education makes it possible for some pupils to reenter
formal school or at least, promotes a higher pay off from the formal
education they have received.
3) Successes innovations within non-formal education processes
could be taken up within formal schooling.

105

Ibid., p., 56-58.

22

4) Non-formal education can share facilities of school (for example

literacy classes for adults using building and equipment during off
school hours).
5) Non-formal education gives many contributions directly to school
lessons.
6) As part of their degree requirements, university students may
participate with government filed officers in bringing extension
services to mal producers.
7) Especially in rural areas, there are considerable potentials for
mobilizing educated persons to bring non-formal education to large
members of people low in cost.
8) Courses in the hamlet or rural areas, non-formal education can
encourage the potentials of the peoples to improve the income for
the people who have low income.
Based on the explanation above, as we seen from the
characteristics of school education and non-formal education, it is not
easy to make or practice non-formal education concept in our daily
life. Thats why; need certain categories as the principles of nonformal education so that it can be differed from the other system of
education. There are the categories as follow 106:
1) Occupational groupings of those who receive the instructions
(administrations, teachers,

other professionals, formers, owner,

etc)
2) In

cessions

in

learning

coherences

(general

education

prevocational, on the job, in service center advancement).

3) Institutions which provide the education (how controlled by the
government, voluntary organizations)
4) Length non-formal education processes (short or long concern
continues).
5) Materials (general, technical, civic)
106

Ibid., p., 89.

23

6) Whether programs are directly relisted to employment creation and

to immediate prospect of the banking economic productivity.
b. Objects of Non-formal Education
By reading the characteristics of non-formal education, so the
object is not easy to be determined. The objects of non-formal
education can be differed by two kinds, they are as follow107:
1) Non-formal for Teenagers
In the relationship of non-formal education is teenagers; there are
some reasons, as follow:
a) Many of teenagers (children who should in school age) have
not change to continue their study
b) They get traditional education
c) They get certain life skill from the environment, for example
their friends
d) They should obey the environment rules or norms and
responsibility as the impact of social rules
There are many example of non-formal education, as
follows: teenagers club (klub pemuda), farmer teenagers club
(kelompok pemuda tani), and social intercourse club (klub
pergaulan)108.
2) Non-formal Education for Adults
Non-formal education for adults develop more and more
because many of adults interest in work and many of adults more
interest in soft skill.
Based on these explanations above, there are many form of
non-formal education for adults, for example short courses, service
training, and correspondence.

107

www.Wikipedia.com Out of School Education, Assessed on 12th February 2010 at

09.00 pm.
108

Ibid., p., 58-60.

24

Furthermore, based on government planning, so the objects

of non-formal education are109:
a) Pre-School Age (0-6 years old)
There are many form of non-formal education in the big
cities, for example play group or children storage place.
This institutions have purposes to give knowledge or as
the schemata children before joining school or formal
education so that they have been ready to make interactions
with another environment, in other hand different from the
family environment.
b) Elementary School Age (7-12 years old)
By the implementation of obedient study (wajib
belajar), so non-formal education has function to give
education for the children with different system education. This
effort had done by held kejar paket A and scouting movement
which done together and integrated.
c) Junior High School Age (13-18 years old )
The implementation of non-formal education for this
age is to substitute education as the complement for their
education program.
d) Senior High School Age (19-24 years old)
Peoples who cannot continue their study in the
universities is very high. There are many reason, one of them is
they usually more interest in looking for a job. Thats why,
non-formal education give change for them to have soft skill so
that they can be the active teenagers, ready to work and to be
entrepreneur.
Non formal education as the one of the example of nonformal education has similarities and differences between informal

109

Ibid., p., 59-60.

25

education and non formal education. The similarities of informal

education and non formal education are as follow:
1) Both of them done beside from formal education
2) The member of them accepted not based on certificate of
formal education or age
3) Both of them give practice education
4) They can use same methodology
5) They can be done on the school or out of school
And the differences between informal and non formal
education are as follow110:
Informal education

Non formal education

1. Never been done in the 1. Can be done in the school

school especially
2. Has not special purposes to 2. Has special purpose to do
do an education
education
3. Has not certain program of 3. Education is programmed
education
4. Has not certain time to 4. There is certain time to study
study
5. Methods which is used is 5. Methods which is used more
not formal
formal
6. There is not systematically 6. There
is
assessment
assessment

systematically

7. Generally, is not been done 7. Usually

done
by
by the government
government and private

the

There are many activities which done in non-formal

education as the kind of education beside informal education and
formal education.
The meaning of non formal education is regulated
education which do with awareness but is not too follow certain
110

Ibid, p., 70-71.

26

rules which is very tight and permanently. Non formal education is

one of example of non-formal education.
c. Principles of Non Formal Education
As the formal education, non formal education has some
principles as the guideline of the process of education. The principles
as follow111:
1) Innovation Principle
Innovation principle is the basic principle in non-formal
education. Every implementation of out of education should
include the activities for teacher and involve something which is
needed.
Innovation come from innovate wich has meaning
introduce new things, ideas or new ways of doing112.
Futhermore, the meaning of innovation is introduction of
new thngs or new ways, ideas, methods etc.113
In this innovation, so it is included norm value, methods,
techniques, organization ways, thinking ways, and other needs for
the children. For these consequences of this innovation, so needs
many of chance paradigms that114:
1. Planner and education implementer spend much time to
optimize their brain in formal education than non formal
education
2. Education and teaching learning study in certain age, as the
effect of this paradigm that education structure as the means
education system which begins from kindergarten until
universities.
2) Forming up the Purposes of Non Formal Education

111

Ibid., p., 80.

Oxford Learner s Pocket Dictionaries, Op. Cit., p., 223.
113
Ibid., p., 223.
114
Soelaeman Joesuf, Op. Cit., p., 80.
112

27

Forming of education purposes is the important steps and

the first of all that should do among formal education, informal
education and non formal education.
In the forming of purposes, we must have minimal standard
that should be completed by the teacher or educator, so the object
of education can fulfill right and responsibility.
Determining and forming up the purposes of education
should be free from types and level of knowledge, attitude and
level of soft skill which should be completed by the people in
environment.
3) Planning and Developing Non Formal Education Principle
Planning is the important step because it can be determine
these plans effectively and efficiently. In the planning has
requirement as follow:
a. All of the planning must comprehensively
b. All of the planning must be mus integral
c. All of the planning must consider quantitative and qualitative
aspect
d. All of the planning must account many resource
d. The Function of Non Formal Education115
The function of formal education and informal education is
help of increasing quality and prestige as individual person, and as the
people in this country by their ability and self confidence so can make
a chance and can develop this country. There are many functions of
non formal education. They are; first technology which give many of
improvement and can increase many aspects. Second, there are many
problems which could not be overcome by formal and informal
education.
Non-formal education have chance to complete formal and
informal education. Non-formal educations give opportunities too
115

Ibid., p., 82-83.

28

many people to continue their study without any pressure and without
follow the rules.
e. Requirements of Non Formal Education116
Actually, non formal education is easy to be applying, but there
are many requirements that should be completed. They are as follow:
(1) Purposes of non formal education must be clearly
(2) Programs of formal education must be interesting or appealing
both result of the program or ways to get the result
(3) Non formal education must have integration with many programs
which can build up the society
From the explanation above, non formal education is the effort
to optimize society in increasing the potentials, effort to build up the
society so that give positive effect for the environment and society.
Non formal education community based education is the effort to
develop the society, asking people and environment to encourage the
education so that can give positive effect for the society. To get the
goals, the relationship and cooperate both people and stakeholder must
understand society potentials, especially in the village so that have
responsibility for the society.
F. Desa Bahasa (International Community Village)
World development in information and communication nowadays
shows that the power of knowledge is unlimited. We can take a close look at
into impact of this development in which the farming commodoties have been
slow even buried. These standard of living is low, corruptions, crimes occur
every where. We are sory forbeing just like guest in our own house.
Indonesia human resource is still under other development countries.
In fact, the Human Development Index (HDI) of Vietnam which its
independent is younger than Indonesia is higher than HDI of Indonesia. It is as
a motivaion for us and our society to develop our environment.
116

Ibid., p., 85-86.

29

Actually, everywhere has their own potention. For example, a place

which is near to tourism resourt will became more develope than a place
which has not potention.
Desa Bahasa is one of the example of place that is establish because of
the factors above. Village is a country settlement, larger than a hamlet and
smaller than town, self contained village like community within a city117
Bahasa is language in English. Language is a way to communicate
ideas comprehensibly from one person to another in such a way that the other
will be able to act exactly accordingly. The transportation of such ideas could
be acquired by either verbal expression, signing in alphabet (written word) and
perhaps if we can imagine two parties with different tongue, signing with
gestures and images118.
Language is use of words in an agreed way as a method of human
communication, system of words of a particular community or country, style
of expression and system of symbols and rules for writing.119
Community is body of people living in one place, district or country,
body of people having religion, ethnic origin, and profession in common,
fellowship (community of interest)120
International exists of carried on between nations, agreed on or used by
all or many nations121
Desa Bahasa is the name that given to the rural hamlet of Parakan by
its surrounding communities. The hamlet is located in Parakan Ngargogondo
village of Magelang regency, Central Java, for about three kilometers to the
southeast of the famous Borobudur Temple.122
Desa bahasa is one of the example of non-formal education. There are
many characteristics of International Community Village. System of education

117
118

Oxford Pocket Dictionary, Op.Cit., p., 480,

www.signgenius.com /definitio-of-language/ assessed on February, 14th 2010 at 04.05

am.
119

Oxford Pocket Dictionary, Op. Cit., p., 240.

Ibid., p., 81.
121
Ibid., p., 227.
122
www.planetmol.com /desa bahasa-parakan/assessed on february, 14th 2010 at 03.00 am

120

30

here is non-formal education. There are have not obedient to follow rules
which is made by the government. International Community Village is the
kind of community based education. Because langauge village optimilize
society both materials and spirituals. In langauge village, actually teaching
learning can be done if the component is make a coopretion. For example,
from the society and the establisher of International Community Village have
to cooperate.
International Community Village as the kind of community based
education, maximize the society to develop their capabilities and use
everything which has potentials to develop their village or their society.123
Teaching learning in non formal learning cauld not push the member
or pupils. Because teaching learning can be done voluntary. They have not to
pay to get knowledge or study here.
G. Previous Research
The previous research Zakiyatus Syarifatul Afi (3104302), Tarbiyah
Faculty of Walisongo State Institute for Islamic Studies (IAIN Walisongo)
Semarang by the title English Language Teaching Learning at Citischool
Bilingual Kindergarten . He investigated all of the activities there. The
purpose of this study is to investigate the English language teaching learning
at Citischool Bilingual Kindergarten classroom in terms of teaching materials,
teaching methods, learning assessment. This study uses qualitative approach
because the data are descriptive in the forms of written and spoken. It was
conducted at Citischol Bilingual Kindergarten Semarang academic year
2008/2009. The data are collected by some techniques; observation, interview,
and also documentation124.

123

www.facultycenter.com /informal-learning-center/assessed on February 11th, 2010 at

02.00 am.
124

Zakiyatus syarifah, English Language Teaching Learning at Citischoll Billingual

Kindergarten, (Semarang: Skripsi IAIN Walisongo, 2008).

31

Similar to the research above, the researcher will investigate the

teaching learning in terms teaching learning materials, teaching methods, and
learning assessment. Researcher will describe the terms above.
Another previous research related with this study is the research that
have been done by Ifrochatul Jannah, thesis of State for Islamic Studies
Walisongo. The title is Analyzing Aspects of Communication Strategies in
Teacher Students Conversation of the Second Grade at SMP 18 Semarang.
The thesis describes the communication strategies that used to maintain the
conversation. The analyzing component of communication strategies
employed in teacher-students classroom interaction. The researcher focuses on
components of communication strategies proposed by Marianne Celce Murcia.
The similarities with my thesis is the methodology, that used descriptive
qualitative in the approach125.
Another previous Research si The Research that had been done by
Sigit Pambudi (03/172593/DSA/03289), English Department Faculty of
Cultural Sciences Gadjah mada Universities Yogyakarta by the title The
Effect of Tourism to The Growth of Foreign Language in Borobudur District
of Magelang .
The similarity of the research is both of us will analize the data come
from the plase, by using phenomenology analysis. Researcher will describe
the history of the establistment of International Community Village near
Borobudur126.

125

Ifrochatul Jannah, Analyzing Aspects of Communication Strategies in Teacher

Students Conversation of the Second Grade at SMP 18 Semarang, (Semarang: Skripsi IAIN
Walisongo, 2007).
126
Sigit Pambudi, The Effect of Tourism to The growth of Foreign Language in
Borobudur District of Magelang, (Yogyakarta : Skripsi UGM, 2007)

32

CHAPTER III
METHOD OF THE RESEARCH

A. Research Approach
Before stepping further about methodology of the research, first the
researcher will explain about the method which is used here. There are two
kinds of the research. First is qualitative research and the second ones is
quantitative research. Look at the table, and we can pay attention to the
differences both of them127.
No
1.

Quantitative Research
Clearly

object

Qualitative Research

purposes, Clearly object: subject sample,

approach, subject, source of source of data is not detail from the

data is detail from the earlier

earlier,

flexible,

and

always

develop with the information while

the research do
Research steps : all of the things Research steps : the researcher can

2.

is ready when the researcher look at it after finishing research

arrange the form of the research
Can use sample, and the result Cant use sample and population

3.

of

the

research

use

as approach, but here use setting. And

the result of the research can use in

population

the certain setting

4.

Hypothesis:
submit

(when
the

needed), Hypothesis: it is not submit

hypothesis,

hypothesis determine the result

or a priory
5.

Design: clear

steps

in the Design: design of the research is

research

flexible and cant predict the result

before

127

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka

Cipta, 2006), p., 13.

33

Data collection: the activities in Data collection: the researcher

6.

data

collection

may

be must do it by his/her self

presented by the other

7.

Data analysis: after all of the Data analysis: do it together with

data collected

the research

The main or basic differences between both of them are qualitative all
of the data is analyzed using sentences and in quantitative research the data
will analyze using numbers.
In quantitative research, researcher make the situation by giving
instrument for collecting data by using test or questionnaire to measure the
aspect of language. Qualitative research has purposes to find out something
new or result based on the activity of this subject.128
The type of quantitative study is uses the number in analysis but in
qualitative research uses descriptive or sentences in analysis without number.
From the elaborations, the researcher chooses qualitative approach for
the research because the datas are descriptive in the forms of written and
spoken. Furthermore, the technique is adaptive and sensitive to be applied.
The researcher uses field research to find out the data from the
participant or the object of the research. For reinforcement the research,
researcher finds out many data from the library research as the secondary
source.
B. Source of Data
In the research, source of data is the subject where the data can be
obtained. The researcher uses interview to collect data, and come to the object
to observe in the field. Someone who responds or gives information or
answers the questions from the researcher is the source of data. The researcher
uses observation as the source of data. The sources of the data in this research
are:
128

Ag. Bambang Setyadi, Teaching English as a Foreign Language. (Jogjakarta: Graha

Ilmu, 2006), p., 5-6.

34

1. The director who built the International Community Village and he gives
further information about history of establishing International Community
Village, the aims introduce and teaching English in International
Community Village, the materials which is used, and the methods, or how
to assess the students capability in International Community Village.
2. The facilitators or teacher who gives some further instructional
information and applied the method in teaching learning English
3. Teaching materials, learning assessments, and teaching methods employed
in International Community Village that has been observed by the
researcher
4. International Community Village files (the data of teacher and students,
lesson schedule, teacher schedule, modules), students worksheet and the
pictures.
C. Scope of The Study
The focus of the research is English language teaching learning in
Parakan Ngargogondo International Community Village Borobudur Magelang
in terms of teaching materials, teaching methods, and learning assessments.
D. Time and Setting
Natural environment as direct source of data is one of the qualitative
research characteristic beside human source of data collector and analyzing
the data inductively. So, it force the researcher to go to the setting directly.
But, dont forget to choose the suitable place to do the research. The
researcher chooses International Community Village as the setting of this
research because it is very interesting place. In the International Community
Village is studied many language, one of them is English. International
Community Village as the effect of tourism resort in Borobudur because it is
near Borobudur temple, for about 3 kilometers from the Borobudur temple.
International Community Village is one of the alternative education in

35

teaching English as a kind of non-formal education, which is not pay any cost
or free. The researcher had collected the data during June to July 2010.129
1. General Illustration of Parakan Ngargogondo International Community
Village
a. Geographical Background
We will never know how reach any place unless we know
geographically about the place. We can open the map or see in a globe
to know the geographical condition, or we can go to the certain place
directly.
In this explanation we will find out some explanation about the
background information related to the International Community
Village. Firstly, we will read about the geographical background of
Magelang regency and the tourism, then it is followed by geographical
background of Borobudur district, and finally about Parakan
Ngargogondo International Community Village where International
Community Village or Desa Bahasa is located.
These will be useful for the readers because they will
understand and know accurately the place which is discussed.
1) Magelang Regency and The Tourism
Magelang regency is located in the central of Java Island. It
is include in central java. It is near to Yogyakarta. It is
geographical location between 110 0151 and 110 2658 east
longitudes and 7 1913 and 7 4216 south longitudes. Magelang
regency is bordered by several regencies surrounding it. In the
north, it is bordered by Temanggung and Semarang regencies. In
the east, it is bordered by Semarang and Boyolali regencies. In the
south, it is bordered by Kulon progo, Sleman and Purworejo
regencies. In the west, it is bordered by Wonosobo and

129

Based on the result of interview with the Leader of International Community VIllage
on June, 5th 2010.

36

Temanggung regencies. While Magelang city is in the middle of

Magelang regency.
Magelang regency covers about 108.573 hectares. The
relief of Magelang regency is almost mountain. It is surrounded by
several mountains. They are Merbabu Mountain on the north,
Merapi volcano on the east, Menorah Mountain on the south, and
Sumbing Mountain on the west. It makes the soil in Magelang
regency fertile and good for farming. The weather in Magelang is
very comfor. It is fresh, not too hot and not too cold. Therefore
Magelang is potential for tourism.
There are many tourism resorts in Magelang. Good scenery
that is created by slope of Merapi and Merabu mountain makes
Ketep Pass and Kopeng as interesting tourism object in
Magelang. Several waterfalls also located in this area, for example
Sekar Langit and Siwale waterfall. Beside that, there are also
some ancient buildings in Magelang. Almost temples in central
java are located in Magelang regency. It is one of the wonder
worlds which are famous in the world. Borobudur is temple which
is holy place for Buddhism and worlds heritage. And the other is
Mendut temple, Pawon temple, and other well knows temples for
example Ngawen temple and Gunung Wukir temple. It is one of
the reasons for place or village which is near Borobudur and the
people in Borobudur district always communicate with the
foreigner130.
Recently, Tourism Business seems to grow well, as well as
the growth of world economic business, information technology
and communications. It makes a tight competition in the World. At
present, tourism has an important role in industrial and trading
business. Beside that, internationally tourism resort grows as the

130

Data from the tourisms map in Borobudur temple

37

supporter of economic development, and it gives a highest income

for a country, beside oil and gas.
The impact of tourism will be determined by a wide variety
of factors:
a) The volume of tourist arrivals
b) The structure of the host economy
c) The types of tourism activity
d) The difference in socio cultural characteristics between the host
and the tourists
e) The fragility of the local environment
The tourists will influence the economic growth for certain
place. In this case influence economic growth for the people
around the tourism resort. Tourism will give an opportunity for
people around them to open a new employment; it also has a role
in increasing the regional and national income. The role of tourism
in developing country is based on 3 things, they are as follow:
a) Economy (increasing regional and national income trough tags)
b) Social (creating some new employments)
c) Culture (introducing the locals culture for the foreigners)
Borobudur district, as a tourism area is an example. The
existence of Borobudur temple gives some gold opportunities to
the people around the area to earn money from the tourist. Tourists
give some benefits to Borobudur district; it is one of most income
producers in Borobudur besides farming. A lot of people in
Borobudur create some employments that are related to the
tourism. They try to earn money by working in tourism. Hotels,
inns, restaurants spread out surrounding of Borobudur temple. It is
such a good business in Borobudur. Beside that, travel agent,
guiding, seller of merchandise are very dominant in Borobudur.
As an international tourism object, the ability in
communication with foreign language is to be very important in
38

Borobudur and absolutely needed by people who work in tourism

resort. Tourists from all over the world come to Borobudur to visit
the temple. It requires people to speak with foreign language, at
least English as international language. Even, merchandises seller
also must speak English, although just to promote their souvenir.
Mastering foreign languages is needed by the society of
Borobudur. People then try to study English fast and simply.
Therefore, there are a lot of foreign languages learning places/
languages courses in Borobudur, both formally and informally.
Those provide Borobudur people who want to learn foreign
language.
Desa Bahasa or International Community Village at
Parakan, Ngargogondo/ sub district is one of foreign language
learning places in Borobudur. It is a kind of voluntary course. It is
evidence that tourism really gives a big impact to growth of foreign
languages in Borobudur district. At Desa Bahasa or International
Community Village, people can learn together many foreign
languages, especially Basic English conversation without paying
any cost or free.
2) Borobudur District
District of Borobudur is located on the south part in
Magelang regency. It is about 235 meters high from the sea
surface. Average temperature of this area is 28 C. Borders of
Borobudur district are:
North : Mertoyudan district
East

: Mungkid, Muntilan, and Gluwar district

South : Kalibawang district (Yogyakarta)

West : Tempuran and Salaman district
Borobudur district covers about 5.454 hectares. It consists
of 20 villages/ sub district, they are as follow:

39

1) Giripurno

11) Borobudur

2) Giritengah

12) Tanjungsari

3) Tuksongo

13) Karanganyar

4) Majaksingi

14) Karangrejo

5) Kenalan

15) Ngadiharjo

6) Bigaran

16) Kebonsari

7) Sambeng

17) Tegalarum

8) Candirejo

18) Kembanglimus

9) Ngargogondo

19) Wringin Putih

10) Wanurejo

20) Bumiharjo

b. Parakan, Ngargogondo Village / Sub District

Parakan, Ngargogondo International Community Village
belongs to Borobudur district, Magelang regency. It is about 3
kilometers to south east direction from Borobudur temple. The
topography of Ngargogondo consists of slopes of Menorah mountain
range which is bordered by small rivers surrounding it and surrounded
by plantations and farming tourism. It has natural resource potential
which has an important role in developing the village. Ngargogondo
consists of 6 dusun (administrative territory in a village) with 1.475
people in 2010.
Administrative borders of Ngargogondo village:
North

: Wanurejo village

East

: Candirejo village

South

: Majaksingi village

West

: Tuksongo village

c. History of Establishing International Community Village

Ngargogondo is a comfortable village. In one hand, the village
which is located on Menoreh mountain range has a natural potential
and the people have great motivation in developing the village. With
spirit of people to progress and to develop, is a main thing to make

40

Parakan, Ngargogondo, as an object in Borobudur tourism destination

range.
However in other hand, Parakan Ngargogondo has fallen
behind very much in global information, communication and
technology. Most of people in Parakan, Ngargogondo are still
uneducated.
With the population of 1.475 people in 2010, the following is
the data of educational level of adult people in Ngargogondo.
6) Graduated from academic/university : 17 persons
7) Graduated from senior high school

: 93 persons

8) Graduated from junior high school

: 218 persons

9) Graduated from elementary school

: 554 persons

10) Uneducated

: 136 persons

The data shows that the educational level in the village is very
low. This thing motivated Mr. Hani Sutrisno to develop the village. He
had a dream to make his own village to be more progressive and to
improve the human resource of people in the village by learning
foreign languages.
Mr. Hani asked some of his friends for helping him to develop
his village. He wanted to create A Pedepokan Bahasa in the village;
it is like an English course. He tried hard to make it real. He suggested
all people in the village to study English with him, they did not need to
pay and costs for study, in other words its free. He asked for attention
to all people in the village to support the plan. Fortunately, his plan
was supported almost people in the village, including the local
government of Parakan, Ngargogondo. Then he asked for permission
to the government.
Because of good willing of Mr. Hani, the government of
Magelang regency through The Tourism Department and National
Education Department gave fund as donation for supporting the plan.
Finally, his dream came true. He used his house as the center of
41

Padepokan Bahasa. Mr. Hani asked some of his friends who are
good in English be a teacher of the voluntary course.
d. The Aims of International Community Village or Desa Bahasa
The general aim of Desa Bahasa or International Community
Village in Ngargogondo is to create a village situation which keeps
traditional cultures combined with modern science and technology, so
that it becomes a tourism commodity. The specific aims of Desa
Bahasa or International Community Village are:
1) To increase the people awareness about the importance of tourism
as positive impact of Borobudur temple as a tourism resort
2) To practice entrepreneurship, so the people be able to make
opportunities for employment
3) To increase the standard of living
4) To increase the productivity of people
5) To master English faster
6) To develop the nations mind
7) As a place to study foreign language without paying any cost or
free
8) As alternative tourism resort besides Desa Wisata, because here
was taught many languages, English, Javanese (Bahasa Kawi),
Japanese, French, and Mandarin
9) To develop the tourism potential of natural of Gunung Kendil and
Watu Putih (both are Sangeh of Magelang in which many
monkeys live peacefully)
Desa Bahasa or International Community Village is expected to
be a good example to other villages in Indonesia to increase human
resources through ability in foreign languages. People who have to
realize about the importance of foreign languages in this globalization,
more over in a tourism area like Borobudur. Therefore, hopefully Desa
Bahasa or International Community Village can reach the aims above.
The work plans of Desa Bahasa in handled by the committee.
42

e. International Community Village Schedule

Day
Sunday

Time
08.00-10.00 am

Traditional dance

10.00-11.00 am

English for children

11.00-12.00 am

English for children

1.00-2.00 pm

English for children

2.00-3.00 pm

English for children

3.00-4.00 pm

English for children

Monday
Tuesday

Programs

Day off
2.00-4.00 pm

English for children of the

2nd and 3 rd year class

08.00-10.000 pm

English for general class

(participated

by

old

men/parents

of

the

members of Desa Bahasa)

Wednesday

2.00-4.00 pm

English for children of 4th

year class

8.00-10.00 pm

The try out of Javanese

speech

(once

in

two

weeks)
Thursday

2.00-4.00 pm

English for children of 5th

year class

Friday

Saturday

8.00-10.00 pm

Provisioning instructions

2.00-4.00 pm

English for children

8.00-10.000 pm

Japanese for general class

2.00-4.00 pm

English for children

To support the process of learning foreign languages, and to

make it more comfort, the committee of Desa Bahasa gives these
following activities:
43

1) Practicing English with foreigners in Borobudur temple once in

two months
2) Dancing and singing
3) Games (quiz, puzzle, Chain Word, Chain sentences, Sudamanda)
4) Library
f. International Community Village Committee
Desa Bahasa has a committee as the structural organization,
here they are:
Sponsorship

1. Chief of Ngargogondo village

2. BPD (administrative unit in villages which
supervise or control the run of the official
administration of the village)

Leader

Hani sutrisno

Secretary

1. Aan Wiwit Nur Cahyani

2. Sulus Arwani

Treasure

Situatun, Jamaatus surusiyah

Members

Thoha, Marsudi, Malik, Zamrodin, Tarwiyat,

Daldiri, Sodiq, Zaenudin, Leaders of Every
dusun in Ngargogondo

Instructors

Jamaatus Sururiyah, Mustofa, Eko Cahyono,

Aan Wiwit Nur Cahyani, Agus Widodo, Aji
Saputro, Marno, Sitatun, Nur Kholik, Lilies
Muthmainnah, Heri Purwanto

These are the programs and potentials of International

Community Village Parakan, Ngargogondo, Borobudur, Magelang:
2. There are three curriculum and activity
a. Foreign language education
It contains English for elementary and beginner, Japanese for
elementary and beginner, Javanese (Kawi Language), French and
Mandarin language.

44

b. Life skill education

It contains foreign training for trading, foreign training for
guiding, foreign training for teaching, foreign training for interviewing,
and computer training.
c. Village development
It contains motivation; use village potential, use human
resource development, independent village
3. International Community Village Activity
a. Short program
Give positive activity for children and teenagers, introduce
English, Japanese, and Javanese to the society, introduce computer to
the society or villagers.
b. Middle and long program
Create new mentor for International Community Village, study
comparative, out bond, home stay, and education tourism resort.
E. Language Materials
The materials in teaching learning English in International Community
Village Ngargogondo has many similarities to materials in elementary school.
The materials in Elementary school as references for International Community
Village, because many materials have similarities. For elementary school
example for 2nd, 3rd, or 4th class study about introducing English, daily
activities, and names things around them, animals, furniture. They study about
the simple conversation, for example how to introduce their self, and how to
get some information from the others. The main aim in teaching learning
English here is how to make the students have confidence to talk in English.
They also have obedient to identify all of the things, for example the furniture
in their home in English.
They also share about English materials in their school, if they cant
finish the questions or have difficulties in understanding the material, mentors
will help them, and discuss it together.
45

The materials for teaching the old participant considered with their
necessity. For example the old participant wants to study English to increase
their income. So the materials talked about how to make the foreigner want to
buy their things. Here, the old participant will study to promote their selling in
English. The mentors also teach about price. But they get same materials with
the children, because study English is the first time for them so the materials
start from the beginner level.
The important thing is to make the old participant has confidence to
talk in English. So, they can promote their selling although they can not speak
English fluently.
Before beginning the class they always pray together by reciting
Basmalah, and then the mentor will give brainstorming and ask the previous
materials or ask their experience in Borobudur temple with the foreigner.
The activity of teaching learning will be free if the rain comes. Mr.
Hani said that the class will free when rain comes because he feel poor if they
must go to study English. Usually they study in the evening because in the
morning to afternoon they look for money, be a seller or farmer.
F. Teaching Methods
The main thing in teaching learning English here is English for fun.
All of the teacher cannot push the students to study certain materials. The
mentors only have guidance about the materials, and they study English based
on the necessity.
They just follow the national curriculum or they only take certain part
based on curriculum. Teaching learning here do 70 % is practice and 30 % is
theory. So, they need mentors to help the students in teaching learning
English. But many of the mentor only senior or junior high school graduated,
that is why between mentors and students always have same mind that they
have to study together.
In the end of the lesson, for two months they go to the Borobudur
temple to practice their English. Many of the students be a guide here,
46

although in the beginning they only seller of merchandise. There are many
methods that usually used, they are:
1. Communicative method
When we communicate, we use the language to accomplish some
function, such as arguing, persuading, and promising. Moreover, we carry
out these functions within a social context. A speaker will choose a
particular way to express his argument not only based upon his intent and
his level of emotion, but also on whom he is addressing and what his
relationship with that person is. For example, he may be more direct in
arguing with his friend than with his employer.
Furthermore, since communication is a process insufficient for
students to simply have knowledge of target language forms, meaning, and
functions. Students must be able to apply this knowledge in negotiating
meaning. It is through the interaction between speaker and listener that
meaning becomes clear. The listener gives the speaker feedback as to
whether or not he understands what the speaker has said. In this way the
speaker can revise what he has said and try to communicate his intended
meaning again, if necessary.
2. The total physical response method
Teachers who use the total physical response method believe that
in the importance of having their students enjoy their experience in
learning to communicate in a foreign language. In fact, its method was
developed in order to reduce the stress people feel when studying foreign
languages. The teachers are directors of all students behavior.
3. The audio lingual method
The goals of audio lingual method is teacher wants their students to
be able to use the target language communicatively. In order to do this,
they believe students need to ever learn the target language, to learn to use
it automatically without stopping to think.

47

The role of the teacher is like an orchestra leader, directing and

controlling the language behavior of her students. She also is responsible
for providing her students with a good model for imitation.
The characteristic of the process are new vocabulary and structures
are presented through dialogs. The dialogues are learned through imitation
and repletion.
4. The silent way
The goals of this method are students are being able to use the
language for self-expression. It is to express their thoughts, perceptions,
and feelings. In order to do this they need to develop independence from
the teacher, to develop their own inner criteria for correctness.
Students become independent by relying on themselves. The
teacher therefore should give them only what they absolutely need to
promote their learning.
The role of teacher is technician or engineer. Only the learners can
do the learning. The characteristics of this method are student behind their
study of the language through its basic building blocks, its sounds.
5. Suggestopedia
The goals of this method are teacher hope to accelerate the process
by which students learn to use a foreign language for everyday
communication. In order to do this, more of the students mental powers
must be tapped. This is accomplishing by the suggesting the psychological
barriers learners bring with them to the learning situations.
The suggestopedia course is conducted in a classroom in which
students are as comfortable as possible.
6. Community language learning
The goals of this methods is wants the students to learn how to use
the target language communicatively. In addition, they want their students
to learn about their own learning, to take increasing responsibility for it.
Teacher here as a counselors, it means that teacher recognized how
threatening a new learning situation. The characteristics of these methods
48

are students typically have a conversation in their native language. The

teacher helps them to express their want in target language.
G. Learning Assessment
In teaching learning assessment, the mentors give many assessments.
In the class, to measure their English theory, the mentor gives many questions,
like a test. But the important things, besides gives a summative test in the
class, the mentors assess students when they practice English by making
conversation with the foreigner. In International Community Village has
formal assessment as in the course. Students have responsibility to follow the
test in the end of the lesson once in a month. But, there is no feedback which
is given by the mentors when they can fulfill standard of prize. Mentors and
the director give freedom to the students to continue their studying or not.
When the students feel that they have mastery in English they can choose to
continue or feel enough.
The suitable moment to assess is when the mentors make an
assessment by account the things which they sell. It can push the students to
make a conversation with the foreigner. And the method is relative success.
H. Technique of Data Collection
1. International Community Village Observation
The observation in International Community Village focused on
the teaching learning process. In this International Community Village
observation, the main point or the subjects of observation are teacher and
students activities in English language teaching learning. It focuses on the
teaching methods, teaching materials, and learning assessment.
The researcher use non participatory observation. In this
observation the researcher only observes the teachers do and the students
do. Without teach or be a student here.
The researcher had done observation by going to the International
Community Village directly. She did it for a month, and came to the
International Community Village three times a week. The first observation
49

is on June, 1st and then does more than three times observation and
interview on June to July. The researcher noted all of the things happen in
the International Community Village.

Then

she

included

them

systematically.
2. Interview
Interview is the technique of data collection by asking some
question to the respondent and the answer will be noted or recorded.
Interview was done to obtain further instructional information
about English language teaching learning in Parakan Ngargogondo
International Community Village. The researcher had interview the
director of International Community Village, the mentors or teacher,
students.
In interview session, the researcher used semi structural interview.
The researcher used the general idea to interview. In interviewing the
director, the general idea which had asked are the history of establishing
International Community Village, the aims in teaching English, and the
rules which used in teaching learning English.
The researcher interview the director more than three times on June
to July. Then the researcher interviewed the teacher or mentors in
International Community Village. The researcher interviewed the teachers
on June to July. The main idea includes teaching methods, teaching aims,
and how assessing the students.
The researcher also did unscheduled interviews every after class.
This is to obtain further explanation about what the researcher watch in the
International Community Village of teaching learning process.
3. Documentation
It is done to obtain the written data, such as note, transcript,
newspaper, magazine, agenda etc. the researcher used this method to
obtain document which is related with the research. They are International
Community Village files (the data of teachers and students lesson

50

schedule, proposal of establishing the International Community Village),

students worksheet, textbook, and pictures.
I. Technique of Data Analysis
Technique of data analysis that the researcher will do are as follows:
3. All of the data that have been collected through observation interview, and
documentation is categorized to be as follows:
e. Teaching materials
f. Teaching methods
g. Learning assessments
4. Each data above is described as detail as the researcher gets
5. The researcher will analyze what extend the instructional practice
described above meet the principle of English language teaching learning
in out of school or non formal school.
The researcher uses sociolinguistic analysis, because the researcher
considers the background of establishing the International Community
Village. International Community Village is one of the interpretations of
tourism resort effect. From this reason, the establisher wants to increase the
economical aspect by mastering English and another language, one of them is
English.

51

CHAPTER IV
FINDING AND DISCUSSION

In this chapter, the researcher is going to describe teaching learning

English in International Community Village Parakan, Ngargogondo, Borobudur,
Magelang. In this description include much information related to English
teaching, method in teaching learning and learning assessment. Then, all of the
description will be analyzed by the principle of English language teaching
learning in out of school education or in non-formal education.
A. Finding
4. English Language Teaching Materials

in Ngargogondo International

Community Village
a. The Objective of English Teaching Learning
International Community Village as one of the example of nonformal education does not follow all of the rules in national
curriculum. But, although it does not do it, International Community
Village also has same purposes in teaching English with national
purposes. It pointed to facilitate students who want to study English
but has not much money to pay the cost formal education.
The director of International Community Village has to decide
the objectives of English language teaching learning. If the school has
syllabus or guideline in teaching learning, the facilitators have certain
guideline and know what the objectives of the study are, and she/he
can practice it. It functions to prepare students to learn English in more
than high level and teach English free without paying any cost.
It purposes to pursue the students to communicate by using
English fluently. So they can increase the income to build up their
economical condition. The students are expected to get the vocabulary
of everything around them, pronounce and write them accurately. The
basic achievement is to make the students have capabilities in speaking
English.
52

The objectives of the study in International Community Village

are to make students being able to speak English fluently. By speaking
English

fluently,

they can communicate with the

foreigner

communicatively. It gives advantages for them; they can increase their

income by this condition.
b. The Teaching Material
Although International Community Village is one of the
example of non-formal education, but it obligates to design the
syllabus or curriculum as the guideline in teaching learning. So the
objectives of teaching learning, the materials, and the time allotment,
standard competence, basic competence and learning outcome are clear
enough. Syllabus here refers to the guideline that includes the material,
time allotment, purposes, and assessment guideline. They are more
emphasized on the developing vocabulary of daily things around them.
There are many topics that discuss or taught in International
Community Village from 2nd class in Elementary School to 2nd class in
Junior High School and adult.
1) 1st Class of Elementary School
In the first class, students get introduction of English, how
important English influence their live. Moreover, their village is
near the world tourism resort. It purposes to give awareness for the
students to study English. The materials include Alphabetic,
Simple Counting, Singing Simple Song, and Introducing Things
around them.
2) 2nd Class of Elementary School
All of the class divides into two semesters, for the first
semester the material includes Opening, Colour, Fruits, Counting,
Singing, Writing Counting, Writing Letters, and Things in class,
Toys, Short Story and Animals. There are many activities to
transfer the materials. For example when the facilitators teaches
Counting, he/she has techniques by singing and making
53

conversation. Then, when teach about Animals, use writing and

listening animal story. Usually the facilitators use telling story
method.
3) 3rd Class of Elementary School
The material that taught in 3rd class is more complex. There
are many similarities material both 2nd class and 3rd class. In 3rd
class, the material divides into two semesters. The materials as
follows: Opening and Counting, Writing Counting and Listening,
Possessive, Family and Relatives, Reading and Memorize,
Adjective, To be, Possessive and Family, Pronoun, Things in
Class, Verb, The Days Conversation, Singing, an Our Body. The
facilitators usually use sings a song, telling story, conversation to
teach the materials.
4) 4th Class of Elementary School
The materials for 4th class are The Map (The Map I and II),
Adjective, Education and Learn, Shopping, Degree Cooperative I
asas, Degree Comparison II -er/more, Degree Comparison IIIest/most, Did (-, +, ?), Earth, The Colour System, Modal,
Government.
All of the materials in previous class also taught but only
for brainstorming or reminding the student about the materials. In
4th class, grammar is more emphasize than the others. Because in
previous class they study about many vocabularies and in 4th class
they must practice by using right sentences.
5) 5th Class of Elementary School
The materials for 5th class are The Time, Daily Activity, Do
and Does, Question Verb, Food and Drink, Shapes, Transportation,
Weather and Seasons, Heat and Hospital, Profession, Telling
Hobbies, Compass, Library, Modal, and To Be with Verb.
In 5th class, the student has much time to practice speaking English.

54

6) 6th Class of Elementary School

The materials for 6th class are The Map I, The Map II,
Adjective, Education and Learn, Shopping, Degree Cooperative I
asas, Did, Earth, The Colour system, Modal.
All of the materials that taught in 6th are rather same with
4th class. Because basically the materials only to reinforcement
students capability. The objective in teaching English for 6th class
is students can speak English fluently by using vocabularies
surrounding them and can practice their English with the foreigner.
7) 1st Class of Junior High School
The materials for 1st class of Junior High School have are
same as the 1st class in formal education. There are as follow;
Opening, To Be with Nominal Sentences, Do/Does/, Daily
Activity, Daily Expression, Modal, Introducing, Conversation
Introducing and The Time, The Map, The Map Conversation, How
to Practice English with Foreigner, 9 Tenses, Question Word,
Degree of Comparison, General Conversation.
8) 2nd Class of Junior High School
The materials for 2nd class of Junior High School are
Greeting, Counting, Pronouns, Family, To Be, Profession, Colour,
Things in Class, Conversation, Adjectives and Verb, The Days,
Our Body, Fruits and Vegetables, Kitchen, Animals, Have and
Has, Calendar, the Place, Hobbies, and Introduction.
9) Adult
This firts theme contains topics; My Body. So the materials
are the names of part of body including head, shoulders, knees,
toes, eyes, ears, mouth, nose, hand. It purposes to introduce the
closest things around the students. They have to know all of things.
Students can identify by themselves. If they meet another person,
for

example

the

foreigners

they

can

speak

english

communicatively. Besides that, the student can use part of body as

55

the gestures to answer foreigners questions if they cant answer by

giving explanation.
This theme contains three topics. They are My Family, Our
House, and Our School. The materials of my familys topic are the
vocabulary including names of closest part of family for example
father, mother, and brother. It purposes to examine them to identify
their members family. The materials of this topic are the
vocabulary of equipment in the house for example bed, window,
door etc and the other one is the names of house part. The materials
of Our School include vocabulary of the rooms name of part in
school, the equipment in school.
This theme contains three topics of geographical village.
Names of the sub district of village. In this theme include the
professions, and names of the harvest. It purposes to make the
students be able to identify their village. Then, sometime they can
talk it with the others and promote their villages potential.
In this theme is talking about the activities which they
done. From when they wake up, go to school, and other activities.
It purposes to make the students be able to talk they activities, for
example one of the student has another job after school time, for
example be a seller, then he/she talks it to each other.
In this theme, they study about numbering and accounting
in English. For example arithmetic in English, it makes the
students be able to count for example their income or their earning.
It benefits to make the students master in arithmetic or calculation,
so they can offer their selling to the foreigner in English.
All of the materials for adult have similarities with
students Elementary School and Junior High School. The
objective of teaching learning for adult is to give the knowledge,
introduce English and talk the advantages of studying English.

56

Then they can practice English in their daily activity when they are
being seller of guide.
c. Textbooks
In International Community Village, the facilitators use several
books which made by themselves based on the directors command.
They make the textbook based on their necessity. The teacher uses
textbooks as a guideline in teaching, but they offer the students to be
creative. In International Community Village, the facilitators also use
several books like in the formal school, it just to complete the sources.
Usually the students discuss about the materials which was given by
the teacher in their school.
The textbook are New standard English readers for elementary
by Dorothy P. S, Lee, M. A and Lee Hai Ming, B. A, International
Community Village Childrens Book (SPEC Childrens Book), Daftar
Vocabulary (SPEC collection), English for Fun (SPEC collection),
Speech Book (SPEC collection), English Grammar (SPEC Collection).
International Community Village used same book with SPEC.
It is a course place that has relationship with International Community
Village. Both of them were built by Mr. Hani Sutrisno. SPEC is a
course place, everyone who want to study English here have to pay any
cost. It is profit institution which support International Community
Village in fund.
d. Teaching Aids
In International Community Village, the teacher always uses
teaching aids. It helps students to understand the materials. They are
pictures, flash cards, and real physical objects such as vegetables,
fruits, clothes etc.
The other is everything in the class is labeled by the name. For
example the thing in the class was given by the name. Flash card
contains a word, Indonesian and English, for example in the side one is
Dokter and the opposite is Dentist. It is to teach vocabulary.
57

5. English Language Teaching Learning Methods Used in International

Community Village
a. Teaching Learning Methods
1) Communicative Language Teaching Method
This method is usually used in teaching learning in
International

Community

Village

by

various

techniques;

conversation and playing simulation.

a) Conversation Technique
This technique is done for opening. Usually the
facilitators and the students sit down around, or maybe
sometime sit down in the chairs and talk about everything that
happened in their day.
For example discuss about the experience one of the
students when they sell the merchandises and offers it to the
tourist. One to three students must have story about thier
acticity. After that some friends give comment for the story or
sometimes the facilitators give many questions related to the
story.
All of the classes in International Community Village
use this technique. Conversation uses for almost materials, for
example in 2nd class of Elementary School.
b) Playing Simulation
This technique is done for assess the students. It is done
by facilitators-students and students-students. One of the
examples of playing simulation which is done by facilitatorsstudents is playing simulation in the Borobudur, the student
offer their goods and the facilitators as the tourist. Students
must offer their goods and how to pursue the facilitators as the
tourist to buy it.
The example of playing simulation which is done by
students-students is playing simulation becoming villager and
58

tourist. First, the villagers go to the field, and meet the tourist
who walking around in the village. Then, the tourist will go to
the somewhere but they dont know how to go to the place. The
villagers give some information about the street and explain it.
2) Total Physical Respond (TPR) Method
This method use to make the students more understand
about the materials. The facilitators say interrogative sentences and
the students have to respond by pointing out what the facilitators
said. For example when the facilitators ask, Where is the biggest
statue and the students respond by pointing out the statue.
For old students, TPR is very effective, because they more
difficult in understanding and pronounce. So the facilitators have to
give example how to pronounce and practice and the old students
imitate.
3) Drilling
Facilitators use drilling for every topics or themes.
International Community Village is well known by using
Listening, Imitating, and Practicing. This technique uses for every
class both adult and children. For example in teaching Counting,
firstly, facilitators explain the cardinal number and ordinal number,
write down in the white board, then the facilitators give example
how to pronounce, ask the students to imitate, and then practice by
their selves.
b. The Medium of Instructions
As the International Community Village the medium of
instruction use is English and Indonesia language. The amount of time
used those language is about 50 % of the process of teaching learning.
The facilitators mostly used English to give some instruction. But
when the students have difficulties in understanding it, facilitators
explain it in Indonesian language. The students have to use English for

59

simple expression, such as thanking, greeting and permission for going

to bathroom.
For the old students, sometimes the medium of instruction is
Javanese language. Because most of them are old people neither who
are not mastering Indonesian language. But, the facilitators force to
make habit in speaking English, although they have difficulties in
pronounce words in English.
6. Learning Assessment in International Community Village
For successful in English teaching learning, in International
Community Village the facilitators also make assessment. The assessment
was done in formal and informal assessment. Informal assessment is for
formative, diagnostic, and evaluative purpose. The focus on the
assessment is to measure the capabilities of the students in speaking
English.
Formal assessment was done by giving some questions in
worksheet for each month in the last week. The questions include all of the
materials.
In the end of the lesson for each month, facilitators always give
review and examination for them. Usually use test by giving many
questions related to the materials. Facilitator makes quiz to assess
students understanding.
For example for Greeting, facilitators make many sentences and
ask the student to translate in Indonesian. For example:
1) Good morning

2) Good afternoon

3) Good afternoon

4) Nice to meet you :

5) See you later

6) See you next time :

60

Informal assessment had done by some techniques. They are

playing simulation, making conversation and asking the students to make
conversation for example as the seller or guide.
a. Playing Simulation
By playing simulation, the facilitators assess students
performance of mentioning accurately vocabulary and pronunciation,
for example facilitators as the buyers or as the tourist and the students
as the seller. The students must offer the goods and ask tell the prize,
for example sir, miniature Borobudur sir, ten thousand get three sir,
it s very cheap. And the tourist tries to bargain ten thousand get for
piece. Facilitators said ten thousand get for, ok? I want to buy it, but
the seller doesnt agree, and said, twelve thousand for four piece and
nine thousand for three pieces, agree? If the students make incorrect
sentences facilitators give feedback directly.
In playing simulation which is done by students-students, three
or four students become a seller and the facilitators become a tourist.
Each of the sellers shows their goods and said the name.
Those activities are combination of accuracy and fluency
activity. But, it is more emphasized to teach vocabulary because the
basic purpose of that activity is to find out students memory name of
the goods, and their brave o express in a sentences to sell it to the
tourist.
b. Conversation
Informal assessment is also held by asking students to make
short conversation with their friends. The students sometime become a
guide who accompanies the tourist walking around. The students
explain everything in the International Community Village, introduce
the culture and tell many activities which usually do in International
Community Village.

61

B. Discussion
1. Analysis of English Language Teaching Materials in International
Community Village
International Community Village is one of the examples of out of
school education. There are two kinds of school style, school and out of
school. Moreover, Out of school divide in to two kinds, informal and nonformal, and International Community Village is the example of non-formal
education. All of the materials which are taught in non-formal education
may not follow the rule or national curriculum. It may follow, but have
freedom to arrange the materials based on their need. But, in International
Community Village has not written curriculum, all of the materials based
on their need and get addition based on the students want.
Before selecting the materials, facilitators must decide the
objectives of English language teaching. In non-formal eduation, the
objectives of the study are based on the civilizations need. In International
Community Village the people in the village only need to learn English to
increase their income, because tourism resorts near their village. They
have to be master in English to answer global effect.
Students capabilities in speaking English fluently are the top
achievement. In International Community Village, director hopes that by
maximizing International Community Village can increase the capabilities
in speaking English.
Teacher or facilitators should make syllabus and lesson plan as a
guideline in teaching learning process. In non-formal book told that the
syllabus is arrange by themselves according to their need. In International
Community Village the syllabus is the simple syllabus. It is not syllabus
but only list of the materials. Its only includes the materials that taught in
each class. However, a good syllabus include the material, time allotment,
the objective of the study, standard competence, basic competence, and the
step of teaching.

62

However, in International Community Village, the syllabus or

curriculum only write down the materials. It will be better if the facilitators
or the director make the syllabus or curriculum based on their necessity
but in right form. Although, the facilitators and the director said that the
syllabus only as a guideline in teaching materials, but when they make a
good syllabus, it influences the teaching learning process and the
facilitators know the objective of the study. Teaching learning will held
systematically.
For the materials, all of the materials cover their necessity. Because
International Community Village is free, so the materials are good enough.
But there are many things as the note for the director. The materials
between one class with the other must different. Director must arrange the
materials based on the level of difficulties. For example the materials that
was taught in 2nd class, not to be taught in 4th class or other. It is not
suitable when the student in 2nd class was given same materials with 4th or
5th class.
The materials taught in International Community Village should
not follow the students grade in formal education. The director or the
facilitator has to make the students materials based on their cluster in
International Community Village. In the list of the materials, facilitators
make it by looking at the grade of students in formal education.
Moreover, there are four types or four clusters of students in International
Community Village. First cluster consist of 1st, 2nd, 3rd of elementary
school. Second cluster consist of 4th, 5th and 6th of elementary school. The
third cluster consists of Junior High Schools students. The last is
consisting of adult learners.
In the

implementation of English

language

teaching

in

International Community Village, the facilitators has consider that the

students need gesture and physical object for teaching aids to help them
inquiry English language. Children and old are more sensitive to anything
that touches, senses and react easily to physical object.
63

In the other word, selecting appropriate teaching materials in

International Community Village is suitable with the principle of English
language teaching material in out of school. Non-formal has freedom to
arrange the materials based on the necessity or based on students need. In
International Community Village, all of the students have same purpose, it
is to make them be able to speak English fluently and be able to
communicate to the foreigner.
2. Analysis of English Language Teaching Learning Methods Used in
International Community Village
a. Teaching Learning Method
The methods used to teach English in International Community
Village should not be pressure. It means that the awareness of the
student to learn English is come from their heart. The director or
facilitators do not force the student to study about certain things.
The methods used in International Community Village are
communicative language teaching that has many techniques; there are
playing simulation and conversation, Total physical respond and
drilling. Drilling method used in every levels or grade. It is very
effective because students can imitate how to pronounce vocabulary by
using drilling. In International Community Village used listening,
imitating, and practicing as the method in teaching English. In other
word this technique called drilling. But, not all of the topics or the
materials are appropriate when taught by using drilling. Not all of the
materials are teaching speaking skill.
There are many materials that include grammar. The facilitators
more appropriate when use inductive method in teaching grammar for
children. By using this method, facilitators do not give the pattern of
the tenses to the students. But ask the students to inquiry by their
selves first. It can be practiced by asking students to make sentences in
Indonesian then ask them to translate in English. From the sentences
make the students to analyze the sentences together. After that,
64

facilitators explain the function of the tenses, and analyze students

answer. So, students are able to know the pattern of the sentences or
the form of the tenses by their selves using sentences first.
Sometimes in teaching English the facilitators can use flash
card. By using flash card students are able to make short conversation
includes the grammar form. It is more interesting to the students,
because they can learn and play together. For example the facilitators
are able to make pairs, and give one flash card includes questions, and
the other flash card includes the answer. For fun learning, make pairs
in different gender, female and male.
Drilling is more effective in teaching vocabulary for children.
Students can memorize the word by repeat the word. But be careful to
the adult, drilling is more effective for all materials. The purpose in
teaching English for adult is to make them able to speak English, so
drilling is effective method.
Based on all of the methods that used in International
Community Village, the most appropriate method to teach adult is
drilling. They have not much time to study English; their time is
limited, because besides studying English they have to work. All of the
materials can be taught by using drilling. The important things to them
is can speak English then they can practice it with foreigner who come
to the village or in Borobudur temple.
Sometime, facilitators can use audio lingual method in teaching
English. He/she can use tape to teach listening by using a song. Then
maybe he/she can use movie. It is very interesting for the students and
can give motivation to the students to study English. In the village, fun
movie and English song be new things for them, so it is very
interesting.
The facilitators in International Community Village also can
use community language learning. It is very suitable because they can

65

apply the language based on the community, in this case tourism resort
community in Borobudur, so English for them is practically.
b. Medium of Instruction
There is no rule how percent must use English in non-formal.
The medium of instruction in International Community Village is
English and Indonesian language. Beside used as medium of
instruction, English also used in daily ritual activities, such as in
thanking, giving, offering, permission and others. If look at the
behaviorism theory, the language can be acquired through imitation,
practice, reinforcement and habit formation. So, the daily ritual
activities using English is the habit formation, so the students can
acquire English language through them.
3. Analysis of Classroom Management in International Community Village
Almost teachers roles are in the class, they give materials,
guide the students in the class. It is very important for the teacher to
know and apply the good classroom management. They have
responsibility to create effective class for successfully teaching
learning process.
Effective class condition is created by the teacher who can
organize the students as the learners and the facilities in the class.
Teacher also should manage the class and overcome all of the
weakness in the teaching learning process. If they can not organize the
class, it makes disturb teaching learning process.
In International Community Village, teachers usually organize
the students in the class by making group for certain materials for
example Conversation. They divided the students into many groups,
and ask the students to make short conversation. They divided into two
characters, first one is a foreigner and the second one is a villager or
seller. They have responsibility to practice their English in the
conversation. They also ask the students to work in group or
individually, according to the materials.
66

Sometimes, many of students make trouble in the class by

disturbing their friends concentration. Teacher usually gives direct
warning for them and asks them to pay attention to the materials. In
International Community Village teacher can maximize the facilities in
the class by giving name or labeling thing there. They can teach
vocabulary by using the entire thing in the class or in the house. The
teacher can ask the students mention it in front of the class.
There are two important things that should be done by the
teacher. They should give same attention for their students.
Sometimes, many of students will be jealous when the teacher only
gives attention for the certain students. Teacher can make the students
give more attention by creating interesting condition, asking students
responsibility for their work, giving clear instruction, giving warning
for the trouble maker and giving reinforcement for the students.
The teachers in International community Village have good
capability in classroom management although they have not guideline
how to organize their class in written text. Actually there are many
positive way to make a good class or effective class. Teacher should
give reward to the students who have good behavior in the class. They
do not give censure for them. Then, teacher should give reinforcement
to the students both in materials and in their behavior in the class. The
important thing is, teach the students about self-discipline by giving
example from the teacher itself.
4. Analysis of Learning Assessment in International Community Village
Assessment is described as an attempt to analyze the learning
which the students have achieved over period of time as a result of
teaching learning. There are many purposes of assessment. First,
assessment is to increasing continuous learning process (formative).
Second, it is to give feedback for the students on their progress or
achievement (summative), and inform to facilitators and parents
(informative). The third is to identify students need to be supported
67

(diagnostic). The forth it is also to check the effectiveness of teaching

method and learning materials (evaluative).
In International Community Village have two kinds of assessment,
formal assessment and informal assessment. In the last of the materials in
the end of the month, facilitators gives examination related to the
material. The form of examination are writing test and speaking. Writing
test was done by giving question related to the materials. It purposes to
know student understands the theory. Assessment for the students was
done in the last week of each month. After doing examination, facilitators
give feedback for the students. Sometimes, certain materials were
explained again if the students do not understand yet.
Besides give examination in last week for each month, facilitators
assess the student by doing conversation. Each month facilitators ask
students to make short conversation related to the materials. Then students
have to practice the conversation without text in front of class. For two
months, facilitators and students go to Borobudur temple to practice their
English. Here, facilitators can assess students by looking at students
activity with the foreigner. Sometimes, facilitators make a group, asks
them to be seller and offer them goods to the foreigner.
The example of short conversation as follows:
SHORT DIALOGUE OF INTRODUCTION
1. What is your full name? (My full name is Bery Tukijo)
2. What must I call you? (You can call me Bery)
3. Where do you live? (I live in Parakan)
4. Who do you live in Parakan with? (I live in Parakan with my
family)
5. How long have you been studying English in Desa Bahasa? (I
have been studying English in Desa Bahasa for about three
months)
From the short dialogue above, facilitators can assess students
pronunciation.
Sometimes, facilitators give the praise or reward for them because
the praise or reward can give motivation for them. In International

68

Community Village, the teacher gives appropriate feedback for the

students, whether corrective feedback, praising, and giving reward.
For informal assessment, the teacher must give feedback or
corrections for the students mistake are slips, errors, or attempt. It is for
students progress in learning. When the students are able to do something,
or can pronounce fluently, facilitators make a simple assessment.
In International Community Village there is not certain guideline
in assessment. Because has not good form of syllabus to, so assessment
only do by giving a test in writing and oral. It has not guideline what are
the achievements for each class, for example for 2nd class, students are
able to count from 1-30 etc. Actually, this guideline is very important, so
the facilitators can measure students achievement by giving a test, and
then can give feedback directly if the students capabilities not suitable
with the guideline.
To assess student understands in English, facilitators and director
are able to make a contest. For example for each three months, make a
contest. It is like competition, and can contain many competitions. For
example sing English song and English speech. Then, the winner gets a
prize, it wills a fun moment for the students and can motivate them to
study English and make them study English with fun. So, the entire
students feel that English is not difficult, but studying English is a fun
moment.
Teaching learning needs many components, they are; planning,
processing, classroom management, and also evaluating. It will be better if
the teacher complete all of them. In International Community Village there
are not teachers who make them in written text. Before teaching learning
done, teacher should make planning. It is include syllabus or lesson plan.
Here, teacher can arrange the materials, time allotment, teaching aids,
methods and how to assess the students. Planning is very important
because a clear planning will make the teacher more systematically in the
process of teaching learning. In International Community Village, teachers
69

of facilitators only know what the material is, and teaching learning
process done like water flow. It makes them have not guideline in teaching
learning. So, planning before teaching learning done is very important.
The other is processing. Here, teacher has prominent role. Teacher
tries to transfer the knowledge or materials by using appropriate methods.
In the processing of teaching learning, teacher should pay attention to the
students. Make sure that the students can understand the materials clearly.
The other component is classroom management. Teacher should manage
the classroom comprehensively. They can organize the students by making
group or others. All of the activities must consider the time allotment. For
example, they can account how long for opening class, teaching materials
and then for evaluating the students or the process. In evaluating there are
two kind of it. First is formal evaluation and the second one is informal
evaluation. Formal evaluation can be given in the last section by giving a
test. In informal evaluation, teacher can evaluate the students by their
participation in teaching learning process.
5. The strangeness English language teaching learning in international
community village
There are many strangeness of teaching learning there, they are:
a) English language teaching learning here is done freely or without
paying any fee for the institution. All of the people from this village
can study English freely. It is great solution in teaching learning
English. As we know that education is expensive, especially English.
b) The people or villager in International Community Village has goop
spirit to develop the village. It is important thing, because by having
spirit they have big effort to make this program successfully.
c) This place is very strategies, for about three kilometers from
Borobudur temple. It can be alternative tourism resort beside
Borobudur temple and Desa wisata.

70

6. The weakness of English language teaching learning in international

community village
International Community Village has much strangeness, but it also has
weakness. There are as follow:
a) Many of the teacher or facilitators here only graduated from senior
high school. They study English autodidact, so many of them have not
capability for arranging syllabus or lesson plan.

It makes their

teaching learning process without guideline and just flow like water.
They can not measure the achievement of the students because there is
not written learning outcome of the teaching learning.
b) The capabilities of the teacher in technology for example in operating
computer are limited. It makes them can not apply many interesting
method like audio lingual method.
c) The tourist or foreigner who comes to this village only has little
participation. They only look at the process of teaching learning, look
at the original dance and other culture without giving big
contributions.
There are many solutions for the weakness above, for example
sometimes the founder can cooperate with education department to held
workshop or seminar to give knowledge for them about how to be a good
teacher, how to arrange the good materials, and how to use interesting
method. The important thing is how to make them able to make lesson
plan or real planning before teaching learning process. They have to
follow training of ICT to support their teaching learning process. So they
can use various methods used technology for example teaching speaking
by using movie. They can cooperate with the foreigner to be a native
speaker there. It will be interesting if in International Community Village
has native speaker who want to help them freely. It makes the students full
motivated to study English.

71

CHAPTER V
CONCLUTION AND RECOMENDATION

A. Conclusions
In this chapter, the researcher is going to write the conclusions from
the previous chapters which have been discussed. International Community
Village was built by the spirit to make the village more progress, develop and
can maximize all of the potentials of the village. It was built by MR. Hani
Sutrisno, teenager from this village. He want to increase the societys income
by studying English and technology and make the village is one of the
alternative of tourism resort that has international quality in beautiful cultures.
1. English language teaching materials in International Community Village
are appropriate for the students. Like the principles in non-formal
education, teaching materials in International Community Village has
purpose to increase the internal potentials by responding or concussing the
global reaction, for example in language is English language. The teaching
materials had not been selected and organized in the teaching guideline
like a syllabus or curriculum. All of the materials made based on their
necessity in studying English. The materials mostly focus on developing
students speaking skill. The vocabulary is related to their daily activities
for example the vocabulary or short conversation in offering goods in
Borobudur temple. The teaching aids such as pictures, flashcards, and
concrete physical object used to help the students to understand the lesson
clearly.
The materials for adult learners in International Community
Village are same with the children. All of the materials purpose to
introduce English language to the peoples. It purposes to make them are
able to communicate by using English with the foreigner fluently. It can
increase their income because most of them are seller in tourism resort,
especially in Borobudur temple.

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Teaching learning was done five days a week, Sunday, Tuesday,

Wednesday, thrusday, Friday, and Saturday. Include teaching learning
many languages, they are English, Japanese,Mandarin and Javanese.
Teaching learning process was done in the afternoon and evening.
There many materials in International Community Language, for
example Alphabetic, Simple Counting, Singing Simple Song, and
Introducing Things around them, Opening, Colour, Fruits, Counting,
Singing, Writing Counting, Writing Letters, and Things in class, Toys,
Short Story and Animals, Opening and Counting, Writing Counting and
Listening, Possessive, Family and Relatives, Reading and Memorize,
Adjective, To be, Possessive and Family, Pronoun, Things in Class, Verb,
The Days Conversation, Singing, an Our Body.
Teaching learning process in International Community Village is
done without making syllabus and lesson plan. The teachers teach their
students flow like water. The teachers have not systematically sequences
for teaching learning process. It makes the teacher can not measure the
specific objectives of their study clearly.
2. English language teaching methods in International Community Village
are appropriate for the students in non-formal education like in
International Community Village. The decision of teaching techniques is
considered the characteristic of young learners. The methods used are
communicative teaching language, total physical respond and drilling. The
medium of instruction are English and Indonesian language. In teaching
English for adult learners used same method. Drilling is the most
appropriate method because it makes the materials easier to be understood.
Adult learners need to practice English first, the understanding is number
two. So drilling by listening, imitating and practicing is very suitable for
them.
Teacher only used monotonous method. They used same method to
teach adult learners and young learners. Actually they can use different
method by considering the level of difficulties. They can give varieties
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methods for the students so the students will not bored with the teaching
learning process.
3. English language learning assessments in International Community
Village are appropriate for non-formal education. In International
Community Village use formal and informal assessment. They playing
simulation, make conversation and story telling, doing the test or exercise.
The tutors also give feedback for them, correction, praising, and giving
reward.
B. Recommendations
In teaching learning in non-formal education like International
Community Village must be fun learning, enjoying and interesting. However,
the decisions of teaching materials, learning methods, and learning assessment
should be structured appropriately and consider students characteristic.
Because in International Community Village has two kinds of students, they
are children and old man or children and adult learners.
Teacher or the director of International Community Village should
improve all of the materials based on their necessity and global development.
They can develop the materials, making variation and teach new addition
materials for the students, because, for many years the materials are same
without any addition.
Teacher sometimes can use many games in teaching English, because
English for young learners is English for fun. In teaching English, teacher can
use audio-lingual method too. In teaching grammar for young learners allows
them to inquiry the pattern by themselves by using inductive method. So, the
children not only remind but also understand, but for adult learners it is
enough used deductive method or drilling.
The facilitators in International Community Village can use variative
mathod, for example sometimes they can use audio lingual method,
suggestopedia or community language learning method. It will be better if
they use community language learning method because the students can
practise english directly in Borobudur temple with the tourist.
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Teach young learners or adult still need tutors individual attention as

much as possible. And tutors must be patient because teach adult is not easy.
Sometime they can not understand the lesson fastly.
Although, International Community Village is non-formal education, it
will be better if the director makes complete syllabus. So, the facilitator has
guideline in teaching materials, objective of the study and learning
assessment. Sometimes, facilitators can use inductive method in teaching
grammar in International Community Village for children. It makes children
not only memorize the pattern but also understand the pattern. They can find
out the pattern by their selves. It is suitable for children not to adult.
In making assessment activity in informal assessment should enjoyable
situations. It is to make the students not be threatened or forced in learning
English as foreign language. The teacher can use formal assessment by giving
assessment in the last of materials in each month. So, the capability in
mastering theory will be known by this assessment.
The director can make cooperation with many foreign tourists not only
in learning assessment but also in the process of teaching learning. The
director can make cooperation by asking native speaker from the other county.
It will interest for the students because they can study with the native speaker
from the other country.
This research has found out the descriptions about English language
teaching learning in International Community Village in terms teaching
materials, teaching methods, and learning assessment. But maybe, there is
much information that is not include in this research because it is limited time
for the researcher.
The government especially local government has to give support in
developing International Community Village, both materials and spirituals.
Giving fund in developing students is very good, because tutors here work
voluntary, so government has to give reward for them. And the other one is
helping in increasing human right development, for example ask many people
who mastering English to teach here.
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Finally, the researcher realizes that this thesis is far from being perfect.
But, she hopes this will be useful for the readers and the researcher in similar
discourse

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CURRICULLUM VITAE

Name

: Rismawati

Place and Date of Birth

: Purworejo, 08 Agustus 1987

Student Number

: 063411053

Address

: Tepansari RT 02 RW III, Loano, Purworejo

E-mail

: khariezma_06@yahoo.co.id

Phone

: 085 641 298 983

Educational background

:
1. SDN Tepansari Loano Purworejo
2. SLTP N 25 Purworejo
3. MAN Purworejo
4. Tarbiyah

Faculty

of

IAIN

Walisongo

Semarang
Organization Background

1. HMJ Tadris as the coordinator for Human Research Development for

2008/2009
2. LPM EDUKASI as the General Chairman for 2009/2010
3. PPMI (The Assosiation of Indonesian Studens Pers) Jawa Tengah as Vice
Chairman
4. PPMI ((The Assosiation of Indonesian Studens Pers) Indonesia as Chairman
of Dewan Etik
5. Magelang Express as the reporter for 2010
Semarang, 06th Desember 2010
The Writer,

Rismawati

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TRANSKIP WAWANCARA

Reporter

: Researcher

Sources

: Mr. Hani Sutrisno (Founder of International Community Village)

Mr. Sulus Arwani (One of the facilitator in International
Community Village)

Time

: June 2010

1. Would you like to tell me, the history of International Community Village?
Pendirian lembaga ini berdasarkan keprihatinan kami akan perkembangan
ekonomi desa ini. Desa ini mempunyai potensi yang bagus, namun belum
dikembangkan. International community village adalah sebuah komunitas
yang berusaha untuk mengembangkan bahasa inggris secara gratis. Sehingga
penyelenggaraan pendidikan disini

diselenggarakan secara sukarela.

Walaupun ini merupakan pendidikan non-formal akan tetapi tetap terjadwal.

Ada dua jenis siswa yang belajar disini, terdiri dari anak-anak dan juga
orang tua. Tujuan dari didirikannya lembaga ini untuk sekedar memfasilitasi
mereka belajar bahasa inggris khususnya bagi warga masyarakat desa ini.
Sehingga mereka bisa meningkatkan penghasilan mereka dengan pandai
berbahasa inggris yang bisa dimanfaatkan untuk berbicara dengan turis
asing.
2. When did International Community Village built?
Lembaga ini dibangun pada awal 2007 silam, saya yang menjadi pemrakarsa
dari pendirian lembaga ini. Saya dan teman-teman desa ini berusaha untuk
mengumpulkan warga selama hampir 2 bulan. Berusaha meyakinkan warga
untuk mau belajar bahasa inggris secara gratis dirumah saya. Alhamdulillah
responnya diluar yang saya bayangkan. Mereka semua antusias, sehingga
pada awalnya mencapai 400 orang. Namun sekarang hanya berkisar 100,
karena mereka juga telah mengenyam pendidikan sekolah.

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3. What are the background for developing International Community Village?

International community village dibangun berdasarkan keinginan untuk
mengembangkan desa ini. Letak desa yang strategis, dekat dengan Borobudur
harusnya bisa menjadi faktor pendukung bagi warga sini. Nmaun karena
sumber daya manusia yang rendah, maka belum bisa memanfaatkan dengan
optimal. Padahal mayoritas warga sini berprofesi sebagai pedagang asongan
di kawasan candi dan sebagian sebagai petani. Kemampuan mereka dalam
hal tehnologi dan juga bahasa inggris sangat minim.
4. What are the purpose of developing International Community Village?
Tujuan pendirian lembaga ini adalah untuk meningkatkan ekonomi
masyarakat melalui pandai bahasa inggris. Hal ini mengingat mereka
sebagian menjadi pedagang asongan yang paling sering bertemu dengan para
turis. Selain itu agar desa ini bisa menjadi alternatif sebagai tempat wisata
selain desa wisata dan juga candi Borobudur.
5. How did the materials arranged?
Materi yang membuat saya dan juga dengan kawan-kawan tenaga pengajar.
Kami sesuaikan dengan materi yang ada di sekolah dasar maupun sekolah
lanjutan. Namun tidak semua materi kami ajarkan. Kami hanya mengajarkan
materi yang untuk meningkatkan kemampuan berbicara mereka.
Selain itu materi kami ambil dari modul SPEC, Spec adalah lembaga profit
yang saya dirikan. Sebenarnya tujuan awalnya, untuk menyokong Desa
Bahasa secara financial. Hal ini mengingat Desa Bahasa adalah pengajaran
gratis, maka kami membutuhkan dana unutk kelengkapan pembelajaran.
Namun sekarang yang lebih berkembang SPEC karena disini administrasi
lebih tertib. Ijazahnyapun lebih diakui masyarakat luas serta pemerintah juga.
Namun, kami tetap mengajar anak-anak di Desa Bahasa, kadang-kadang
pembelajaranpun kamipindahkan ke kelas SPEC juga.
6. Tell me about the materials!
Materi tersebut misalnya percakapan, grammar, dan juga hitung-menghitung
dalam bahasa inggris. Untuk lebih lengkap silahkan nanti ada datanya.

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7. How did the teacher teach the materials (what are the method and how to
assess the students?)
Mereka mengajar sehabis dzuhur dan juga malam. Siang untuk anak-anak
dan malam untuk orang dewasa. Biasanya pake kartu atau sejenisnya. Semua
barang disini juga kami beri nama agar mereka mudah mengingat kosaata
terkait dengan benda sekitar. Metode yang paling sering digunakan adalah
drilling. Hal ini dikarenakan dengan drilling mreka lebih cepat hafal suatu
materi.
8. Did the teacher make syllabus or lesson plan?
Kami tidak pernah membuat silabus ataupun rpp. Kami hanya membuat
daftar mata pelajaran saja. Nah, mungkin itulah kekurangan dari kami.
9. What are the strongness of teaching learning International Community
Village?
Semua warga masyarakat sini mempunyai semangat yang tinggi untuk
mengembangkan desa ini. Itulah hal yang paling penting, karena dari
semangat tersebut kami bisa mengupayakan semuanya.
10. What are the weakness of teaching learning in International Community
Village?
Kemampuan kami sebagia guru belum bisa dibilang sebagia guru profesional.
Karen akami belajar bahasa inggris secara otodidak. Kami belum bisa untuk
membuat sistem belajar yang bagus dan tersistem. Kedepan kami akan
mengadakan training. Masalah keuangan juga sangat menganggu, karena
sebenarnya pembangunan lembaga ini hanya keinginan untuk mengmbangkan
desa, bukan untuk profit. Kelengkapan dalam harus kami penuhi walau semua
siswa yang disini belajar secara gratis. Namun yang paling penting mereka
tetap semangat belajar.
11. How long did you teach here?
Saya mengajar disini sejak pertama kali lembaga ini didirikan, sejak tahun
2007 silam. Saya memang asli dari desa ini, oleh karena itu saya juga
berusaha untuk berpartisipasi dalam mengembangkan desa ini.

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12. What are the method that usually used?

Metode yang paling sering digunakan adalah drilling. Selain itu saya juga
sering pakai flash card ataupun percakapan.
13. How did you assess your students?
Penilaian kami lakukan secara formal dan informal. Formal kami lakukan
dengan memberikan test tiap akhir pelajaran, biasanya sebulan sekali. Kalau
informal biasanya ya lewat proses belajar mereka, dan juga waktu mereka
praktek langsung dengan turis. Namun kami tidak memberikan semacam
rapot atau apa. Feedback kami berikan langsung, bagi anak-anak ynag
kemampuannya masih kurang bagus, kami sarankan untuk belajar terus
hingga mahir.

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