THE PARTICIPANTS LIVED EXPERIENCE ON FEEDBACK IN ENGLICIOUS CHATIME

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE PARTICIPANTS’ LIVED EXPERIENCE ON FEEDBACK IN ENGLICIOUS CHATIME A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Gisela Bertiantari Student Number: 121214046

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016 i




DEDICATION PAGE

Mistakes should be examined, learned from, and discarded, not dwelled upon and stored. -Tim Fargo-

I dedicate this thesis to: All learners, tutors, trainers, coaches, teachers, and educators in the world. iv




ABSTRACT Bertiantari, Gisela (2016). The Participants’ Lived Experience on Feedback in Englicious Chatime. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers and Training and Education, Sanata Dharma University. Making mistakes is an evidence that learning process is happening. However, the learning process will not be meaningful if it is stopped at making mistakes. That is why Englicious chooses feedback as the tool to make the process of making mistakes meaningful. The aim of this research was to find out participants’ lived experience about feedback given at the end of Englicious Chatime. There was only one research question in this research. The question was how do participants give meaning on feedback in Englicious Chatime. This research used phenomenological approach because it focused on the participants’ lived experience. The instruments of this research were observation and in-depth interview. Then, the participants were three Englicious Chatime participants with three different level of English ability which were low level, middle level, and high level. After that, the data were analyzed using Moustakas’ Modification of the Van Kaam Method of Analysis of Phenomenological Data (1994). The results of the research were the participants’ story and three emerging themes. The themes were effectiveness, self-confidence, and sufficiency. First, the participants felt that the feedback was effective because it gave them a chance to learn from their own mistakes. Second, the feedback made them feel more confident because when they were using the language, they were not interrupted even though they made a mistake. It helped them to be braver in using the language. Third, the feedback was sufficient for two of the research participants. The other participant felt that the feedback was not really helping nor useless. This aspect depended on the participant’s ability in using English.

Keywords: lived experience, feedback.

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ABSTRAK Bertiantari, Gisela (2016). The Participants’ Lived Experience on Feedback in Englicious Chatime. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Membuat kesalahan adalah bukti bahwa proses belajar sedang terjadi. Bagaimanapun juga, proses belajar tidak akan menjadi berarti apabila berhenti pada pembuatan kesalahan. Itulah mengapa Englicious memilih feedback sebagai alat untuk membuat proses membuat kesalahan menjadi berarti. Tujuan dari penelitian ini adalah untuk mencari tahu pengalaman hidup peserta mengenai feedback yang diberikan pada akhir Englicious Chatime. Hanya ada satu pertanyaan pada penelitian ini. Pertanyaannya adalah bagaimana peserta memberi arti pada feedback di Englicious Chatime. Penelitian ini menggunakan pendekatan phenomenologi karena pendekatan tersebut fokus pada pengalaman hidup peserta. Instrumen pada penelitian ini adalah observasi dan wawancara mendalam. Kemudian, peserta penelitian ini adalah tiga orang peserta Englicious Chatime dengan tiga kemampuan Bahasa Inggris yang berbeda yaitu rendah, sedang, dan tinggi. Setelah itu, data dianalisa menggunakan Metode Analisis Data Phenomenologi Van Kaam yang dimodifikasi oleh Moustakas (1994). Hasil dari penelitian ini adalah cerita masing-masing peserta dan tiga tema yang muncul. Tema tersebut adalah efektivitas, kepercayaan diri, dan kecukupan. Pertama, peserta merasa bahwa feedback efektif karena feedback memberi mereka kesempatan untuk belajar dari kesalahan mereka sendiri. Kedua, feedback membuat mereka merasa lebih percaya diri karena ketika mereka sedang menggunakan Bahasa Inggris, mereka tidak merasa terganggu bahkan ketika mereka membuat kesalahan. Hal tersebut membantu mereka untuk menjadi lebih berani dalam menggunakan Bahasa Inggris. Ketiga, feedback tersebut cukup untuk dua peserta penelitian. Peserta yang lain merasa bahwa feedback tidak terlalu membantu, namun tidak juga tidak berguna. Aspek ini bergantung pada kemampuan peserta menggunakan Bahasa Inggris. . Kata kunci: lived experience, feedback.

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ, for the infinite blessings He gives every day. Without His grace, this thesis would have never been done and accomplished. I would like to thank my parents, F.X. Subarjono and M.I. Sunarti for their supports, love, patience, guidance and prayers for me. I would like to thank them for the money they collected little by little to send me to English Language Education Study Program and the time they spent to look after me since the time I was born. Without them, I might be lost in the middle of nowhere. I would also thank my brothers and sisters, Fransiskus Wijakongko, Fransiska Trisna Artianjani, Severinus Yan Bertianto, and Cornelia Larasati for their meanand-rough-yet-full-of-love supports. I would like to give my gratitude to my thesis advisor, Fidelis Chosa Kastuhandani, S.Pd., M.Hum., for helping and guiding me through the process of finishing this thesis. I thank him for always giving his students time to consult, whether it is in the lab, in his office, or even in his house. I would also thank my academic advisor, Veronica Tripihatmini, S.Pd., M.Hum., M.A. for the advice, guidance, and suggestion during four years of my life in ELESP. I would like to give my biggest gratitude to Englicious Jogja for giving me a place to learn and idea for my thesis. This thesis would have never been done without this marvelous community. I would like to thank the founders of Englicious, Daniel Widhiatama and Veronika Swanti; the core team of

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Englicious, Vega Puruhita, Sherly Rosasenja and Maruta Dewa for giving me inspirations about teaching and learning English. I would also like to thank all the coaches and participants in Englicious for sharing a lot of things through the discussion in Englicious Chatime. I would like to thank all of my friends. For my friends from the very first semester, Maria Vita, Martha Pritzanda, Steffany Dian, Ria Resty, Fransiska Neny, and Riski Aninda, I thank them for the rough words and jokes during these semesters. Without them all, I would have never been this tough. Then, I would like to thank my super busy and talented friends, Rosalina Puspitarini and Anthonia Jessy, I thank them for the random discussions and suggestions about life and everything inside it. I would also thank my classmates, PBI A-b, I thank them for being great cheerleaders these four hectic yet amazing years. The last but not least, I would like to thank my cousins, Yohana Alaya and Catharina Larasati for helping me during the hectic SPD artworks and assignments. Then, I would like to thank Haryo Bagus Priambodo for the day calls, night calls, and alarm calls. I thank him for supporting from the distance. I would also thank everyone involved in the process of finishing this thesis whom I cannot mention one by one. May God be with them all.

Gisela Bertiantari

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TABLE OF CONTENTS Page TITLE PAGE ....................................................................................................

i

APPROVAL PAGE .........................................................................................

ii

DEDICATION PAGE ......................................................................................

iv

STATEMENTS OF WORK’S ORIGINALITY ...........................................

v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................

vi

ABSTRACT ...................................................................................................... vii ABSTRAK .......................................................................................................... viii ACKNOWLEDGEMENTS .............................................................................

ix

TABLE OF CONTENTS.................................................................................

xi

LIST OF APPENDICES ................................................................................. xiv

CHAPTER I. INTRODUCTION....................................................................

1

A. Researcher Background ..........................................................................

1

B. Research Problem ...................................................................................

3

C. Problem Limitation ................................................................................

4

D. Research Objective .................................................................................

4

E. Research Benefits ...................................................................................

4

F. Definition of Terms ................................................................................

5

CHAPTER II. REVIEW OF RELATED LITERATURE ...........................

9

A. Theoretical Description ..........................................................................

9

1. Englicious Chatime ...........................................................................

9

2. Comunicative Language Teaching ....................................................

11

3. Speaking ............................................................................................

15

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4. Feedback ............................................................................................

16

5. Error Correction .................................................................................

18

6. Lived Experience ..............................................................................

20

B. Theoretical Framework ..........................................................................

20

CHAPTER III. RESEARCH METHODOLOGY ........................................

23

A. Research Method ....................................................................................

23

B. Research Setting .....................................................................................

25

C. Research Participants .............................................................................

25

D. Research Instrument and Data Gathering Technique .............................

27

E. Data Analysis Technique ......................................................................

28

F. Research Procedure ................................................................................

31

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ...................

33

A. Text Description ....................................................................................

33

1. Participant L Story ............................................................................

33

2. Participant M Story ...........................................................................

35

3. Participant H Story ...........................................................................

37

B. Interpretation .........................................................................................

39

1. Effectiveness .....................................................................................

39

2. Self-confidence .................................................................................

41

3. Sufficiency ........................................................................................

43

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ..............

46

A. Conclusions ...........................................................................................

46

xii


B. Recommendations .................................................................................

48

REFERENCES .................................................................................................

50

APPENDICES ..................................................................................................

53

xiii


LIST OF APPENDICES

Appendix

Page

APPENDIX A Letter of Information and Consent Form ........................

54

APPENDIX B

Interview Guideline .......................................................

60

APPENDIX C Example of Verbatim .....................................................

62

APPENDIX D Example of Horizonalisation .........................................

76

APPENDIX E

85

Textural Description ......................................................

xiv


CHAPTER I INTRODUCTION

This chapter provides the background information of this thesis. It consists of the research background, research problem, problem limitation, research objective, research benefits, and definition of terms used in this thesis.

A. Research Background Making mistakes is one of the parts in learning process. When someone is learning something new, especially language, it is very normal for the learner to make mistakes since there are differences in the grammar, vocabulary and also pronunciation. “Like sin, error is to be avoided and its influence overcome, but its presence is to be expected” (Brooks, 1960, p. 58). “Errors are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order to learn. It is a way the learner has of testing his hypotheses about the nature of the language he is learning.” (Corder, 1967, p. 25) However, the learning process does not stop in making mistakes. The learner should know that he/she is making mistakes and he/she should be able to find out the correction. Allwright (1975) says that a learner cannot really learn in class without knowing when an error is made, either by him or by someone else. The same thing works when the learner successfully understands the material; the learner should know that he/she is walking on the right track. Therefore, assessment is needed to guide the learner. 1


2 In teaching language, assessment is one of the most important aspects. Assessment itself is an ongoing process that encompasses a much wider domain (Brown, 2004). In his book, Brown writes that assessment consists of formal and informal assessment. “Formal assessments are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge” (p. 6). On the other hand, “informal assessment can take a number of forms, starting with incidental, unplanned comments and responses, along with coaching and other impromptu feedback to the student. Examples include saying „Nice job!‟ „Good work!‟ „Did you say can or can’t?‟” (p. 50). Giving feedback was known as correcting learners‟ mistakes. Nowadays, the term „correcting‟ is rarely used because teachers are not only looking for learners‟ mistakes. Giving feedback is more often used because it also contains encouragement and guidance to improve learners‟ ability rather than only correcting their mistakes. However, feedback cannot be separated from correction. Through feedback, learners can understand what they are good at and what part needs improvement. Krashen and Seliger (1975) conclude that error correction probably is useful to the adult learner, perhaps because it helps him learn the exact environment in which to apply rules and discover the precise semantic range of lexical items (p. 181). Giving feedback is easier and more flexible than the other formal assessments because it can be applied both in formal and informal teaching and learning activity. Englicious is one of the non-institutional English learning communities which believes in the strength of feedback. Englicious itself is an


3 English learning community which focuses on speaking ability. Since Englicious focuses on speaking ability, it creates an activity named Englicious Chatime. There, a certain topic will be discussed every meeting and the participants should state their opinion in English so they can practice their English ability. However, the learning process in the Chatime will be less effective and meaningful if the participants only use English without knowing whether they use the right or wrong English. Although Englicious is not a formal institution which has a certain curriculum, Englicious also has its own approach, method, and technique to teach English. In every Chatime, there will be coaches –which are mostly from English Language Education Study Program (ELESP) of Sanata Dharma University (SDU) that will evaluate the participants‟ English. At the end of the Chatime, they will give feedback by sharing mistakes made by the participants and then discuss the corrections together. As one of the coaches, the researcher experienced giving feedback herself and believes that the feedback given at the end of the Chatime is meaningful. Thus, this research was designed to know the participants‟ opinion, expectation, belief and achievement after living the experience of receiving the feedback themselves.

B. Research Problem This research was designed to seek out Englicious Chatime participants‟ opinion, expectation, belief and benefit about and from feedback given in Englicious Chatime. So, the problem was formulated into one question:


4 “How do the participants give meaning on feedback in Englicious Chatime?”

C. Problem Limitation This research focused on finding out how participants give meaning on feedback in Englicious Chatime. Thus, this research is limited in finding out the participants‟ opinion, feeling, and expectation about feedback in Englicious Chatime through their lived experience.

D. Research Objectives This research was conducted to find out how participants give meaning on feedback in Englicious Chatime. By knowing how participants give meaning on the feedback, the researcher could know how important feedback is and how it is useful for the participants.

E. Research Benefits Since assessment is important in teaching and learning process and feedback is one part of the assessment, this study was expected to bring beneficial result for people who work or have an interest in the educational field. a.

Englicious Coaches As people who directly deal with the feedback, this research will help the

coaches to know how important feedback is and what kind of feedback that is expected by the participants. By knowing what kind of feedback is expected, the


5 coaches could improve the way they deliver the feedback and the way they evaluate the participants. b. Englicious Participants This research will make the participants able to share their expectations about the learning process in Englicious specifically about the feedback. Through the interview, they could evaluate anything about Englicious Chatime. It will also help the participants to get better feedback and feedback system. c.

Students of ELESP This research will make students of ELESP know the importance of

feedback. As teacher candidates, students of ELESP should know how to use feedback in teaching and learning activity. In class, they are prepared and trained to teach in a formal class and condition. However, teaching and learning process is not only done in class. By reading this research, they could learn that teaching and learning process does not only happen in class. They could also know how feedback is given and used outside the formal teaching and learning activity.

F. Definition of Terms In this part, the researcher provides definition of terms that is used in this thesis. 1.

Englicious Englicious is an English learning community which focuses on speaking

ability. It was formed by two graduates from ELESP of SDU firstly as an English learning portal on Twitter (@Englicious_Jgj) which then transformed into a


6 community. This community is made to facilitate people who want to learn English in a different way. In this research, Englicious substituted the position of a formal institution such as school, academy, or any other institution which provides classes and courses. It works just like other formal institutions which shade the students or people who legally join the institution. Though Englicious is an informal learning community, it also has to prepare the place where the activity is going to be done, the material of the meeting or gathering, as well as the activities. 2.

Englicious Chatime After doing a small research, the founders of Englicious knew that people

need place and time to learn and practice English. To facilitate that need, Englicious Chatime is created. In this research, Englicious Chatime referred to the learning process of the community. Informal teaching and learning activity is done in this activity. Both the teaching and learning activity is done by the participants and the coaches of Englicious. Englicious Chatime is a gathering prepared by Englicious. It is held once in two weeks. In every Chatime, an issue, phenomenon, or thing will be chosen as the main topic to be discussed both in a big group and small groups. All the participants shall use English in the discussion. The participants themselves come from different background of education and culture, so their ability in using English is so varied. After the small group discussion, all groups will present their result and all of the members should have an even chance to speak. Other groups‟ members


7 may give questions to the group presenting, so it is possible to have a big group discussion on the presentation. Then, at the end of the Chatime, the Person in Charge (PIC) will conclude the meeting and let the coaches give feedback. This feedback is collected through observing the participants during the discussion. This session is done by reviewing the discussion, stating mistakes made by the participants and then correcting the mistakes together. 3.

Participants In this research, participants referred to people who joined Englicious

Chatime. The participants are mostly undergraduate students from universities around Yogyakarta namely Universitas Gadjah Mada, Universitas Islam Indonesia, Universitas Islam Negeri Sunan Kalijaga, Universitas Teknologi Yogyakarta, Universitas Ahmad Dahlan, Akademi Akuntansi Yayasan Keluarga Pahlawan Negara, Atma Jaya Yogyakarta and from different major such as Law, Veterinary,

Medical,

Engineering,

Accounting,

Technology,

Biology,

Communication, English, and France. Though most of the participants are undergraduate students, there are some fresh-graduated students, postgraduate students, and workers as well. Therefore, the ability of each participant in using English is so varied. Participants in Englicious Chatime hold the role as the students. Since there are students, coaches then hold the role as the teachers. Though Englicious Chatime does not have a curriculum, the learning process is still included into the activity through feedback given by the coaches.


8 4.

Feedback In this research, feedback referred to the corrections, comments, questions,

answers, and reviews given at the end of the Chatime. The feedback is specifically referred to indirect oral feedback which was given at the end of the Chatime. The feedback itself contained correction to the mistakes or errors made by the participants in the process of discussion. Gagne (1961) defines feedback as a closing loop in the learning process which serves to fix the learning result and makes it permanently available. Lewis (2002) says that feedback is a way for teachers to describe their learner‟s language. It also gives the teacher information about individual and collective class progress. As Lewis also writes in her book that some purposes of feedback are motivational and some others have to do with providing students with information (p. 3). 5.

Lived Experience In this research, lived experience referred to participants‟ real experience

which was experienced by their own self in Englicious Chatime. Manen (1990) says that lived experience is the beginning and the end of a phenomenological research. Phenomenological research itself is done to change lived experience to a textual expression of its essence, in a way that the text has effects as a reflexive re-living and a reflective appropriation of something meaningful: an idea where a reader is strongly moved by his or her own lived experience. (p. 36)


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter will discuss about the related theories about Englicious Chatime and feedback. There are two sections in this chapter. The first section is theoretical description and the second is theoretical framework.

A. Theoretical Description There are six theories which will be described in this section. The first is Englicious chatime. The second is communicative language teaching. The third is speaking. The fourth is feedback. The fifth is error correction. Then, the last, the sixth is lived experience. 1.

Englicious Chatime From an interview with the founders of Englicious, it is known that

Englicious is an English speaking community which focuses on speaking fluency. It was formed spontaneously in January 2013 by two graduates from ELESP of SDU, Daniel Ari Widhiatama (ELESP 2005) and Veronika Swanti (ELESP 2001), as an English learning portal on Twitter. The founders then did a small survey and found that people nowadays need media, a place, and an opportunity to learn English. However, people are busy with their business and sometimes they do not have time and money to take an English Course.

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10 Then, Englicious came up with a concept to learn English while having dinner/snacks in a public area such as cafe or restaurant. The purposes are: first, to give the participants opportunities to speak in English with various topics. Second, to provide guidance and motivation to the participants who think that learning English is difficult. Third, to shift people‟s paradigm that learning English can be fun. Fourth, to push the participants to speak up and make mistakes because without making ones, the learning process will never take place. Fifth, to be a community which promotes a new learning style. Englicious‟ most influential activity is Englicious Chatime. That is the time when the participants and coaches gather to have conversation or chat using English. So far, the participants are college students from universities around Yogyakarta and from various majors. The coaches are mostly from ELESP, so they have good teaching ability and good basic English competence. The topic is changed every meeting, but it usually talks about something close to the participants‟ and coaches‟ life. They usually discuss about everything they know without any guideline. There is no writing activity except taking or making notes. There are two focuses of Englicious Chatime. The first focus is on the development of speaking fluency and grammar accuracy through group discussion. The second focus is on the public speaking skill development; because being able to present ideas in front of audiences is a significant competence that people should have in order to face this competitive world. At the end of the Chatime, there will be a feedback session from the coaches. In this session, the coaches will share mistakes made by the participants


11 and find the correction together. The feedback can be given personally or in the big group. 2.

Communicative Language Teaching Most of Englicious‟ activities use the concept of Communicative

Language Teaching (CLT). This method focuses on how to communicate with others. Grammar mistake and mispronunciation will be corrected later. So, the participants can still learn on the right track of English. Richards (2005) states that CLT creates new roles for teachers and learners in the classroom or learning-teaching process. Learners now have to participate in classroom activities that are based on a cooperative rather than individualistic approach to learning. Students have to become more comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. Teachers now have to assume the role of facilitator and monitor. Teachers have to develop a different view of learners‟ errors and of their own role in facilitating language learning. “This led to the emergence of a „fluency first‟ pedagogy in which students‟ grammar needs are determined on the basis of performance on fluency tasks rather than predetermined by a grammatical syllabus. We can distinguish two phases in this development, which we will call classic communicative language teaching and current communicative language teaching” (Brumfit, 1979, as cited in Richards, 2005, p. 8) Lubis (1988) writes that there are fourteen types of communicative activities. They are guessing games, situational practice, the self-directed dialogue, a “mixer”, dialogues, improvisations, plays, readings, compositions, speeches, small-group discussions, debates, group projects, and games.


12 The first activity, guessing game is aimed to make students use numbers, expressions of time, colors, and other adjectives, verbs, and nouns in a realistic way. The second activity, situational practice is aimed to make students be able to ask and answer questions in real conversation. The activity is giving the students a situation and letting them to explain what they would do in that particular situation. The third activity, the self-directed dialogue is similar with the situational practice. What makes these two activities different is the number of the participants. In this type of activity, the students are also given situation to be discussed, but they are to work in pairs. This activity is aimed to make the students responsible to the conversation they make. The fourth activity, a mixer is aimed to promote conversation. This activity is called mixer because it requires the students to talk with a lot of people in the class to find a partner for each student. The fifth activity, dialogue is a short conversation between two people. It can be used as the stepping stone to free communication and presented as a language model in the manipulative phase of language learning. The sixth activity, improvisation is aimed to make the students able to have conversation spontaneously without any rehearsal or fixed dialogue line. In this activity, the teacher should not interrupt or correct the students during the performance because it may make the students shy and failed in continuing the performance. To correct the students‟ performances, teacher may take notes while the students are performing and share it after each performance is finished or after all the performances are finished. The seventh activity, play is aimed to stimulate the


13 students to use their English through role-play. In doing a role-play, everyone has to listen, not only reading. So, when one speaker is done with the line, the other knows who should continue the line. To be a good actor, one has to listen to the other person talking and the way he/she talks to you. It works in real conversations as well. The eighth activity, reading is aimed to stimulate students to have conversation based on the readings given. By having readings, the students can collect new information that can be used as references in the discussions and conversations. The ninth activity, composition is an activity where the students make a written text about anything. The written texts can lead the students to have conversation practice by sharing the content of the text and let the other students ask questions related to the text. The tenth activity, speech is aimed to make students speak English for reasonably long periods of time in front of audience. The eleventh, small-group discussion is aimed to give students chance to speak, especially in a big class. The twelfth, debate is aimed to let students practice to defend their opinion. This activity is better to be applied in a class where the students have reached advanced level of English. The thirteenth, group project involves hobbies, crafts, physical exercise, sports, etc. which are related to students‟ life. It is aimed to make the students feel more familiar with the topic so that they will use English more. The fourteenth, game is aimed to give fun and variety in speaking practice. There are four activities that are usually used in Englicious Chatime. They are situational practice, small-group discussion, group project, and game. In situational practice, students are asked to imagine as if they are involved in a


14 situation. In this activity, students are given stimulus in a form of condition such as: “you are in the middle of your vacation in England and you meet a little girl who lost her mother. What would you do to help the little girl?” After that, the students are asked to present or share their answer to the condition. This activity helps the students to think as creative as possible and as soon as possible. Moreover, students can practice making question, answer and conversation in real life. Small-group discussion is usually used in a class which has a lot of students. In this activity, students are asked to form small groups consist of three to six students. The aim is obviously to give students more chance to speak. After forming the groups, they are given time to discuss a certain topic in the group. To control the process of the discussion, the teacher can walk around and stop by to take a look or even ask some questions related to the discussion. Then, one person from each group is to be chosen as the representative of the group to share the result of the discussion in front of the other groups. Group project involves discussion as well. In this activity, students are asked to produce one observable final product such as painting, video, recording, or demonstration of how something is made. In the process of making the final product, students are expected to have a lot of discussion in English because they can choose what topic gets their interest the most and decide what product they will make. Game in teaching and learning process is made to help students to learn through a fun way. A good language game should not take too many and too


15 professional preparation, easy to play but intellectually challenging, be able to be filled in the middle of the main activity, be able to entertain the students but cause no uncontrolable situation, and not require a lot of time to correct and to give responses afterward. 3.

Speaking Speaking is the main skill to communicate especially in direct

communication. Bygate (1987) states that speaking is a skill which needed to be given attention as much as literary skills, both in first and second languages (p. vii). It is also written that in order to be able to speak a foreign language, it is very important for someone to know certain amount of grammar and vocabulary (p. 3). “We do not merely know how to assemble sentences in the abstract: we have to produce them and adapt them to the circumstances. This means making decisions rapidly, implementing them smoothly, and adjusting our conversation as unexpected problems appear in our path” (p. 3). There are two basic ways in which something we do can be seen as a skill. They are motor-perceptive skills and interaction skills. Motor-perceptive skills consist of perceiving, recalling, and articulating in the correct order sounds and structures of the language. Mackey (1965) says that oral expression is not only about using the right sound in the right patterns of rhythm and intonation, but also about word choice and inflection correctly to produce correct meaning (p.266). Interaction skills engaged with decisions-making about communication such as what to say, how to say it, and whether to develop it related to someone‟s intention while maintaining relations with others. According to Bygate, Mackey‟s theory which says that in speaking someone should do everything correctly such as using the right sound, the right


16 patterns of rhythm and intonation, the right word choice, and the right inflection to produce correct meaning is like learning to drive without ever going out on the road. It is because those goals influence the type of exercises used in the learning process like model dialogues, pattern practice, oral drill tables, look-and-say exercises, and oral composition. Ten years after, David Wilkins (1974) says that those exercises cannot solve some learning problems. One of the most important problems is making sure that the material learnt in class is successfully transferred to real-life use. This transition is often called as the „transfer of skills‟. Wilkins also says that if all the process of producing the language in the class is controlled by the teacher, the students or the learners should be protected from the fear of making their own choices. Wilkins adds: “As with everything else he will only learn what falls within his experience. If all his language production is controlled from outside, he will hardly be competent to control his own language production. He will not be able to transfer his knowledge from a language-learning situation to a language-using situation.” (p. 6) 4.

Feedback To gain the goals of Englicious Chatime‟s focuses, there are some ways

that are used by Englicious. Englicious tries to be consistent in giving the participants stimulation to speak up and providing corrective feedback in each error that they make. Since the focus is on the speaking skill development, the activities are designed to enable participants to build their fluency, pronunciation, and also grammar accuracy. However, Englicious is not a formal learning institution. So, there is no formal teaching and learning activities in class, nor


17 written and oral test to assess the participants. That is why, in this case, the coaches should have good basic English competence to work as the teachers in order to be able to correct and give feedback to the participants. Since there is no test to assess the participants, feedback from the coaches is highly needed to correct and improve the participants‟ English. Lewis (2002) writes that there are five purposes of feedback. The first is that feedback provides information for teachers and students. For the learners, feedback is a way for teachers to describe their ability in using language. For teachers, it gives teachers information about the progress happens in class, both for individual and the whole class and, indirectly, is a form of evaluation on their own teaching. For the learners, feedback is an ongoing form of assessment which is more focused than marks of grades. By highlighting strengths and weaknesses, the comments provide information about individual progress, unlike marks or grades, which tend to compare one student with another. The comments can also give direct information about language, by stating a rule or by giving examples. Second, feedback provides students with advice about learning. Teachers can give students more than simply descriptions of their ability in using language. Comments can also be made on the students‟ learning process. A way that is usually used for this to happen is through learning journals. Third, feedback provides students with language input. The teacher‟s written and spoken feedback provides students with meaningful and personal language input. The teacher‟s words, both in their form and their purpose, show the image of how language is used in person-to-person communication. That is


18 why it is important to extend students‟ language by writing comments in language at a level slightly higher than students‟ own current language use. From this way students can learn new vocabularies and structures in context. Fourth, feedback is a form of motivation. Feedback can be more motivating than marks or grades. It can encourage students to study and to use language as good as possible by keeping whatever the teacher knows about the learners‟ attitudes. Encouragement is needed by both hardworking and underworking students but it should be given in different ways. During a course, as teachers find out more about their students, the encouragement can be more detailed and acceptable for each student. Fifth, feedback can lead students towards autonomy. One long-term purpose of feedback is to lead students to the point where they can find their own mistakes. For example, one teacher sat with a student reading his work, stopping each time there was some minor error of form (a singular for a plural and so on). In each case the student could find the mistake himself. He realized that all he needed to do was to take a few minutes at the end to proofread his own work. Another way of describing what the teacher did is to compare it with scaffolding. While a building is going up it needs scaffolding, but once it is finished the scaffolding can be taken away (pp. 3-4). 5.

Error Correction Error is unavoidable in learning process. Hendrickson (1981) writes that

errors in students‟ speech and writing should be expected by foreign language teachers. It should be accepted as a natural phenomenon in the process of learning


19 second and foreign language learning. By giving chance to communicate freely, teachers are building students‟ confidence in practicing and applying their knowledge of the foreign language. Corder (1973) writes that learning new language involves a trial and error approach, and errors are proof that the learner is trying to apply and analyze the rules, categories, and systems. Walker (1973) says that students think that frequent correction makes them feel less confident and that communicating is more important than error-free speech. Fanselow (1977) says that telling the students the correct answer blocks them from building a pattern for long term memory. Lucas (1976) also says that correcting an error needs cognitive operations on the part of the student that are as complex as the processes of making the error. Giving the correct answer does not mean that these operations will happen. Burt (1975) says that it is easy to break students‟ confidence with too many interruptions. Burt and Kiparsky (1972) say that too many corrections cut off students‟ sentences, stop their train of thought, and hold them from making new sentences. Hendrickson made an article in 1978 which shows an overview of a research about error correction. He writes in his article that study in area is actually insufficient and inclonclusive, but some important thing still can be concluded from it. He tries to answer five questions: should errors be corrected, and, if so, which ones, when, how, and y whom? As cited from Walz‟ book, Error Correction Techniques for the FL Classroom, Hendrickson says that from the research, he knows that correcting errors is useful. “He finds that correcting errors does improve the proviciency of second language learners, if they are errors that inhibit communication, stigmatize


20 the learner, and appear frequently. There is no consensus as to when errors should be corrected, but the manner in which it is done should be supportive rather than critical. Many ways of correcting have been suggested, but none has been shown superior to any other. Finally, teachers should not dominate this aspect of classwork.” (p. 3) Berwald (1979) believes that correction does help, but it is only based on his class with a small group of students for five hours or more per day. Students want to be corrected and will be disappointed if they are not given feedback. However, deciding which errors need to be corrected and how the correction is done effectively is necessary. “To some extent, that is to say, students do not simply learn the linguistic structures and grammar rules. Rather, they should be actively making meaning through activities such as collaborative problem solving, writing for a purpose, discussion of topics of genuine interest, and reading, viewing and responding to authentic materials” (Murphy, 2000). 6.

Lived Experience Dilthey (1985) says that lived experience involves our immediate, pre-

reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware of itself. Gadamer (1975) observes that the word “experience” has a condensing and intensifying meaning: “If something is called or considered an experience its meaning rounds it into the unity of a significant whole” (p. 60).

B. Theoretical Framework The formulated problem in this research is how participants give meaning on feedback in Englicious Chatime. To answer that problem, important points from experts‟ theories explained on the previous part are compiled by the


21 researcher as the theoretical framework. This theoretical framework is used as the guideline to analyze the phenomena in the research. The researcher wants to know Englicious Chatime participants‟ opinion, expectation and feeling about activities done in Chatime especially feedback given in the end of the Chatime. However, most of Englicious‟ activities use the concept of Communicative Language Teaching (CLT). This method focuses on how to communicate with others. Grammar mistake and mispronunciation will be corrected later. In Englicious Chatime, mistakes are also corrected later after the participants practice in the feedback session. According to Lubis (1988), there are fourteen types of communicative activities. They are guessing games, situational practice, the self-directed dialogue, a “mixer”, dialogues, improvisations, plays, readings, compositions, speeches, small-group discussions, debates, group projects, and games. In Chatime, only four communicative activities are used. They are situational practice, small-group discussion, group project, and game. The mentioned activities are aimed to improve participants‟ speaking ability, especially speaking in context of real life. Bygate (1987) says that people do not always know how to make sentences all in a sudden: they have to produce them and adapt them to the circumstances. This means making decisions quickly, implementing them smoothly, and adjusting their conversation as unexpected problems appear in their path” (p. 3). To gain those goals, participants should be given time to practice their speaking ability freely, that is why the feedback which contains correction is given at the end of the practice session. Burt (1975) says that it is easy to break students‟ confidence with too many interruptions. Burt &


22 Kiparsky (1972) says that too many corrections cut off students‟ sentences, stop their train of thought, and hold them from making new sentences. The researcher believes that correcting participants‟ mistakes after the practice session is beneficial. According to Lewis (2002), feedback has five benefits which are providing information for teachers and students, providing students with advice about learning, providing students with language input, giving motivation, and leading students towards autonomy. One part of feedback, is error correction. The researcher also believes that error correction which is contained in the feedback helps the participants to improve their language. Berwald (1979) believes that correction does help. Students want to be corrected and will be disappointed if they are not given feedback. However, deciding which errors need to be corrected and how the correction is done effectively is necessary.


CHAPTER III RESEARCH METHODOLOGY

This chapter provides description of the methodology used in this research in order to answer the research question stated in Chapter I. The objective of this research is to find out how participants give meaning on feedback in Englicious Chatime. This chapter is divided into six sections, which are research method, research setting, research participants, instrument and data gathering technique, data analysis technique, and research procedure.

A. Research Method In Kockelmans’s book (1967, p. 24), it is written that Hegel states that phenomenology referred to knowledge as it appears to consciousness, the science of describing what one perceives, senses, and knows in one’s immediate awareness and experience. The process leads to an unfolding of phenomenal consciousness through science and philosophy “toward the absolute knowledge of the absolute”. Moustakas (1994) outlines five stand out qualitative inquiries in his book which are Ethnography, Grounded Research Theory, Hermeneutics, Duquesne University’s Phenomenology (Empirical Phenomenological Research), and Heuristics. This research was included into the Empirical Phenomenological

23


24 Research because the focus of this research was to investigate someone’s feeling by obtaining descriptions of the person’s feeling. To

answer

the

research

question,

the

researcher

designed

a

phenomenological research. Merleau-Ponty (1962) says that phenomenology is the study of essences. This research also tried to find out the essence of feedback given in Englicious Chatime for the participants. Phenomenology is also regarded as “a study of people’s conscious experiences of their life-world’ (Merriam, 2009, p. 25). Since the participants directly experienced receiving the feedback, this methodology matched the formulated problem which dealt with conscious, direct and real experiences. In collecting the data, the researcher used qualitative method. Qualitative method was used because the researcher wanted to collect detailed personal answer from each participant. Bogdan & Biklen (1982) writes that the data collected from qualitative research can be considered as soft because it has rich description of people, places, and conversations which cannot be easily gained by statistical procedures. Besides, qualitative research also concerned with understanding behavior from the subject’s own frame of reference. This research focused on gaining Englicious Chatime participants’ opinion and feeling about the feedback given in Englicious Chatime. “The best known representatives of qualitative research and those that most embody the characteristics we just touched upon are participant observation and in-depth interviewing” (Bogdan & Biklen, 1982, p. 2). Therefore the data were collected by interviewing the participants one by one. In-depth interview was used to seek out


25 the participants’ lived experience which included understanding, belief, feeling, intention, and action about feedback given in Englicious Chatime. Before deciding the research participants, the researcher did an observation to find Englicious Chatime participants who matched the criteria. The criteria was having three different levels of English which were low, middle, and high according to Common European Framework of References for Language (2001).

B. Research Setting The research took four different places. The observations were done in two different places and time where and when two Englicious Chatimes were held. The first observation were done on December 2015 and the second was done on March 2016. Then, the in-depth interviews were also done in two different places and dates. The first two in-depth interviews were done at a coffee shop on April 2016 for participant L and M and the last in-depth interview for participant H was done at participant H’s office on April 2016.

C. Research Participants The participants of this research were three chosen Englicious members who had ever joined at least one Englicious Chatime. Those three chosen participants had different level of ability in using English which was observed through the previous Englicious Chatimes; one participant with low ability, one with middle ability and one with high ability.


26 The observations were done in two different times because the participants joined two different Englicious Chatimes. Two of the participants joined the same Chatime, and then the other one participant joined different Englicious Chatime. The observations were done by paying attention to the target participants’ language during the discussion in Englicious Chatime. The observed things were the participants’ vocabulary, fluency, accuracy, and confidence in using English. Those participants were then labelled or mentioned as L, M, and H to represent the low, middle, and high ability in speaking English. To decide the participants’ level of ability in using English, the researcher used the Common Reference Levels: global scale in Common European Framework of References for Language (2001). There are six classes which then classified into three levels. The lowest level is Basic User and had two more specific classes namely A1 and A2. The higher level is Independent User with two more specific classes namely B1 and B2. Then, the highest level is Proficient User with two more specific classes namely C1 and C2. Classes with number (2) behind are higher than classes with number (1) behind. After deciding the standard, the potential participants were observed and classified according to the matched points in the scale. The aim of choosing participants with different level of English was to know whether or not the feedback had meaning to all level of the participants.


27 D. Research Instrument and Data Gathering Technique To answer the question of this research, the researcher needed the participants’ detailed answers and stories. To get those detailed answers and stories, the most possible and suggested way was to hold in-depth interviews which became the main data gathering technique used in this research. Interview was the main technique to gather data in qualitative research. Bogdan & Biklen (1982, p. 135) writes that interview is used to gather descriptive data in the subject’s own words so that the researcher can develop insights on how subjects interpret some piece of the world. In this research, each participant was interviewed for about twenty to thirty-five minutes. The interview took a long time because in a phenomenological research, the most important thing is the participants’ experience. As stated by Geertz (1973), what phenomenologists emphasize is the subjective aspects of people’s behavior. Then, it was also used to seek out participant’s understanding, belief, feeling, intention, and action about feedback given in Englicious Chatime which will be the main data in this research. The interviews were done in Bahasa Indonesia as the native language of the participants and the researcher. The aim was to avoid misunderstanding and to make the participants feel more comfortable in expressing their feelings and opinion. During the interview, the researcher used a tape recorder to record the conversation. “Long interviews are difficult to recapture fully. When a study involves extensive interviewing or when interviewing is the major technique in the study, we recommend using a tape recorder” (Bogdan & Biklen, 1982, p. 93).


28 In order to keep the interview in line, the researcher made an interview guideline which consisted of list of questions for the participants. “The phenomenological interview involves an informal, interactive process and utilizes open-ended comments and questions” (Moustakas, 1994, p. 114). Although there was interview guideline, the questions were not asked serially to let the participants share as much as possible and to dig deeper information about the latest point shared by the participants.

E. Data Analysis Technique Bogdan & Biklen (1982) writes that data analysis is the process of systematically searching and arranging the interview transcripts, fieldnotes, and other materials that are accumulated to increase the researcher’s understanding about those data and to make the researcher able to share and elaborate things found in the research. Analysis involves working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what is going to be shown to the readers of the research. Moustakas’ Modification of the Van Kaam Method of Analysis of Phenomenological Data (1994) then was chosen to analyze the data. In Moustakas’ Modification of the Van Kaam Method of Analysis of Phenomenological Data, there are seven steps to analyze the data which are Listing and Preliminary Grouping, Reduction and Elimination, Clustering and Thematizing the Invariant Constituents, Final Identification of the Invariant


29 Constituents and Themes by Application: Validation, Constructing an Individual Textural Description for each Co-researcher, Constructing an Individual Structural Description for each Co-researcher, and Constructing Textural-Structural Description for each Research Participant. In a phenomenological research, research participants are called as coresearchers because they are also involved in investigating their own feelings and experiences. They are not only the objects of the research because in the interview, they are also invited to dig deeper meaning of their own feelings and experiences. However, in this research, co-researchers were called as participants as they also called as participants in Englicious. The very first step of the analysis was making transcription of the interview. To make the transcripts, the researcher used the recording of the interview to avoid missing parts of the interview. In this step, the researcher wrote everything mentioned in the interview, including greeting, questions from the researcher, answer from the participants, jokes, and even answer that had no relation with the research. Everything written in the transcription should not be given addition or reduction. After making the transcriptions, Modification of the Van Kaam Method of Analysis of Phenomenological Data was used. The first step was Listing and Preliminary Grouping. In this step, there was a process namely Horizonalization. In Horizonalization, the questions from the researcher were omitted, then the participants’ answer was moved into table and and the left answer was called


30 horizons. This step was aimed to arrange participants’ answer line by line and to number every line to make the analyzing process easier. The second step was Reduction and Elimination. In this step, unnecessary, overlapping, repetitive, and vague expressions such as filling words and unfinished sentences should be omitted from the table of horizonalization. The remaining horizons should be the important points related to the research. The third step was Clustering and Thematizing the Invariant Constituents. In this step, the horizonalized answer was classified into themes. The themes then were given codes to be interpreted as the core themes of the experience. The fourth step was Final Identification of the Invariant Constituents and Themes by Application: Validation. In this step, the data were to be checked again, whether the chosen answer in the horizonalization and the theme were matched or not. If the themes were not explicitly or compatibly stated, they were not relevant to the participants’ experience and should be omitted. The fifth step was constructing each participant’s Individual Textural Description. In this step, clear report of the main dynamics of the experience, themes and qualities that appear for how feelings and thoughts connected with the experience should be provided. The sixth step was constructing Individual Structural Description of the experience based on the Individual Textural Description and Imaginative Variation. Imaginative variation itself required us to find out possible meanings using our imagination and looking at the phenomenon from different perspectives,


31 positions, roles, or functions. This process was aimed to describe the essential structures of a phenomenon. The last step was constructing a Textural-Structural Description of the meanings and essences of the experience. This step was the merger of fifth and sixth step. F. Research Procedure This research was conducted because the researcher saw an interesting phenomenon in Englicious Chatime particularly about feedback. Feedback was believed to help participants developed their English ability. However, every participant must have their own opinion about feedback given in Englicious Chatime. From that reason, a problem formulation than formulated to find out how the participants give meaning to the feedback. Finding out someone’s detailed opinion was included into qualitative research. Then, phenomenological was chosen as the approach since it also focused on someone’s experience. To collect detailed and deep opinion, in-depth interview was the most possible data gathering technique which then became the main way to collect the data. Besides, observations were done before the interview to find out the suitable Englicious Chatime participants to be interviewed. Thing that was observed was the participants’ ability in using English. The criteria were taken from Common Reference Levels: global scale in Common European Framework of References for Language (2001). Then, three participants with three different abilities in using English (low, middle, and high) were chosen to be interviewed.


32 In a phenomenological research, a researcher should do the Epoche process. Epoche is given by Husserl (1970) to name freedom from suppositions. Epoche itself came from Greek word meaning to stay away from abstain. In this research, the Epoche process was done in the interview. In the interview, all participants were able to share anything without any command or request from the researcher. The researcher was only able to give questions that would stimulate the participants to share more. Schmitt (1968) states that in the Epoche, prejudgements, biases, and preconceived ideas about things should be ignored. So, the researcher was not allowed to lead the research participants in answering the questions. The interview was recorded to be transcripted. The transcripted interview then being analyzed using Moustakas’ Modification of the Van Kaam Method of Analysis of Phenomenological Data (1994).


CHAPTER IV FINDINGS AND DISCUSSION

This chapter consists of two parts which are text description and interpretation. Text description presents information and story from the participants which then become the reason of this research. Then, interpretation presents interpreted things shared by all of the participants in the observation and in-depth interview which are called as themes.

A. Text Description This part shows the summary of the participants‟ lived experience gained from the in-depth interviews. This part presents each participant‟s personal information, English ability, reason or motivation of joining Englicious Chatime, preferred learning environment, and opinion about feedback in Englicious Chatime. 1.

Participant L story The first participant was labeled as L to represent his low ability in using

English. He is a 23-year-old student in Atma Jaya Yogyakarta University, Faculty of Social and Politics, Communication Study Program. He is now in the 8th semester. L joined Englicious Chatime once. He was classified in low level because he used simple vocabulary and often made mistakes in organizing his sentences. He also often mispronounced words in English. However, he was able to share his 33


34 opinion 95% in English. As written in Common European Framework of References for Language‟s global scale, people in level A2 are called Basic User for having the ability to understand sentences and frequently used expressions related to areas of most immediate relevance; the ability to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; the ability to describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. (p. 24) L joined Englicious Chatime because he needs and wants to learn English. He realizes that he is not good in speaking though he has been learning English since he was in elementary school. His friend who learns language told him that in learning a language, practice of using the language is highly neededthat only learning the theories is not enough. L feels that he needs to improve his speaking skill, not only his reading skill which usually taught at school through theories and exercises. Then, from his friend who is involved in Englicious as the coach, L knows that Englicious focuses on speaking practice. L says that he needs the chance to practice using English directly, so Englicious matches his need. L knows that Englicious Chatime usually takes place in a cafe or a food court, so the atmosphere of the activity will be more relaxed and fun. For L, this kind of environment will make the learning process more enjoyable. When he is able to enjoy and have fun in the learning process, the process of absorbing the material will be easier for him. L says that in a formal English course, he shall pay


35 a large amount of money. Moreover, he is not sure whether he can enjoy the learning process or not. In a formal English course, he imagines that the learning process will be formal, tense, and bounded by walls. For that, he does not think it worth the money he paid. On the opposite, Englicious does not ask the participants to pay except for the food they order. For L who really wants to learn English, feedback is really precious for him. He feels so happy because he gets a lot by only spending a little money in Englicious. He says that feedback is the important lesson in Chatime or the part that really educates the participants. When he was given feedback, he felt happy because he felt that someone was paying attention on him and by given feedback, he could learn from it and improve his skill.

2.

Participant M story The second participant was labeled as M to represent her middle ability in

using English. She was a 22-year-old student in Atma Jaya Yogyakarta University, Faculty of Social and Politics, Communication Study Program. She is now in the 8th semester. M joined Englicious Chatime twice. She was classified in middle level because in the discussion, she used varied vocabulary. When presenting her ideas and opinion, she used correct pronunciation with only small number of mispronunciations. Moreover, she was fluent enough with good organization of the words and correct grammar. According to Common European Framework of References for Language‟s global scale, those descriptions matched B2 level


36 which is included as Independent User. People in this level have the ability to understand the main ideas of complex text on both concrete and abstract topics, including technical discussion in his/her field of specialization. Then, they can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can also produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantage and disadvantage of various options. (p. 24) M joined Englicious Chatime because she wants to learn English. She was looking for an activity which can help her to improve her English and then her friend suggested her to join Englicious Chatime. M checked Twitter to find out about Englicious and Englicious Chatime before she decided to join it. After knowing that Englicious focuses on speaking and fun learning, she feels that it matches her need. She realizes that in daily life, the ability to speak is needed more than the ability to write. She says that she is looking for the chance to speak and practice her English. M says that she likes fun things and she cannot enjoy formal activities. She feels burdened every time she joins formal activities like formal courses. The other thing that makes her prefers Englicious than formal courses is because in formal courses, she has to learn everything step by step theoretically though she can choose the program she wants to join (basic class or conversation class or TOEFL preparation or IELTS preparation). Moreover, she has to pay a large amount of money to join a formal English course whereas in Englicious Chatime, she does not have to pay any kind of fee. She can enjoy the learning process in


37 Englicious Chatime because she feels that everyone there welcomes her. She also feels relaxed because she can share freely, speak and learn from others as much as possible. The atmosphere is so enjoyable because the activity is just like having daily conversation. For M, feedback is a kind of reminder. She already has a good basic of English, but she rarely uses and practices that. Hence, she needs someone to refresh her knowledge. She always feels happy and satisfied after given feedback because she loves the process and feels that her mistakes are corrected. From that, she could learn from her own mistakes and it will be easier to be memorized. Furthermore, she always takes notes when the coaches give feedback at the end of the Chatime to help her remember the feedback. 3.

Participant H story The third participant was labeled as H to represent his high ability in using

English. He is a 36 year-old businessman who owns a tour and travel agent to Singapore and Malaysia in Yogyakarta. He was graduated from Nanyang Technological University Singapore and worked there for eight years. H joined Englicious Chatime for more than three times. He was classified as high because of his fluency and accuracy in using English. His ability in using English was high because he studied abroad where English was used almost every time and everywhere. As written in Common European Framework of References for Language‟s global scale, people with this ability were included into level C2 or Proficient User. Specifically, people in this level have the ability to understand with ease virtually everything heard or read. They can summarize information


38 from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Moreover, they can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situation. H joined Englicious because he was looking for information about events and communities in Jogjakarta. From some of those events and communities, he found Englicious which gives people time and place to speak and have discussions in English. He lived in Singapore for 12 years, so he used to speak in English every day. After he came back to Indonesia, he rarely used English because he did not have a lot of chance to use it. By joining Englicious Chatime, he wants to maintain his ability in using English. Moreover, he wants to share his knowledge and experience when he lived abroad. For H, the concept of having the discussion in a cafe is good. It makes the participants feel relaxed. So, it helps those who are still developing their speaking ability to feel more confident. If the learning process happens in a building or in a room and the context is formal, it will make the participants feel more stressed. That is why place and environment become important supporting components. Since H is already excellent in English, he rarely gets feedback especially feedback in a form of correction. However, he says that he always listens to feedback given to the other participants and he also feels helped. He feels helped since he is good in communication, but not in theory. Fortunately, the feedback given in Englicious Chatime is usually based on theory. So, he could also learn the theory of the language that he produces.


39 B. Interpretation This part presents themes interpreted by the researcher from the in-depth interview data. Themes are the topics mentioned and elaborated by all of the participants. There are three themes namely effectiveness, self-confidence, and sufficiency.

1.

Effectiveness In Englicious Chatime, feedback is always given at the end of the meeting.

The aim is to avoid the participants from feeling intimidated by correction or feedback given by the coaches when they practice speaking in English. Moreover, it gives them chance to experience using their English and to make mistakes as many as possible. The basis of the activities in Englicious is CLT which concerns on effective and efficient communicating ability. Hence, the most important thing is to make the participants use their language. Then, grammar and pronunciation accuracy are to be corrected and commented later. By making mistakes then being corrected and being given feedback at the end of the meeting, the participants are invited to call their memory about the process of the discussion, the language, idiom, and expression they used and the word they chose and pronounced. Burt (1975) says that it is easy to break students‟ confidence with too many interruptions. Burt & Kiparsky (1972) also says that too many corrections cut off students‟ sentences, stop their train of thought, and hold them from making new sentences.


40 Moreover, Freeman (2000) says that errors of form are tolerated during fluency-based activities and considered as natural product of the progress of communication skills. Students can only have a little knowledge in linguistic but still be successful communicators. The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity” (p. 132). That is why the feedback session in Englicious Chatime is placed at the end of the meeting: to avoid the students from feeling interrupted and intimidated. Moreover, by learning from their own mistake, the learning material and the feedback will be more authentic for the participants. All the participants implicitly agreed and said that the feedback given at the end of the Chatime was effective because they could learn from their own mistakes and experiences. “Then, after that, when all the representatives were done as the speakers, the activity was continued with feedback or evaluation. So, each coach from each group assessed the group members one by one. They were told their weaknesses and strengths. After that, bigger forum was made. Three or four coaches assessed the speakers and the process of the discussion. Our mistakes were told. The preview [Chatime], there were a lot of mistakes in the grammar or the rule. The rule how we spoke or how we used the language and the vocab. That is also good because there are rules in language.” (L. 104-113] “[The feedback] is so beneficial. Because, as I said before, when we had practiced, we know where the mistake was. So in the future, it will not be repeated anymore. Like, people usually realized „oh, I made mistake here‟ and they will not do that again. It is better than being told ‘do not do this’ before practicing. I am the type of that person: making mistake, being corrected, and being understood.” (M. 106-112) “That is why [about the coach] I sometimes feel helped too because so far I can use the language, [and] the expressions correctly without knowing what they are. For example: modals and so on. When the coach


41 said modal, „what is modal?‟ I do not know. But when asked to speak, I know which word is the modal”. (H. 94-99) “Overall the coaches are helping. I, myself, see that the coaches are helping because as people who will teach [English to] others, they are exposed by the use of English with correct grammar. That is a really good modal because they know the structures.” (H. 105-109) As stated by Walker (1973), frequent correction makes the participants feel less confident and think that communicating is more important than error-free speech. Moreover, in the feedback session, the participants are asked to correct the mistakes together. They are not simply given the correct answer without analyzing the mistake before. According to Fanselow (1977), telling the students the correct answer blocks them from building a pattern for long term memory. By analyzing their own mistakes in the feedback session, the participants are invited to build the pattern for their long term memory. 2.

Self-confidence Confidence is an important aspect in learning language because the main

goal of learning a language is to communicate. If someone has no confidence, he/she is hindering him/herself from practicing to communicate. Therefore, a good atmosphere to learn the language should be prepared to build the language learner‟s confidence. The condition above was read by the founders of Englicious and becomes the spirit of Englicious Chatime. It is created and designed as relaxing as possible to make the participants feel comfortable to learn English. Moreover, the founders and the team of Englicious want the participants do not feel like they are learning but they are only hanging around and having conversations with their friends.


42 That is why Englicious Chatime is always done in a place where people usually hang around with their friends. The participants agree that the concept of Englicious Chatime makes them feel more relaxed and confident in using English. “So, though sometimes [I have] willingness to study in formal institutions or other communities. But I also find out, if [studying] in a formal institution costs a lot of money. Moreover if we spend a lot of money but we cannot have fun in that institution”. (L. 44-48) “If joining the formal ones like extra course which [has class] twice a week like that, I feel like bounded and it becomes like “oh my.. extra course”. If Chatime, is like gathering with friends. Then, the second consideration, I see that some other English courses‟ atmosphere is more about theory. Some [courses] that I joined were more about theory”. (M. 46-51) “The character and the concept of Chatime which is followed by [the choice of the] place which is always in a cafe makes [the participants] feel relaxed. To participants who come with not too good level of English or those who do not feel confident, it can be one factor that makes them a litte relaxed and calm. Helping. [It is] because it will be very different if the Chatime is done in a building, in a class which the context is formal. It will make [the participants] more stressed. So, for me the casual concept [in Chatime] is one of the factors that is helping in learning process‟. (H. 23-31) Englicious Chatime‟s concept includes the type of the inductive learning. So, the material is learned at the end of the meeting. This concept can be seen from the feedback that is given at the end of the Chatime. As mentioned in the previous discussion, it gives the participants more chance to practice speaking. During the practice time, they will not be interrupted by corrective feedback. The only feedback that can be given during the practice time is positive feedback which shows appreciation of participants‟ effort and braveness in stating and sharing their opinion.


43 3.

Sufficiency The feeling of sufficiency can be the indicator whether something is

working in order or not. However, the feeling of sufficiency for each person is different. Here are the discussions of the feeling of sufficiency about feedback in Englicious Chatime. “The timing [at the end of the Chatime] is perfect. And the time is short. The short time is the negative side. I want to get [to know] mistakes. Any kind of mistakes, as much as possible. Because I want to learn. So, what mistakes I made. So, it supposed to be a lot and it is more like „I made mistakes like this, the correction is like this and deeper and more detailed‟. Not only in a glance. How the grammar, vocab, but more we discuss how the grammar is”. (L. 163-170) “So, [the feedback] is so helping. What I felt when I got feedback was satisfied. It is like “aw.. okay. So, this is the mistake”. Maybe the word that describes it well is satisfied. Because I could know where the mistake is. The meeting is free. Meaning that by doing fun activity like this, the feedback is so much bigger. So, the principality is giving small sacrifice, but the feedback that I get is big. So I am happy. [I am] satisfied”. (M. 112-119) “The feedback is good. But in my opinion, in language, the most important thing is the context and nuance. So, the strong point of the coach is the grammar because they are exposed by grammar on daily basis. Furthermore, for this kind of context and nuance, what should we use and what expression [should be used]. That will be strong point if added in evaluation session”. (H. 114-119) “The portion of feedback, in my opinion, can still be extended and the feedback is not only based on discussion. Theme is already chosen. So, maybe there is another bonus besides the feedback but also additional bonus about expression or glossary from the coach. In my opinion, it will also helping and beneficial. So, it is not only based on discussion, sharing, and presentation, but also another addition which is appropriate to the material, the theme”. (H. 132-139) From the result of the interview above, it can be seen that every participant has different view of the feedback. Not all of them feel that the feedback is


44 sufficient for their needs. This phenomenon happens because everyone has different part that has to be improved. For L, the feedback is not enough. He said that he wanted the feedback session to be longer and deeper. For M, the feedback is enough. She even said that she was satisfied by the feedback. For H, the feedback is enough for himself, but then he gave suggestion about what should be added in the feedback session. From those facts, a conclusion can be drawn that someone‟s ability affects the feeling of sufficiency about the feedback. L who has low ability needs more time and deeper feedback because there are still a lot of things that are needed to be corrected and improved. A glance discussion will not be enough for him because he will need a lot of time to learn things he is not good at. However, he still feels that the feedback matches his needs because it was given at the end of the Chatime. Since the feedback is given at the end, he can learn from his own mistakes and he feels that the thing he learned is so close with him. Then, M who has middle ability is already good in English. She has the basic, so she does not need too much feedback and correction. She only needs more time to practice. That is why she feels that the feedback is satisfying. For her, feedback is not the main media to learn English, but when she gets that, she will be happy to be reminded that she has made mistake and will correct it as soon as possible. H who has high ability does not feel that the feedback is significant for him. Whether the feedback exists or not, he will not be bothered. In the interview,


45 he gave suggestion to the coach because he was considering the other participants of Englicious Chatime. He wants the other to develop themselves and he wants to help them through helping the coach to upgrade the feedback.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. The first part is conclusions which discuss the conclusions of this study. The second part is recommendations which discusses recommendations for the parties involved in the research.

A. Conclusions This research was conducted because the researcher has experienced giving feedback herself and believes that it is meaningful for the participants. To get deeper information about the issue, the researcher conducted a research to know how participants see the experience of receiving feedback. There was only one question in this research which was how do the participants give meaning on feedback in Englicious Chatime. To describe the feedback, there were two theories used by the researcher. The first, Gagne (1961) defines feedback as a closing loop in the learning process which serves to fix the learning result and makes it permanently available. The second, Lewis (2002) says that feedback is a way for teachers to describe their learner’s language. Lewis also says that there are five purposes of feedback. They are 1) feedback provides information for teachers and students, 2) feedback provides information for teachers and students, 3) feedback provides students with language input, 4) feedback is a form of motivation, 5) feedback can lead students towards autonomy. 46


47 In this research, the feedback given referred to error correction and review given at the end of the Chatime. Walker (1973), Fanselow (1977), Lucas (1976), Burt & Kiparsky (1972) writes theories related to error correction and all of those theories state that error correction will only be beneficial if given at the right time with the right manner. On the opposite, it will be useless and even damaging if given too often while the language learner is using the language. In gathering the data, the researcher did observations and in-depth interviews. The observation was used to observe the suitable participants for the research. Then, in-depth interviews were used because this research focused on someone’s lived experience which includes understanding, belief, intention, action, and feeling. After analyzing the data, a conclusion can be drawn that the participants give meaning on feedback given at the end of Englicious Chatime as important and beneficial. It was shown from three themes that were found from the interviews. The first was effectiveness. Feedback given at the end of the Chatime is effective. All of the research participants said that the feedback is effective because it let them use the language, practice the language, and make mistakes without being interrupted. It made them learn from their own mistake and it was more effective than learning only from the theories. The second was selfconfidence. The feedback given at the end of the Chatime makes the participants feel more confident because they were given enough time to practice speaking. Moreover, the concept of the Chatime which is fun makes them braver and feel more comfortable to use the language. The third was sufficiency. Sufficiency of


48 the feedback depends on the participant’s ability. Two of the participants, L and M, said that the feedback was enough. But then, the other participant, H, said that the feedback was not enough. For him, the feedback should be deeper and more specific.

B. Recommendations This part presents recommendations and suggestions related to the result of this research. The recommendations and suggestions are addressed to Englicious, ELESP, and future researchers. 1.

Englicious The result of the research shows that feedback is significant for Englicious

Chatime participants. This result helps Englicious and the coaches to know that feedback is needed though the amount of the significance is different for each participant. Thus, Englicious can provide a special tutorial about feedback for the coaches in order to make them able to know a better way to give feedback. 2.

ELESP As a study program which trains and educate the students as teacher and

educator candidates, this research gives an image of how teaching and learning process happens outside the class. Students should know that teaching and learning process does not only happen in class. By knowing that fact, ELESP can prepare more varied material about teaching and learning, especially giving feedback as one way to assess students and to deliver the material.


49 3.

Future Researchers For future researchers, there are still many things that can be explored and

exposed from this research. The future researchers can find out the most suitable feedback to be applied in a community or informal learning condition. Moreover, the future researchers can also make a further study about how feedback is significant in students/participants’ life.


50

REFERENCES Allwright, R. L. (1975). Problems in the study of the language teacher’s treatment of learner error. In on TESOL ’75: New directions in second language learning, Heidi C. Dulay, eds. Washington DC: TESOL. Berwald, J-P. (1979). Correcting errors made by french-canadian learners of english. United States: ERIC. Bogdan, R., Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. Boston: Allyn & Bacon. Brooks, N. H. (1960). Language and language learning: theory and practice. New York: Harcourt, Brace & World, Inc. Brown, H. D. (2004). Language assessment: principles and classroom practices. New York: Longman. Brown, H. D., Yorio, C. A., Crymes, R. H. (1977). Teaching and learning english as a second language: trends in research and practice. Washington DC: TESOL. Brumfit, C. J., Johnson, K. (1979). The communicative approach to language teaching. Oxford: Oxford University Press. Burt, M. K. (1975). Error analysis in the adult EFL classroom. Washington DC: TESOL. Burt, M. K., Kiparsky, C. (1972). The gooficon: a repair manual for english. Massachusetts: Newbury House Publishers. Bygate, M. (1987). Speaking. Oxford: Oxford University Press. Corder, S. P. (1967). Error analysis and interlanguage. Oxford: Oxford University Press. Corder, S. P. (1973). Introducing applied linguistics. Harmondsworth: Penguin Education. Dilthey. W. (1985). (H. P. Rickman, editor) Dilthey: selected writings. Cambridge: Cambridge University Press. Fanselow, J. F. (1977). The treatment of error in oral work. New Jersey: Blackwell Publishing Ltd.


51 Freeman, D. L. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Gadamer, H. G. (1975). Truth and method. London: Shed and Ward. Gagne, R. M, Brown, L.T. (1961). Journal of experimental pscychology. San Francisco: Fearon. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books, Inc. Hendrickson, J. M. (1981). Error analysis and error correction in language teaching. Singapore: SEAMEO Regional Language Centre. Hendrickson, J. M. (1978). Error correction in foreign language teaching: recent theory, research, and practice. Michigan: Modern Language Journal. Husserl, E. (1970). Logical investigations (J. N. Findlay, Trans.) New York: Humanities Press. Kockelman, J. J. (1967). Phenomenology: the philosophy of edmund husserl and its interpretation. New York: Doubleday. Krashen, S. D., Seliger, H. W. (1975). The essential contributions of formal instruction in adult second language learning. Washington DC: TESOL. Lewis, M. (2002). Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre. Lubis, Y. (1988). Developing Communicative Proviciency in the English as a Foreign Language (EFL) Class. Jakarta: Departemen Pendidikan dan Kebudayaan. Lucas, E. (1976). Error treatment in the ESL classroom. In proceedings of the fourth international congress of applied linguistics, Gerhard Nickel, ed. Stuttgart: Hochshulverlag. Mackey, W. F. (1965). Language teaching analysis. London: Longman Group LTD. Manen, M. V. (1990). Researching lived experience. London: State University of New York Press. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul.


52 Merriam, S. B. (2009). Qualitative research: a guide to design and implementation. San Fransisco: Jossey-Bass. Moustakas, C. (1994). Phenomenological research methods. London: Sage Publications. Richards, J. C. (2005). Communcative language teaching today. Singapore: SEAMEO Regional Language Centre. Schmitt, R. (1968). Husserl’s transcendental-phenomenological reduction. In J. J. Kockelmans (Ed.), Phenomenology (pp. 56-58). Garden City: Doubleday. Walker, J. L. (1973). Opinions of university students about language teaching. Foreign language annals 7. Walz, C. J. (1982). Error correction techniques for the FL classroom. New Jersey: Blackwell Publishing Ltd. Wilkins, D. A. (1974). Second language learning and teaching. London: Edward Arnold. (2001). Common european framework of references for language. Retrieved on 7 February 2016 from http://www.coe.int/t/dg4/linguistic/source/framewor k_en.pdf


53

APPENDICES


54

APPENDIX A

LETTER OF INFORMATION AND CONSENT FORM


55 Letter of Information and Consent Form

Students’ Lived Experience on Feedback in Englicious Chatime Researcher: Gisela Bertiantari English Language Education Study Program, Sanata Dharma University 2016

Invitation to Participate In Research You are being invited to voluntarily participate in a research to fulfil the Sarjana Pendidikan Thesis. The purpose of this study is to find out more about students’ lived experience after receiving feedback in Englicious Chatime. The purpose of this letter is to give you the information you need to make an informed decision about whether or not you would like to participate. You should feel free to ask the researcher any questions you may have about the study. Focus of the Study This study aims to have better understanding about students’ lived experience, especially after they receive feedback in Englicious Chatime. Therefore, the researcher seeks to find out more about lived experience of the students, after experiencing the feedback session in Englicious Chatime. Explanation about Participants This study will involve three participants of Englicious Chatime who have participated two Chatimes at the minimum. All the participants come from different semesters, majors, and universities around Jogjakarta. Procedures Participation in this study is voluntary. You may refuse to participate with no effect on your academic progress. If you decide not to participate or if you withdraw from the study before it is completed, there will be no negative consequences.


56 This study involve interview as data gathering technique. This interview will take approximately an hour to complete. In some cases, the interview will be conducted twice or more. If you find any difficulties to talk about some of your experiences, you are free to not answer. You only give information which you are comfortable giving during the interview. The interview will be tape-recorded to record all of information and the data will be transcribed for data analysis. After the interview has been completed, the researcher will send you the transcript in order to give you an opportunity to confirm the accuracy of the data and to add or clarify any points that you want. Your name will not appear in any thesis or report resulting from this study.


57


58


59


60

APPENDIX B

INTERVIEW GUIDELINE


61

INTERVIEW GUIDELINE

1.

Apa pekerjaan Anda?

2.

Berapa kali Anda pernah mengikuti Englicious Chatime?

3.

Dari mana ada mendapat informasi mengenai Englicious Chatime?

4.

Apa yang membuat Anda memilih Englicious Chatime?

5.

Apa yang Anda rasakan setelah mengikuti Englicious Chatime?

6.

Seberapa penting Bahasa Inggris untuk Anda?

7.

Apa yang membuat Anda lebih memilih Englicious Chatime dibanding lembaga resmi lain?

8.

Pengalaman apa saja yang Anda alami selama mengikuti Englicious Chatime?

9.

Proses apa saja yang Anda alami ketika Chatime?

10. Apakah Anda mengetahui apa itu feedback? 11. Apakah Anda pernah mengetahui feedback sebelumnya? 12. Bagaimana feedback tersebut diberikan? 13. Bagaimana perasaan Anda setelah diberi feedback? 14. Apakah Anda merasa feedback tersebut membantu? 15. Bagaimana feedback tersebut membantu Anda? 16. Apakah feedback tersebut membantu karena diberikan di akhir Chatime? 17. Apakah feedback tersebut cukup membantu? 18. Bagaimana feedback yang Anda inginkan? 19. Apakah feedback membuat Anda lebih nyaman untuk belajar Bahasa Inggris?


62

APPENDIX C

EXAMPLE OF VERBATIM


63

Code

Transcript

R1

Selamat siang mbak.

M1

Selamat siang.

R2

Saya bisa tanya mbak dari mana, kuliah di mana, semester berapa? Saya kuliah di Atma Jaya Jogjakarta. Sekarang sedang menempuh

M2

semester 8 jurusan Komunikasi, konsentrasinya periklanan dan public relation.

R3

Mbak udah pernah ikut englic chatime ya?

M3

Iya. Saya sudah pernah ikut chatime itu sekitar dua kali. Bisa tolong diceritain nggak mbak, gimana awalnya mbak bisa tahu

R4

chatime, gimana bisa ikut englic chatime? Pertama itu saya berniat ingin belajar bahasa inggris. Terus kemudian saya bertanya-tanya dengan teman-teman saya, kira-kira kegiatan apa yang bisa mendukung bisa membantu mewujudkan keinginan saya untuk meningkatkan kemampuan berbahasa inggris dan salah satu teman saya

M4

menyarankan untuk ikut englic chatime. Dan akhirnya pertama kali saya nyoba itu di hari minggu dan ya itu pertama kali saya nyoba hari minggu di mana ya itu ya.. di daerah Sagan saya ikut kursusnya kayak gitu. Seperti itu. Jadi mbak tahu dari temen? Apa lewat whatsapp atau lewat twitter atau

R5

lewat mana? Pertama sih dari temen. Pertama dari temen terus kemudian temen saya itu memberikan beberapa informasi mulai dari kontak personnya englic

M5

chatime dan memberi informasi saya tentang twitter dan setelah itu saya mencoba cari-cari informasi juga dari twitter tu seperti apa, kegiatannya tu seperti apa. Oke. Jadi sebelum ikut chatime mbak tanya-tanya dulu ya sama temennya

R6 M6

mbak? Ya.


64 Terus apa yang membuat mbak memutuskan untuk berangkat padahal R7

mbak sebelumnya nggak begitu tahu? Pertama karena teman saya menceritakan.. sebelumnya saya juga sempat ragu-ragu dan saya akhirnyapun meminta teman saya yang memberitahu tentang englic chatime itu seperti apa sih kegiatannya itu seperti apa sih? Dan dia menceritakan: kayak gini.. kegiatannya bakalan seru karena diisi

M7

dengan diskusi dan segala macem dan sayapun udah melihat foto-foto dari twitter dan mention-mention dan terlihat ‘oke, ini sepertinya nggak terlalu formal’ dan sayapun sebenernya menyukai kegiatan yang tidak terlalu formal, tidak terikat. Jadi sepertinya ini akan terlihat fun dan akhirnya saya mencoba ikut pertama kali itu.

R8

Terus waktu pertama kali mbak ikut, apa yang mbak rasakan? Yang pasti pertama grogi lah. Grogi dulu soalnya ternyata bayangan saya tu anggotanya sekitar 5-6. Dan ternyata setelah saya datang pertama anggotanya cukup banyak. Kalau nggak salah 10 lebih lah. Sepuluh lebih dan ternyata anggotanya terdiri dari berbagai macam lapisan mulai dari umur, sekolah dan segala macem. Tapi setelah mencoba untuk nimbrung,

M8

mencoba untuk ngobrol dan segala macem, ya lama-lama grogi itu hilang.. hilang.. hilang dan orang-orangnyapun ternyata cukup open, terbuka dengan orang-orang baru dan saya merasa dirangkul untuk ‘ayo ikut lagi berikutnya’. Maka dari itu setelah chatime yang pertama itu saya datang ke chatime berikutnya lagi. Karena menurut saya ya overall menyenangkan orang-orangnya. Lucu, ramah. Mbak kan dari komunikasi ya? Tadi mbak bilang pingin beajar bahasa

R9

inggris. Nah, menurut mbak sendiri, sebenarnya seberapa penting sih bahasa inggris untuk mbak? ee.. seberapa penting tu.. penting. Penting. Sangat penting. Karena sekarang ini semuanya itu.. apa ya.. jadi tu sudah, bahasa inggris itu udah

M9

merupakan keharusan untuk saya karena perusahaan global pun sudah mulai masuk seperti di Jakarta. Karena komunikasi sasarannya kan di


65 Jakarta mbak. Nah, di sana itu tu banyak perusahaan global yang tentu dipegang oleh orang-orang yang bukan dari sini. Dan kalau cuma mampu bahasa indonesia pun itu tu sangat kurang tu lho. Ditambah sekarang ada MEA. Nah, dan di situ tu tentu harus meningkatkan kemampuan skill pun karena tenaga kerja pun sekarang kan nggak hanya dari Indonesia kan. Berarti di mana-mana, negara dari mana pun juga bisa ikut masuk ke sini dan menjadi saingan kita tentunya. Gitu. Lalu, mbak kan merasa bahasa inggris itu penting, terus mbak udah tahu ya kalau chatime itu komunitas yang lebih ke fun. Kenapa mbak lebih R 10

memilih englic yang lebih ke fun daripada lembaga-lembaga lain? Lembaga-lembaga seperti.. kayak misalkan formal seperti ELTI atau yang lain? Karena ada dua pertimbangan. Pertama dari pertimbangan saya sendiri. Karena saya tu sebenernya tipe orang yang fun. Kalau mengikuti kegiatan yang terlalu formal dan terlalu kaku pun saya tidak enjoy, merasa tidak enjoy. Itu pertimbangan yang pertama. Setelah itu ditambah saya orangnya cepat bosan ya. Kalaupun dengan yang formal itu seperti les yang seminggu dua kali dan bla bla bla kayak gitu tu saya rasanya jadi kayak lebih terikat dan.. yaa.. jadinya seperti ‘yaah.. aduh, les’. Nah, kalau chatime itu tu seperti kayak kumpul. Kumpul sama temen. Nah, jadinya saya lebih memilih itu tu pertimbangan pertama dari saya yang

M 10

pertama. Terus kalau pertimbangan kedua, saya melihat kalau beberapa kursus bahasa inggris lainnya itu suasananya itu tu lebih ke teori. Beberapa yang pernah saya ikutin itu lebih ke teori. Padahal pada prakteknya itu kita tu lebih butuh buat ngomong. Ngomong sama orang. Dan saya sebenarnya lebih mencari yang praktek, bukan yang tulis menulis. Ya sebenarnya ada sih di kursus itu pilihannya apa, pilihannya mau yang kayak gimana. Cuma, biasanya itu, setahu saya di tempat lesles kursus itu tu berlevel. Mulai dari dasar dulu. Harus vocab dan segala macem. Padahal saya pengennya yang langsung ngomong, langsung


66 praktek. Karena kayak masalah grammar, vocab itu bisa sambil jalan, sambil ngomong. Gitu. R 11

Berarti di englic ini mbak sudah bisa menemukan apa yang mbak mau?

M 11

Ya. Kemudian, saya ingin minta tolong sama mbak untuk menceritakan pengalaman mbak selama chatime. Bagaimana prosesnya selama chatime

R 12

itu. Tolong diceritakan. Boleh chatime yang pertama kali mbak ikuti, atau chatime yang kedua.

M 12

Oke. Ini apa aja nih? Jadi cerita bagaimana prosesnya? Iya. Prosesnya. Misalkan gimana pertama kali mbak datang. Suasananya

R 13

gimana, terus setelah itu apa aja yang dilakukan.

Pertama kali datang, cerita dari pertama kali datang itu.. ee.. sebentar kok M 13 R 14

agak lupa ya saya.. Diinget-inget dulu aja mbak. Sebentar-sebentar.. pas itu saya datang itu sebenernya tu sudah telat. Sudah telat dan dah mau berakhir. Tapi karena saya kepingin, yaudah saya mencoba untuk ikut dan ya.. sedikit-sedikit bisa ikut nimbrung obrolan pas saat itu tu tentang apa ya.. sosial kalau nggak salah. Sosial tentang air atau apa gitu. Pikiran pertama yang saya muncul adalah ‘wow, topiknya ternyata berat ya’. Dan itu sebenarnya membuat saya untuk berpikiran lain kali sebelum saya ikut chatime mungkin saya harus belajar

M 14

dulu atau mencari referensi dan segala macam supaya saya bisa ikut chatime ini dengan tidak terlihat konyol dan bodoh. Gitu. Pertama kali gitu. Tapi setelah ngobrol sana sini dan mendengar slentingan kalau ‘wah ini topiknya berat juga ya’ dan saya berpikir lagi ‘oh, kayaknya emang timingnya yang dapetnya yang ini deh’. Dan akhirnya pas itu nggak terlalu banyak sih. Soalya karena ya itu tadi. Saya datengnya telat dan mencoba ikut nimbrung dan saya pun agak gelagapan karena tentang sosial, environment, air dan saya nggak tahu tentang itu sama sekali gitu


67 lho. Nggak terlalu banyak ngerti tentang kayak gitu. Terus kemudian saat itu tu pas di akhir pertemuan sempat ditawarkan mau topik apa untuk pertemuan berikutnya? Terus kemudian kalau nggak salah itu tentang cinta ya. Tentang cinta atau itu. Dan saya langsung ‘wah.. ini boleh-boleh nih. Topiknya nggak terlalu berat nih. Besok dateng lah. Topiknya kayaknya seru’. Yaudah, pertemuan berikutnya sayapun datang dan ‘oke topiknya seru dan fun’ karena di sana menemukan banyak cerita mulai dari yang mellow-mellow sampai cerita drama sampai bener-bener yang ‘oke ini bener-bener wow. Kisah yang menginspiring’ dan segala macem. Dan.. apa lagi ya.. dan.. habis itu.. oh, yang ini. Yang paling saya ingat itu adalah chatime englic itu selalu memberi kesempatan setiap orang untuk berbicara. Nah pas topik yang pertemuan kedua yang love itu sebenernya saya cukup seneng karena setiap orang itu punya kisah cintanya masingmasing gitu. Dan saya menyukai englic chatime ini karena ya ini. Mereka suka memberikan kesempatan orang untuk bercerita bagaimana perspektif mereka dan segala macam. Terus kemudian.. ya sudah, habis itu selesai. Tapi sayangnya saya nggak bisa ikut pertemuan berikut-berikutnya karena ada kesibukan lain. Tapi ya itu, sebenarnya menyenangkan dan ya itu, mendorong kemampuan orang dan.. oh.. oh ya, satu lagi. Dan di akhir pertemuan tu selalu ada ini, kayak dikoreksi tu lho ada kesalahan apa aja. Seperti itu. Dan itu menurut saya sangat membantu karena ya jadi kita tahu kesalahannya tu seperti apa. Terus besok nggak diulangi lagi. Gitu. R 15

Jadi di akhir itu ada koreksiannya gitu ya mbak?

M 15

Iya. Itu mbak tahu itu dikoreksi karena memang mbak tahu atau sebelumnya

R 16

diberitahu kalau ‘oke, kita akan melakukan koreksi’ gitu?

M 16

mm... ee.. sebentar, agak bingung. Maksudnya? Jadi itu mbak memang merasa dikoreksi jadi mbak tahu kalau itu koreksi

R 17

atau sebelumnya dari member englicnya dari pengurus englicnya bilang kalau ‘oke, sekarang kita akan memberi koreksi’.


68 Oke. Dari membernya. Dari semacam tentornya ya. Ya saya sempat bilang di akhir ‘oke dari kayak ya setelah semuanya ini udah ngomong, terus sekarang yuk dikoreksi ada beberapa kesalahan yang perlu M 17

dikoreksi’ dan segala macam. Nah, ya itu. Jadi dari beberapa tentornya. Mentornya. Ya karena setahu saya juga mentornya lebih dari satu ya. Jadinya tu di akhir mereka semacam berkumpul dan menceritakan ini kesalahannya dan seperti ini ini ini. Mbak tahu istilahnya dari pemberian koreksi itu nggak mbak? Istilah lain

R 18

dari memberi koreksi itu. Memberi koreksi istilah lainnya? Ee.. apa ya.. mungkin semacam

M 18

memberi tahu mana yang benar dan salah? Ya. Nah, kalau menurut mbak, pemberian koreksi di akhirnya itu

R 19

prosesnya gimana? Maksudnya, apakah itu terstruktur atau bagaimana? Apa mbak merasa di setiap pertemuan, pemberian koreksi itu selalu ada? Dari dua pertemuan yang sudah saya lalui, pemberian koreksi itu selalu ada dan cukup runut karena mulai dari kesalahan kecil dan biasanya itu kan setiap pertemuan itu dibagi beberapa kelompok. Itu cukup runut mulai dari kelompok ini misalnya: tadi ada yang ini ngomong apa,

M 19

kelompok ini.. ini ini ini kesalahannya seperti apa. Jadi mempermudah untuk mengingat ‘oh iya, tadi kelompok ini sempat cerita tentang apa dan oh, salahnya di situ’. Jadi cukup mudah dan runut untuk koreksinya. Penyampaian koreksinya. Terus habis itu menurut mbak, pemberian koreksinya itu bermanfaat atau

R 20

nggak? Ataukah itu terlalu luas? Sangat bermanfaat. Karena di situ seperti yang saya bilang tadi, ketika sudah praktek kan jadi tahu salahnya yang mana. Terus jadi besok nggak diulangi lagi. Jadi sudah.. gimana ya.. seperti kalau biasanya tu orang tu

M 20

justru ngeh ‘oh, ini aku salahnya di sini’ tu dan besok malah justru nggak diulangi lagi. Kayak gitu. Daripada dia sebelum praktek udah diberitahu ‘kamu jangan seperti ini’. Jadi harus salah dulu sih. Kalau saya tipenya


69 sih kayak gitu. Jadi harus salah dulu, dikasih tahu, baru ngerti. Jadi sangat membantu sekali. Jadi mbak merasa feedbacknya itu, merasa koreksiannya itu bermanfaat R 21

karena ada di belakang gitu ya?

M 21

Iya.

R 22

Yang mbak rasakan waktu dapet feedback itu gimana? mm.. yang saya rasakan ketika dapat feedback itu.. ee.. puas. Ya seperti kayak ‘o.. oke. Berarti ini kesalahannya’. Ya mungkin puas sih ya. Mungkin kata yang mendeskripsikan: puas. Karena ya saya jadi ngerti salahnya di mana gitu. Dan dengan harga.. itu pertemuannya itu kan tidak

M 22

berbayar kan ya. Maksudnya seperti dengan kegiatan senang-senang seperti ini feedbacknya itu jauh lebih besar gitu lho. Jadi prinsip pengorbanannya itu kecil, tapi feedback yang saya dapet itu besar gitu lho. Jadi seneng. Puas. Bisa tolong lebih diceritain lagi nggak detailnya? Jadi tu pemberian

R 23

feedbacknya itu gimana? Proses pemberian feedbacknya tu gimana, waktunya kapan?

M 23

ee.. sebentar.. ini feedback yang koreksi tadi kan?

R 24

Iya.

M 24

Prosesnya lebih detail tadi? Koreksinya?

R 25

Misalkan waktunya kapan, setelah proses apa saja ketika chatime itu. Oke. Jadi koreksi itu diberikan setelah semuanya diberi kesempatan untuk berbicara dan kemudian dibuat kesimpulannya. Harusnya kan selesai forum diskusinya itu, namun mentornya itu kayak ya.. ‘setelah ini selesai, yuk direview lagi seperti apa kesalahannya. Tadi ada yang ngomong..’

M 25

apa ya.. aku lupa sih. Jadi kayak misalnya kesalahan-kesalahan tadi misalnya ada yang ngomongin kalimat bla bla bla nah, itu seharusnya seperti apa ya. Terus kayak menguji kita tu lho: ‘tahu nggak? Tahu nggak?’ gitu. Terus kalau nggak ada jawaban, akhirnya diberitahulah. Harusnya itu seperti ini, karena seperti ini ni ni ni ni. Detail gitu. Terus


70 kalaupun.. saya kan kadang-kadang nggak denger. Nggak denger itu maksudnya gimana atau mau minta penjelasan ulang pun karena mentornya ada banyak, kadang-kadang saya kayak ‘mbak, tadi kayak gimana to maksudnya? Gini gini gini gini’ gitu. Kalau nggak salah sama satu orang mentor dari Sadhar. Kayaknya semuanya dari Sadhar sih ya. Ya salah satu dari mereka ya itu. Saya tanya sama dia dan dia menjelaskan. Seperti itu. Terus kemudian dijelaskan semuanya mulai dari grammar,

terus

kayak

rumus-rumusnya,

pronounciationnya

juga.

Semuanya lengkap semua. Apa lagi ya? Kalau nggak salah itu sih. R 26

Jadi pemberian koreksinya itu lebih ke personal atau secara keseluruhan? Secara keseluruhan. Tapi nggak menutup kemungkinan kalau secara personal. Ya seperti tadi. Saya nggak ngerti, saya bisa menanyakan

M 26

kembali. Ini maksudnya seperti apa, bisa atau nggak dijelaskan lagi. Dan merekapun nggak keberatan untuk menjelaskan itu secara personal. Nah, kalau mbak sendiri gimana menanggapi pemberian koreksi yang

R 27

lebih ke keseluruhan itu? Apakah itu sudah cukup untuk mbak? Menurut saya sih sudah cukup. Cukup karena ya seperti saya ungkapkan tadi. Kalau itu tu cukup karena pertama mereka menyampaikannya jelas. Mulai dari pronounciation, grammar, dan ya semuanya jelas. Dan

M 27

kalaupun saya tidak mengerti, saya bisa menanyakan kembali lagi ke salah satu mentor. Seperti itu. Jadi sudah membuat cukup saya jelas dan kebetulan saya setiap mereka menyampaikan feedback/koreksi, saya selalu mencatat itu.

R 28

oo.. selalu dicatat ya mbak?

M 28

Iya, selalu dicatat.

R 29

Oke. Jadi setiap kali ada koreksi, mbak pasti mencatat gitu ya?

M 29

Iya, saya mencatat. Apa yang mbak harapkan dari feedback yang diberikan? Apa yang mbak

R 30

inginkan? Atau koreksi semacam apa yang mbak inginkan? Apakah sudah cukup dengan koreksi yang secara garis besar, secara keseluruhan? Atau


71 mbak sebenernya lebih ingin yang lebih detail atau gimana? mmm.. mungkin saat memberikan koreksi itu di akhir mungkin ditanyakan apakah ada yang mau bertanya atau adakah yang mau dijelaskan lagi atau seperti apa. Karena seingat saya, setiap setelah diberikan koreksi itu mungkin karena terlalu santai ya. Jadi kadangkadang diselingi dengan bercanda, gojeg. Jadi tahu-tahu udah berakhir. M 30

Ternyata koreksinya selesai. Kayak gitu. Jadi kadang-kadang agak miss. Misalnya mau tanya apa itu harus ikut gojeg gini gini terus ikut foto dan segala macem nanti baru di akhir baru ‘tadi kayak gimana? Ini ini ini’ gitu. Terus kemudian mungkin pas memberikan koreksi itu.. tapi terlalu susah juga sih. Jadi memberikan..

R 31

Gimana-gimana? Nggak papa diceritain aja. Jadi mungkin karena cuma di cafe ya. Jadi sebenernya karena keterbatasan ini sih.. properti juga. Jadi harapan saya itu ditulis gitu lho. Kadang-kadang kan ketika disampaikan secara lisan agak susah buat ngikutinnya tu lho. Grammarnya seperti apa. Itu yang membuat saya

M 31

kadang-kadang tengah-tengah nyatet terus ketinggalan. Ya itu sih. Sebenernya pengennya itu. Atau nggak apaa gitu. Atau mungkin ada notulen yang menyampaikan koreksi itu seperti apa. Terus nanti kalau udah boleh ngelihat. Kayak gitu.

R 32

Semacam ada handout juga gitu?

M 32

Ya itu juga bisa. Tapi kalau menurut mbak sendiri, dari chatime itu apakah prosesnya itu

R 33

sudah cukup membuat mbak menikmati dan belajar? Menurut saya sih sudah. Sudah.. saya cukup menikmati karena ya itu tadi. Fun tapi tidak terlalu out of topic, out of context gitu. Jadi meskipun bercanda ya tapi tetep belajar. Ya belajar sambil gojeg. Seperti itu. Jadi

M 33

saya cukup puas. Mungkin untuk.. tapi ini. Oh iya, satu yang membuat saya kurang itu tu. Karena kegiatannya tu kadang-kadang bolong-bolong. Jadi ndilalah sempat saya nunggu. Nunggu tapi pas itu nggak ada


72 chatimenya gitu. Pas itu saya lagi selo gitu. Tapi yah nggak ada chatime. Yaudah. Gitu. Ya mungkin dibuat lebih rutin aja. Setiap dua minggu sekali itu beneran ada. Sebelum mbak ikut chatime dan ikut englic, apa mbak pernah belajar juga R 34

di lembaga-lembaga bahasa inggris lain? Belum pernah belajar tapi sempat cari informasi dan semacam mencari review dari temen-temen saya yang pernah belajar di lembaga-lembaga kayak gitu. Karena saya perhitungan. Tipenya itu perhitungan yang mau

M 34

memberikan pengorbanan kecil tapi keuntungannya berlipat, yang maksimal. Ya itu. Jadi saya belum pernah tapi Cuma ya melihat-lihat review orang seperti apa.

R 35

Kalau di englic aktivitas apa yang paling mbak suka di chatime itu? Di chatime aktivitas yang paling saya suka itu pas ketika diskusi. Karena diskusi itu menurut saya: momen dimana saya tu bisa melihat satu topik dengan berbagai perspektif. Seperti itu. Dan sambil berkenalan. Saya senang mencari teman baru ya. Saya sering berkenalan dan mungkin ketika saling memberikan argumen dan ‘oh, aku setuju sama argumenmu’ dan kita saling share cerita dan segala macem. Dan menurut saya tu diskusinya itu paling menyenangkan dan diskusi itu adalah momen ketika

M 35

‘oh ternyata dia seperti ini’. Soalnya ada momen diskusi dimana setiap anak itu harus menjelaskan latar belakang pendidikannya. Kemudian ada yang pas topik tentang cinta, tentang love itu ternyata ada satu anak yang dari psikologi terus kemudian dia menjelaskan cinta dengan teori dan menurut saya itu ‘wow’. Ini baru pertama kali gitu lho. Biasanya kan dengan pengalaman dan segala macem. Jadi diskusi itu ya itu. Ketika mulai mengenali orang satu per satu. Kalau dari porsi untuk berlatih bahasa inggrisnya sendiri apa itu sudah

R 36

cukup? Porsinya sudah cukup. Karena mulai dari datang pertama itu udah

M 36

langsung menggunakan bahasa inggris. Dari intronya itu udah pakai


73 bahasa inggris hingga di akhir dan saat diskusi itu pun semua dianjurkan semacam di ‘ayo, berbahasa inggris’. Dan setelah itu kayak ada momen di mana presentasi. Nah itu tu menurut saya itu udah sangat cukup sih. Karena dari awal sampai akhir itu udah serba inggris gitu. Pokoknya sudah ngomong bahasa inggris. Ya meskipun campur-campur. Itu menurut saya nggak masalah karena itu ya karena nggak ngerti daripada diem mendingan ngomong tapi dibantu bahasa inggris sedikit. Dan durasi waktunya pun lumayan lama. Karena seinget saya sekitar satu jam lebih. Jadi oke lah. Mbak tadi menyebutkan tentang presentasi itu presentasi apa ya mbak? R 37

Jadi gimana bentuk presentasinya? Jadi setelah diskusi, saya memberi contoh aja ya. Pas diskusi tentang topi tentang love itu kemudian selalu setiap satu orang itu diberi kesempatan untuk maju dan mempresentasikan cinta itu seperti apa. Topik cinta itu tadi di grup dibahasnya tu seperti apa sih. Coba diceritakan kembali. Nah,

M 37

presentasi menceritakan kembali itu yang saya sebut presentasi itu. Jadi saya pun pas itu disuruh presentasi dan saya menceritakan tadi di grup saya dapet cerita kalau cinta itu seperti ini bla bla bla dan menurut saya seperti apa bla bla bla. Terus menceritakan semua tu kayak merangkum semuanya dari hasil diskusinya tadi. Itu presentasinya seperti itu.

R 38

Setiap chatime pasti ada topiknya ya mbak?

M 38

Selalu ada topik. Menurut mbak apakah topiknya itu sudah cukup menarik? Apakah

R 39

topiknya itu berkaitan atau bermanfaat untuk diaplikasikan di kehidupan mbak sehari-hari? Beberapa iya. Cuma kalau.. itu beberapa itu konteks menarik dan tidak menarik ya. Karena yang pertama yang tadi yang air dan segala macem.

M 39

Bukannya saya tidak tertarik, Cuma saya memang tidak terlalu berkecimpung tentang itu. Air dan segala macam. Tentang politik. Sebenarnya saya sedikit banyak tahu, Cuma tidak terlalu tahu tentang


74 detail dan agak takut-takut juga ngomong tentang politik. Karena ya politik tu.. ya saya punya sensitif sendiri dengan politik tu lho. Jadi nggak berani ngomong langsung tanpa ada sumber. Jadi beberapa topik itu memang kurang menarik. Cuma kayak topik yang lebih universal itu menurut saya sih menarik. Itu yang pertama. Terus kalau yang berguna di kehidupan tu, pasti berguna. Karena itu selalu ada informasi-informasi baru yang nggak kita ngerti sama sekali. Yang dari topik pertama tentang lingkungan dan topik tentang cinta itu semuanya membantu. Karena ya itu, ada banyak informasi yang nggak tahu jadi tahu. R 40

Oke. Jadi secara garis besar mbak cukup nyaman ya mengikuti chatime? Cukup nyaman. Ee.. nggak cukup nyaman. Nyaman banget. Saya senang,

M 40 R 41

puas. Kalau ada chatime lagi, pasti akan ikut lagi ya? Kalau tidak berbentur dengan aktivitas saya dan topiknya pun menarik, saya pasti datang. Dan chatime itu pun soalnya menurut saya.. ini.. mereka itu menejemen anggotanya itu bagus. Jadi mereka itu membuat

M 41

group WA yang membuat informasinya selalu update tu lho. Mau ada topik apa, mau di mana. Nah kalau misal topiknya menarik, tempatnya juga oke, waktunya juga oke, saya dateng. Gitu. Kalau gitu terakhir saya minta mbak memberi rangkuman dari apa yang

R 42

mbak rasakan dan mbak alami tentang koreksi tadi yang mbak dapatkan di akhir dari chatime. Rangkumannya.

M 42

Berarti ini rangkumannya lebih ke tentang koreksi tadi atau semuanya?

R 43

Tentang koreksi dan tentang chatimenya juga. Rangkuman dari chatimenya itu kalau disuruh diberi rating 1 sampai 5, saya kasih 4. Dan rangkumannya itu.. gimana ya.. pokoknya tu grup ini tu grup yang sangat mendukung proses belajar bahasa inggris dengan biaya

M 43

yang sangat rendah tapi dengan manfaat yang sangat besar karena mulai bisa belajar tentang grammar, vocab, pronounciation, lalu juga melatih kepercayaan diri juga. Dan menambah relasi juga. Jadi kegiatan ini sangat


75 positif. Dan kalau dari feedbacknya itu, rangkumannya saya setengahsetengah.

Puas-puas

nggak

puas.

Puasnya

itu

karena

jelas.

Penyampaiannya itu jelas, runut. Jadi saya nggak bingung ketika ingin mencatat kesalahan-kesalahan dan koreksinya itu. Namun yang agak menghambat saya yang menjadi kendala itu adalah ketika saya miss itu lagi ngomong apa dan saya ketinggalan catetannya itu. Jadi ya harapannya kalau yang feedback itu diberi handout atau rangkuman di akhir. Mungkin ditulis di WA atau apapun itu. Jadi saya tahu lebih. Tahu itu lho kesalahannya di mana. Nggak miss, nggak kelabakan ‘wah ini apa ya? Kurang apa ya?’. Seperti itu feedbacknya. Dari yang keseluruhan chatime dengan feedback tadi. Rangkumannya. Iya. R 44

Jadi lebih ada bentuk fisiknya gitu ya.

M 44

Ya.

R 45

Itu aja mbak? Ada lagi yang mau ditambahkan? Oh iya. Ya itu, sama yang buat chatimenya mungkin dibuat rutin benerbener 2 minggu sekali. Atau mungkin saya yang miss ya? Cuma soalnya saya sempat nunggu hari 2 minggu sekali itu. Hari sabtu apa minggu ya?

M 45

Hari minggu kalau nggak salah tu. Ya itu. Kok nggak ada? Apa saya yang salah atau kayak gimana. Ya mungkin diperjelas setiap apa, tanggal apa dan nggak bolong-bolong mungkin.

R 46

Oke. Itu aja? Ada lagi?

M 46

Sudah itu aja.

R 47

Oke. Terimakasih mbak. Selamat siang.

M 47

Sama-sama mbak.


76

APPENDIX D

EXAMPLE OF HORIZONALISATION


77

1

Saya kuliah di Atma Jaya Jogjakarta. Sekarang sedang menempuh

2

semester 8 jurusan Komunikasi, konsentrasinya periklanan dan public

3

relation. Saya sudah pernah ikut Chatime itu sekitar dua kali. Pertama itu

4

saya berniat ingin belajar Bahasa Inggris. Terus kemudian saya bertanya-

5

tanya dengan teman-teman saya, kira-kira kegiatan apa yang bisa

6

mendukung bisa membantu mewujudkan keinginan saya untuk

7

meningkatkan kemampuan berbahasa Inggris dan salah satu teman saya

8

menyarankan untuk ikut Englicious Chatime. Dan akhirnya pertama kali

9

saya nyoba itu di hari minggu dan ya itu pertama kali saya nyoba hari

10

minggu di mana ya itu ya.. Di daerah Sagan saya ikut kursusnya. Pertama

11

dari temen terus kemudian temen saya itu memberikan beberapa

12

informasi mulai dari kontak personnya Englicious Chatime dan memberi

13

informasi saya tentang twitter dan setelah itu saya mencoba cari-cari

14

informasi juga dari twitter tu seperti apa, kegiatannya tu seperti apa.

15

Sebelumnya saya juga sempat ragu-ragu dan saya akhirnyapun meminta

16

teman saya yang memberitahu tentang Englicious Chatime itu

17

kegiatannya seperti apa. Dia menceritakan kegiatannya bakalan seru

18

karena diisi dengan diskusi dan sayapun udah melihat foto-foto dari

19

twitter dan mention-mention dan terlihat ‘oke, ini sepertinya nggak

20

terlalu formal’ dan sayapun sebenernya menyukai kegiatan yang tidak

21

terlalu formal, tidak terikat. Jadi sepertinya ini akan terlihat fun dan

22

akhirnya saya mencoba ikut pertama kali itu. Yang pasti pertama grogi

23

lah. Grogi dulu soalnya ternyata bayangan saya tu anggotanya sekitar 5-

24

6. Dan ternyata setelah saya datang pertama anggotanya cukup banyak.

25

Kalau nggak salah 10 lebih lah. Sepuluh lebih dan ternyata anggotanya

26

terdiri dari berbagai macam lapisan mulai dari umur, sekolah dan segala

27

macem. Tapi setelah mencoba untuk nimbrung, mencoba untuk ngobrol

28

dan segala macem, ya lama-lama grogi itu hilang dan orang-orangnyapun

29

ternyata cukup terbuka dengan orang-orang baru dan saya merasa


78 30

dirangkul untuk ‘ayo ikut lagi berikutnya’. Maka dari itu setelah Chatime

31

yang pertama itu saya datang ke Chatime berikutnya lagi. Karena

32

menurut saya ya overall menyenangkan orang-orangnya. Lucu, ramah.

33

Sangat penting. Bahasa Inggris itu udah merupakan keharusan untuk saya

34

karena perusahaan global pun sudah mulai masuk seperti di Jakarta.

35

Karena komunikasi sasarannya kan di Jakarta mbak. Nah, di sana itu tu

36

banyak perusahaan global yang tentu dipegang oleh orang-orang yang

37

bukan dari sini. Dan kalau cuma mampu bahasa indonesia pun itu tu

38

sangat kurang tu lho. Ditambah sekarang ada MEA. Nah, dan di situ tu

39

tentu harus meningkatkan kemampuan skill pun karena tenaga kerja pun

40

sekarang kan nggak hanya dari Indonesia kan. Berarti di mana-mana,

41

negara dari mana pun juga bisa ikut masuk ke sini dan menjadi saingan

42

kita tentunya. Karena ada dua pertimbangan. Pertama dari pertimbangan

43

saya sendiri. Karena saya tu sebenernya tipe orang yang fun. Kalau

44

mengikuti kegiatan yang terlalu formal dan terlalu kaku pun saya tidak

45

enjoy, merasa tidak enjoy. Setelah itu ditambah saya orangnya cepat

46

bosan. Kalaupun dengan yang formal itu seperti les yang seminggu dua

47

kali kayak gitu tu saya rasanya jadi kayak lebih terikat dan jadinya

48

seperti ‘yaah.. aduh, les’. Nah, kalau Chatime itu tu seperti kayak kumpul

49

sama temen. Terus kalau pertimbangan kedua, saya melihat kalau

50

beberapa kursus Bahasa Inggris lainnya itu suasananya itu tu lebih ke

51

teori. Beberapa yang pernah saya ikutin itu lebih ke teori. Padahal pada

52

prakteknya itu kita tu lebih butuh buat ngomong sama orang. Dan saya

53

sebenarnya lebih mencari yang praktek, bukan yang tulis menulis. Ya

54

sebenarnya ada sih di kursus itu pilihannya apa, pilihannya mau yang

55

kayak gimana. Cuma, biasanya itu, setahu saya di tempat les-les kursus

56

itu tu berlevel. Mulai dari dasar dulu. Harus vocab dan segala macem.

57

Padahal saya pengennya yang langsung ngomong, langsung praktek.

58

Karena kayak masalah grammar, vocab itu bisa sambil jalan, sambil

59

ngomong. Pas itu saya datang itu sebenernya tu sudah telat. Tapi karena

60

saya kepingin, yaudah saya mencoba untuk ikut dan sedikit-sedikit bisa


79 61

ikut nimbrung obrolan pas saat itu tu tentang sosial kalau nggak salah.

62

Sosial tentang air atau apa gitu. Pikiran pertama yang saya muncul adalah

63

‘wow, topiknya ternyata berat ya’. Dan itu sebenarnya membuat saya

64

untuk berpikiran lain kali sebelum saya ikut Chatime mungkin saya harus

65

belajar dulu atau mencari referensi dan segala macam supaya saya bisa

66

ikut Chatime ini dengan tidak terlihat konyol dan bodoh. Tapi setelah

67

ngobrol sana sini dan mendengar slentingan kalau ‘wah ini topiknya

68

berat juga ya’ dan saya berpikir lagi ‘oh, kayaknya emang timingnya

69

yang dapetnya yang ini deh’. Saya datengnya telat dan mencoba ikut

70

nimbrung dan saya pun agak gelagapan karena tentang sosial,

71

environment, air dan saya nggak tahu tentang itu sama sekali. Nggak

72

terlalu banyak ngerti tentang kayak gitu. Terus kemudian saat itu tu pas

73

di akhir pertemuan sempat ditawarkan ‘mau topik apa untuk pertemuan

74

berikutnya?’ Terus kemudian kalau nggak salah itu tentang cinta ya. Dan

75

saya langsung ‘wah.. ini boleh-boleh nih. Topiknya nggak terlalu berat

76

nih. Besok dateng lah. Topiknya kayaknya seru’. Pertemuan berikutnya

77

sayapun datang dan ‘oke topiknya seru dan fun’ karena di sana

78

menemukan banyak cerita mulai dari yang mellow-mellow sampai cerita

79

drama sampai bener-bener yang ‘oke ini bener-bener wow. Kisah yang

80

menginspiring’ dan segala macem. Yang paling saya ingat itu adalah

81

Chatime Englicious itu selalu memberi kesempatan setiap orang untuk

82

berbicara. Nah pas topik yang pertemuan kedua yang love itu sebenernya

83

saya cukup seneng karena setiap orang itu punya kisah cintanya masing-

84

masing gitu. Dan saya menyukai Englicious Chatime ini karena mereka

85

suka memberikan kesempatan orang untuk bercerita bagaimana

86

perspektif mereka dan segala macam. Terus kemudian habis itu selesai.

87

Tapi sayangnya saya nggak bisa ikut pertemuan berikut-berikutnya

88

karena ada kesibukan lain. Tapi ya itu, sebenarnya menyenangkan dan ya

89

itu, mendorong kemampuan orang dan satu lagi. Dan di akhir pertemuan

90

tu selalu ada ini, kayak dikoreksi tu lho ada kesalahan apa aja. Dan itu

91

menurut saya sangat membantu karena ya jadi kita tahu kesalahannya tu


80 92

seperti apa. Terus besok nggak diulangi lagi. Dari membernya. Dari

93

semacam tentornya ya. Ya saya sempat bilang di akhir ‘oke dari kayak ya

94

setelah semuanya ini udah ngomong, terus sekarang yuk dikoreksi ada

95

beberapa kesalahan yang perlu dikoreksi’. Jadi dari beberapa mentornya.

96

Ya karena setahu saya juga mentornya lebih dari satu. Jadinya tu di akhir

97

mereka semacam berkumpul dan menceritakan ini kesalahannya dan

98

seperti ini ini ini. Memberi koreksi istilah lainnya? Mungkin semacam

99

memberi tahu mana yang benar dan salah? Dari dua pertemuan yang

100

sudah saya lalui, pemberian koreksi itu selalu ada dan cukup runut karena

101

mulai dari kesalahan kecil dan biasanya itu kan setiap pertemuan itu

102

dibagi beberapa kelompok. Itu cukup runut mulai dari kelompok ini

103

misalnya: tadi ada yang ini ngomong apa, kelompok ini kesalahannya

104

seperti apa. Jadi mempermudah untuk mengingat ‘oh iya, tadi kelompok

105

ini sempat cerita tentang apa dan oh, salahnya di situ’. Jadi cukup mudah

106

dan runut untuk penyampaian koreksinya. Sangat bermanfaat. Karena di

107

situ seperti yang saya bilang tadi, ketika sudah praktek kan jadi tahu

108

salahnya yang mana. Terus jadi besok nggak diulangi lagi. Seperti kalau

109

biasanya orang tu justru ngeh ‘oh, ini aku salahnya di sini’ dan besok

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malah justru nggak diulangi lagi. Daripada dia sebelum praktek udah

111

diberitahu ‘kamu jangan seperti ini’. Kalau saya tipenya sih kayak gitu.

112

Jadi harus salah dulu, dikasih tahu, baru ngerti. Jadi sangat membantu

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sekali. Yang saya rasakan ketika dapat feedback itu: puas. Ya seperti

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kayak ‘o.. oke. Berarti ini kesalahannya’. Mungkin kata yang

115

mendeskripsikan: puas. Karena ya saya jadi ngerti salahnya di mana gitu.

116

Itu pertemuannya kan tidak berbayar ya. Maksudnya seperti dengan

117

kegiatan senang-senang seperti ini feedbacknya itu jauh lebih besar gitu.

118

Jadi prinsip pengorbanannya itu kecil, tapi feedback yang saya dapet itu

119

besar gitu lho. Jadi seneng. Puas. Jadi koreksi itu diberikan setelah

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semuanya diberi kesempatan untuk berbicara dan kemudian dibuat

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kesimpulannya. Harusnya kan selesai forum diskusinya itu, namun

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mentornya itu kayak ‘setelah ini selesai, yuk direview lagi seperti apa


81 123

kesalahannya. Tadi ada yang ngomong..’ Jadi kayak misalnya kesalahan-

124

kesalahan tadi misalnya ada yang ngomongin kalimat bla bla bla nah, itu

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seharusnya seperti apa. Terus kayak menguji kita tu lho: ‘tahu nggak?

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Tahu nggak?’ gitu. Terus kalau nggak ada jawaban, akhirnya

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diberitahulah. Harusnya itu seperti ini, karena seperti ini. Detail gitu.

128

Saya kan kadang-kadang nggak denger. Nggak denger itu maksudnya

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gimana atau mau minta penjelasan ulang pun karena mentornya ada

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banyak, kadang-kadang saya kayak ‘mbak, tadi kayak gimana to

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maksudnya? Gini gini gini gini’ gitu. Kalau nggak salah sama satu orang

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mentor dari Sadhar. Kayaknya semuanya dari Sadhar sih ya. Saya tanya

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sama dia dan dia menjelaskan. Terus kemudian dijelaskan semuanya

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mulai dari grammar, terus kayak rumus-rumusnya, pronounciationnya

135

juga. Semuanya lengkap secara keseluruhan. Tapi nggak menutup

136

kemungkinan kalau secara personal. Ya seperti tadi. Saya nggak ngerti,

137

saya bisa menanyakan kembali. Ini maksudnya seperti apa, bisa atau

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nggak dijelaskan lagi. Dan merekapun nggak keberatan untuk

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menjelaskan itu secara personal. Menurut saya sih sudah cukup. Cukup

140

karena ya seperti saya ungkapkan tadi. Kalau itu tu cukup karena pertama

141

mereka menyampaikannya jelas. Mulai dari pronounciation, grammar,

142

dan ya semuanya jelas. Dan kalaupun saya tidak mengerti, saya bisa

143

menanyakan kembali lagi ke salah satu mentor. Jadi sudah membuat

144

cukup saya jelas dan kebetulan saya setiap mereka menyampaikan

145

feedback/koreksi, saya selalu mencatat itu. Iya, saya mencatat. Mungkin

146

saat memberikan koreksi itu di akhir mungkin ditanyakan apakah ada

147

yang mau bertanya atau adakah yang mau dijelaskan lagi atau seperti

148

apa. Karena seingat saya, setiap setelah diberikan koreksi itu mungkin

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karena terlalu santai ya. Jadi kadang-kadang diselingi dengan bercanda,

150

gojeg. Jadi tahu-tahu udah berakhir. Ternyata koreksinya selesai. Jadi

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kadang-kadang agak miss. Misalnya mau tanya apa itu harus ikut gojeg

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gini gini terus ikut foto dan segala macem nanti baru di akhir baru ‘tadi

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kayak gimana? Ini ini ini’ gitu. Terus kemudian mungkin pas


82 154

memberikan koreksi itu.. tapi terlalu susah juga sih. Jadi memberikan..

155

Jadi mungkin karena cuma di cafe ya. Jadi sebenernya karena

156

keterbatasan properti juga. Jadi harapan saya itu ditulis gitu lho. Kadang-

157

kadang kan ketika disampaikan secara lisan agak susah buat ngikutinnya

158

tu lho. Grammarnya seperti apa. Itu yang membuat saya kadang-kadang

159

tengah-tengah nyatet terus ketinggalan. Ya itu sih. Sebenernya

160

pengennya itu. Atau mungkin ada notulen yang menyampaikan koreksi

161

itu seperti apa. Terus nanti kalau udah boleh ngelihat. Menurut saya sih

162

sudah. Saya cukup menikmati karena ya itu tadi. Fun tapi tidak terlalu

163

out of topic, out of context gitu. Jadi meskipun bercanda ya tapi tetep

164

belajar. Ya belajar sambil gojeg. Jadi saya cukup puas. Oh iya, satu yang

165

membuat saya kurang itu tu. Karena kegiatannya tu kadang-kadang

166

bolong-bolong. Jadi ndilalah sempat saya nunggu. Nunggu tapi pas itu

167

nggak ada Chatimenya gitu. Pas itu saya lagi selo gitu. Tapi yah nggak

168

ada Chatime. Ya mungkin dibuat lebih rutin aja. Setiap dua minggu

169

sekali itu beneran ada. Belum pernah belajar tapi sempat cari informasi

170

dan semacam mencari review dari temen-temen saya yang pernah belajar

171

di lembaga-lembaga kayak gitu. Karena saya tipenya itu perhitungan

172

yang mau memberikan pengorbanan kecil tapi keuntungannya berlipat,

173

yang maksimal. Jadi saya belum pernah tapi cuma ya melihat-lihat

174

review orang seperti apa. Di Chatime aktivitas yang paling saya suka itu

175

pas ketika diskusi. Karena diskusi itu menurut saya: momen dimana saya

176

tu bisa melihat satu topik dengan berbagai perspektif. Dan sambil

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berkenalan. Saya senang mencari teman baru ya. Saya sering berkenalan

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dan mungkin ketika saling memberikan argumen dan ‘oh, aku setuju

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sama argumenmu’ dan kita saling share cerita dan segala macem. Dan

180

menurut saya tu diskusinya itu paling menyenangkan dan diskusi itu

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adalah momen ketika ‘oh ternyata dia seperti ini’. Soalnya ada momen

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diskusi dimana setiap anak itu harus menjelaskan latar belakang

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pendidikannya. Kemudian ada yang pas topik tentang cinta, tentang love

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itu ternyata ada satu anak yang dari psikologi terus kemudian dia


83 185

menjelaskan cinta dengan teori dan menurut saya itu ‘wow’. Ini baru

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pertama kali gitu lho. Biasanya kan dengan pengalaman dan segala

187

macem. Jadi diskusi itu ya itu. Ketika mulai mengenali orang satu per

188

satu. Porsinya sudah cukup. Karena mulai dari datang pertama itu udah

189

langsung menggunakan Bahasa Inggris. Dari intronya itu udah pakai

190

Bahasa Inggris hingga di akhir dan saat diskusi itu pun semua dianjurkan

191

semacam di ‘ayo, berbahasa Inggris’. Dan setelah itu kayak ada momen

192

di mana presentasi. Nah itu tu menurut saya itu udah sangat cukup sih.

193

Karena dari awal sampai akhir itu udah serba inggris gitu. Pokoknya

194

sudah ngomong Bahasa Inggris. Ya meskipun campur-campur. Itu

195

menurut saya nggak masalah karena itu ya karena nggak ngerti daripada

196

diem mendingan ngomong tapi dibantu Bahasa Inggris sedikit. Dan

197

durasi waktunya pun lumayan lama. Karena seinget saya sekitar satu jam

198

lebih. Pas diskusi tentang topik tentang love itu kemudian selalu setiap

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satu orang itu diberi kesempatan untuk maju dan mempresentasikan cinta

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itu seperti apa. Topik cinta itu tadi di grup dibahasnya tu seperti apa sih.

201

Nah, presentasi menceritakan kembali itu yang saya sebut presentasi itu.

202

Jadi saya pun pas itu disuruh presentasi dan saya menceritakan tadi di

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grup saya dapet cerita kalau cinta itu seperti ini dan menurut saya seperti

204

apa. Terus menceritakan semua tu kayak merangkum semuanya dari hasil

205

diskusinya tadi. Selalu ada topik. Beberapa iya. Beberapa itu konteks

206

menarik dan tidak menarik ya. Karena yang pertama yang tadi yang air

207

dan segala macem. Bukannya saya tidak tertarik, cuma saya memang

208

tidak terlalu berkecimpung tentang itu. Sebenarnya saya sedikit banyak

209

tahu, cuma tidak terlalu tahu tentang detail dan agak takut-takut juga

210

ngomong tentang politik. Karena ya saya punya sensitif sendiri dengan

211

politik. Jadi nggak berani ngomong langsung tanpa ada sumber. Jadi

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beberapa topik itu memang kurang menarik. Cuma kayak topik yang

213

lebih universal itu menurut saya sih menarik. Terus kalau yang berguna

214

di kehidupan tu, pasti berguna. Karena itu selalu ada informasi-informasi

215

baru yang nggak kita ngerti sama sekali. Yang dari topik pertama tentang


84 216

lingkungan dan topik tentang cinta itu semuanya membantu. Karena ya

217

itu, ada banyak informasi yang nggak tahu jadi tahu. Nyaman banget.

218

Saya senang, puas. Kalau tidak berbentur dengan aktivitas saya dan

219

topiknya pun menarik, saya pasti datang. Dan Chatime itu pun soalnya

220

menurut saya menejemen anggotanya itu bagus. Jadi mereka itu

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membuat group WA yang membuat informasinya selalu update. Mau ada

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topik apa, mau di mana. Nah kalau misal topiknya menarik, tempatnya

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juga oke, waktunya juga oke, saya dateng. Rangkuman dari Chatimenya

224

itu kalau disuruh diberi rating 1 sampai 5, saya kasih 4. Dan

225

rangkumannya itu pokoknya tu grup ini tu grup yang sangat mendukung

226

proses belajar Bahasa Inggris dengan biaya yang sangat rendah tapi

227

dengan manfaat yang sangat besar karena mulai bisa belajar tentang

228

grammar, vocab, pronounciation, lalu juga melatih kepercayaan diri juga.

229

Dan menambah relasi juga. Jadi kegiatan ini sangat positif. Dan kalau

230

dari feedbacknya itu, rangkumannya saya setengah-setengah. Puas-puas

231

nggak puas. Puasnya itu karena jelas. Penyampaiannya itu jelas, runut.

232

Jadi saya nggak bingung ketika ingin mencatat kesalahan-kesalahan dan

233

koreksinya itu. Namun yang agak menghambat saya yang menjadi

234

kendala itu adalah ketika saya miss itu lagi ngomong apa dan saya

235

ketinggalan catetannya itu. Harapannya kalau yang feedback itu diberi

236

handout atau rangkuman di akhir. Mungkin ditulis di WA atau apapun

237

itu. Jadi saya tahu lebih. Tahu itu lho kesalahannya di mana. Nggak miss,

238

nggak kelabakan ‘wah ini apa ya? Kurang apa ya?’. Seperti itu

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feedbacknya. Dari yang keseluruhan Chatime dengan feedback tadi.

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Sama yang buat Chatimenya mungkin dibuat rutin bener-bener 2 minggu

241

sekali. Cuma soalnya saya sempat nunggu hari 2 minggu sekali itu. Ya

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mungkin diperjelas setiap apa, tanggal apa dan nggak bolong-bolong

243

mungkin.


85

APPENDIX E

TEXTURAL DESCRIPTION


86

Topic Motivation

Location L (9-15) M (3-4) H (3-13)

Environment

L (44-52) M (46-49) H (23-31)

Timing

L (104-113, 163-170) M (89-92, 96-102) H (114-119)

Benefit

L (116-128) M (106-112) H (94-99)

Feeling after Given Fedback

L (136-142) M (113-115) H (105-109)

Sufficiency

L (301-305) M (140-142) H (99-105)

Content

L (110-113) M (119-127) H (105-109)

Topic Motivation

Location L (9-15) M (3-4) H (3-13)

Environment

L (44-52) M (46-49)

Textural Englicious Chatime

Feedback

Structural L: want to learn English M : want to practice English H : want to avoid his English ability from being rusty L : looking for fun learning community M : prefers informal learning community


87

H (23-31)

Timing

L (104-113, 163-170) M (89-92, 96-102) H (94-99)

Benefit

L (116-128) M (106-112) H (94-99)

which has fun way to learn H : the chosen place which is always a cafe makes participants feel more relaxed L : after all groups finished presenting M : at the end of the meeting H : give participants time to speak and practice first L : The grammar is corrected M : So beneficial. Makes her realizes her mistake. H : Reminds him of the theories

Feeling after Given Fedback

L (136-142) M (113-115) H (105-109)

L : Happy M : Satisfied H : Feel helped

Sufficiency

L (301-305)

L : He is waiting for the feedback M : Enough, because pronunciation, grammar, etc. are corrected H : it is better if the feedback also includes expressions

M (140-142)

H (99-105)

Content

L (110-113) M (119-127) H (105-109)

L : More about grammar, language rule, and vocab M : coaches provide preview by questioning H : More about grammar

THE PARTICIPANTS LIVED EXPERIENCE ON FEEDBACK IN ENGLICIOUS CHATIME

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