Kementerian Riset, Teknologi, dan Pendidikan Tinggirepository.unesa.ac.id/sysop/files/2020-06-28_Lap... · 2020. 6. 28. · Direktorat Riset dan Pengabdian Masyarakat Direktorat Jenderal

Direktorat Riset dan Pengabdian Masyarakat Direktorat Jenderal Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi Gedung BPPT II Lantai 19, Jl. MH. Thamrin No. 8 Jakarta Pusat http://simlitabmas.ristekdikti.go.id/

PROTEKSI ISI LAPORAN KEMAJUAN PENELITIAN Dilarang menyalin, menyimpan, memperbanyak sebagian atau seluruh isi laporan ini dalam bentuk apapun

kecuali oleh peneliti dan pengelola administrasi penelitian

LAPORAN KEMAJUAN PENELITIAN MULTI TAHUN

ID Proposal: 359e424e-f030-4466-9d18-51ac3f31fc8eLaporan Kemajuan Penelitian: tahun ke-1 dari 2 tahun

1. IDENTITAS PENELITIAN

A. JUDUL PENELITIAN

PROBLEMATIKA DAN ASPEK POTENSIAL PEKERJA SEKTOR INFORMAL DALAM AKTIVITAS LEARNING SOCIETY DI KAMPUNG INGGRIS PARE KEDIRI

B. BIDANG, TEMA, TOPIK, DAN RUMPUN BIDANG ILMU

Bidang Fokus RIRN / Bidang

Unggulan Perguruan Tinggi

Tema Topik (jika ada)Rumpun

Bidang Ilmu

Sosial Humaniora, Seni Budaya, Pendidikan Desk Study Dalam Negeri

Ekonomi dan sumber daya manusia

Grand design kekayaan intelektual lokal, peninggalan sejarah, dan pelestariannya dalam mendukung karakter bangsa dan pariwisata yang berkesinambungan

Pendidikan Luar Sekolah

C. KATEGORI, SKEMA, SBK, TARGET TKT DAN LAMA PENELITIAN

Kategori (Kompetitif Nasional/

Desentralisasi/ Penugasan)

Skema Penelitian

Strata (Dasar/ Terapan/

Pengembangan)

SBK (Dasar, Terapan,

Pengembangan)

Target Akhir TKT

Lama Penelitian (Tahun)

Penelitian Kompetitif Nasional

Penelitian Dasar

SBK Riset Dasar SBK Riset Dasar 2 2

2. IDENTITAS PENGUSUL

Nama, PeranPerguruan

Tinggi/ Institusi

Program Studi/ Bagian

Bidang Tugas ID Sinta H-Index

WIWIN YULIANINGSIH

Ketua Pengusul

Universitas Negeri

Surabaya


5989542 0

Tugas dalam penelitian adalah memberikan kontribusi kajian pengembangan sumber daya manusia dalam proses perencanaan proposal, turun lapangan,

Dr. Dra GUNARTI DWI LESTARI

M.Si

Anggota Pengusul 1

Universitas Negeri

Surabaya


6009729 0

menyusun laporan dan menulis artikel dalam seminar internasional dan jurnal internasional.

UTARI DEWI M.Pd

Anggota Pengusul

2

Universitas Negeri

Surabaya

Teknologi Pendidikan

Membantu dalam penyusunan proposal, laporan kemajuan, laporan akhir, menyusun kajian artikel dan desain buku..

6115451 0

3. MITRA KERJASAMA PENELITIAN (JIKA ADA)

Pelaksanaan penelitian dapat melibatkan mitra kerjasama, yaitu mitra kerjasama dalam melaksanakan penelitian, mitra sebagai calon pengguna hasil penelitian, atau mitra investor

Mitra Nama Mitra

4. LUARAN DAN TARGET CAPAIAN

Luaran Wajib

Tahun Luaran

Jenis Luaran

Status target capaian (accepted, published, terdaftar

atau granted, atau status lainnya)

Keterangan (url dan nama jurnal, penerbit, url paten,

keterangan sejenis lainnya)

1 Publikasi Ilmiah Jurnal Internasional

accepted/published Journal of Social Studies Education Research (JSSER)

Luaran Tambahan

Tahun Luaran

Jenis LuaranStatus target capaian (accepted, published, terdaftar atau granted,

atau status lainnya)

Keterangan (url dan nama jurnal, penerbit, url paten, keterangan

sejenis lainnya)

1 Prosiding dalam pertemuan ilmiah Internasional

sudah terbit/sudah dilaksanakan ICEI UNESA

5. ANGGARAN

Rencana anggaran biaya penelitian mengacu pada PMK yang berlaku dengan besaran minimum dan maksimum sebagaimana diatur pada buku Panduan Penelitian dan Pengabdian kepada Masyarakat Edisi 12.

Total RAB 2 Tahun Rp. 222,870,000

Tahun 1 Total Rp. 103,810,000

Jenis Pembelanjaan Item Satuan Vol.Biaya

SatuanTotal

Analisis DataHR Sekretariat/Administrasi Peneliti

OB 2 750,000 1,500,000

Analisis Data HR Pengolah DataP (penelitian)

2 750,000 1,500,000

Analisis Data Tiket OK (kali) 3 200,000 600,000

Analisis Data Uang Harian OH 3 250,000 750,000

Analisis Data Honorarium narasumber OJ 10 750,000 7,500,000


SatuanTotal

Analisis Data Transport Lokal OK (kali) 10 100,000 1,000,000

Analisis Data Penginapan OH 10 350,000 3,500,000

Analisis Data Biaya konsumsi rapat OH 10 100,000 1,000,000

Bahan Barang Persediaan Unit 15 500,000 7,500,000

Bahan ATK Paket 20 410,000 8,200,000

BahanBahan Penelitian (Habis Pakai)

Unit 20 250,000 5,000,000

Pelaporan, Luaran Wajib, dan Luaran Tambahan

Biaya seminar internasional Paket 1 3,500,000 3,500,000


Biaya Publikasi artikel di Jurnal Nasional

Paket 1 10,260,000 10,260,000

Pengumpulan DataHR Sekretariat/Administrasi Peneliti

OB 2 750,000 1,500,000

Pengumpulan Data HR Petugas Survei OH/OR 5 1,250,000 6,250,000

Pengumpulan Data Transport OK (kali) 5 450,000 2,250,000

Pengumpulan Data Tiket OK (kali) 5 200,000 1,000,000

Pengumpulan Data Uang Harian OH 5 450,000 2,250,000

Pengumpulan Data Penginapan OH 5 500,000 2,500,000

Pengumpulan Data HR Pembantu Lapangan OH 5 450,000 2,250,000

Pengumpulan Data HR Pembantu Peneliti OJ 6 750,000 4,500,000

Pengumpulan Data FGD persiapan penelitian Paket 10 450,000 4,500,000

Pengumpulan DataUang harian rapat di dalam kantor

OH 10 200,000 2,000,000

Pengumpulan DataUang harian rapat di luar kantor

OH 10 250,000 2,500,000

Pengumpulan Data Biaya konsumsi OH 10 100,000 1,000,000

Sewa Peralatan Peralatan penelitian Unit 5 1,000,000 5,000,000

Sewa Peralatan Ruang penunjang penelitian Unit 8 500,000 4,000,000

Sewa Peralatan Obyek penelitian Unit 10 300,000 3,000,000

Sewa Peralatan Transport penelitian OK (kali) 10 750,000 7,500,000

Tahun 2 Total Rp. 119,060,000


SatuanTotal

Analisis Data HR Pengolah DataP (penelitian)

5 350,000 1,750,000

Analisis DataHR Sekretariat/Administrasi Peneliti

OB 10 400,000 4,000,000

Analisis Data Honorarium narasumber OJ 10 300,000 3,000,000

Analisis Data Tiket OK (kali) 10 700,000 7,000,000


SatuanTotal

Analisis Data Uang Harian OH 10 350,000 3,500,000

Analisis Data Transport Lokal OK (kali) 10 200,000 2,000,000

Analisis Data Penginapan OH 10 250,000 2,500,000

Analisis Data Biaya konsumsi rapat OH 20 50,000 1,000,000

Bahan Barang Persediaan Unit 15 250,000 3,750,000

BahanBahan Penelitian (Habis Pakai)

Unit 20 250,000 5,000,000

Bahan ATK Paket 30 400,000 12,000,000


Biaya seminar internasional Paket 1 4,810,000 4,810,000


HR Sekretariat/Administrasi Peneliti

OB 6 800,000 4,800,000


Uang harian rapat di dalam kantor

OH 10 150,000 1,500,000


Uang harian rapat di luar kantor

OH 10 200,000 2,000,000


Biaya konsumsi rapat OH 10 50,000 500,000


Biaya penyusunan buku termasuk book chapter

Paket 100 100,000 10,000,000

Pengumpulan DataHR Sekretariat/Administrasi Peneliti

OB 2 750,000 1,500,000

Pengumpulan Data HR Pembantu Peneliti OJ 5 450,000 2,250,000

Pengumpulan Data HR Petugas Survei OH/OR 5 400,000 2,000,000

Pengumpulan Data Transport OK (kali) 5 750,000 3,750,000

Pengumpulan Data HR Pembantu Lapangan OH 5 450,000 2,250,000

Pengumpulan Data FGD persiapan penelitian Paket 6 500,000 3,000,000

Pengumpulan Data Penginapan OH 6 450,000 2,700,000

Pengumpulan DataUang harian rapat di dalam kantor

OH 6 150,000 900,000

Pengumpulan DataUang harian rapat di luar kantor

OH 6 250,000 1,500,000

Pengumpulan Data Tiket OK (kali) 10 250,000 2,500,000

Pengumpulan Data Uang Harian OH 10 600,000 6,000,000

Pengumpulan Data Biaya konsumsi OH 24 50,000 1,200,000

Sewa Peralatan Peralatan penelitian Unit 10 800,000 8,000,000


SatuanTotal

Sewa Peralatan Obyek penelitian Unit 10 350,000 3,500,000

Sewa Peralatan Transport penelitian OK (kali) 10 350,000 3,500,000

Sewa Peralatan Ruang penunjang penelitian Unit 12 450,000 5,400,000

6. KEMAJUAN PENELITIAN

A. RINGKASAN: Tuliskan secara ringkas latar belakang penelitian, tujuan dan tahapan metode penelitian, luaran yang ditargetkan, serta uraian TKT penelitian.

Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung Pare merupakan sebuah desa kecil yang dikenal sebagai fenomena unik dan menarik yang melibatkan hampir keseluruhan masyarakat di kampung Inggris Pare Kediri, hanya ada satu di Indonesia. Kampung Inggris menjalankan program pendidikan non formal yaitu kursus bahasa asing terdapat lembaga kursus bahasa Inggris dan bahasa Asing lainnya, tercatat lebih dari 100 lembaga kursus ada di Pare. Kursus bahasa Inggris merupakan salah satu bentuk lembaga kursus yang melayani kebutuhan peserta didik untuk dapat belajar dan menguasai bahasa Inggris baik membaca (reading), menulis (writing), bercakap-cakap (speaking) maupun mendengar (listening). Para peserta kursus selain belajar di lembaga kursus bahasa Inggris, mereka juga belajar dengan masyarakat di sekitar. Masyarakat terlibat aktif dalam mendukung keberlangsungan pembelajaraan Bahasa Inggris di kampung Inggris Pare Kediri. Hal ini terjadi learning society bagi para pembelajar yaitu para peserta kursus yang berasal dari berbagai lembaga yang ada di kampung Inggris dengan menerapkan bahasa Inggris di lingkungan sekitar, termasuk juga para masyarakat sekitar lingkungan kampung Inggris terutama para pekerja sektor informal, mulai dari pemilik café, penjual siomay-batagor, tukang ojek bahkan penarik becak. Keterlibatan masyarakat secara aktif ini hanya ada di kampung Inggris di desa Pelem dan Desa Tulungrejo Kecamatan Pare kabupaten Kediri. Tampak terlihat pada rombong penjual siomay-batagor, terdapat tulisan “No bravery No victory, Never Tri Never Know: Let’s Practice English With Me”. Terdapat di salah satu pintu rumah pemilik ojek “If you want to go, to the railway/train station, to the bus station, to the tourism Kediri, come join me ...” Dari tulisan rombong tersebut bahwa adanya keterlibatan masyarakat secara aktif dalam proses learning society. Hasil penelitian terdahulu tahun 2018 (skim PDD) bahwa: Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung Inggris dipengaruhi oleh motivasi yang tinggi, adanya keinginan untuk mempertahankan pekerjaan dan status sosial, adanya keikutseraan proses pembiasaan, menerapkan aturan-aturan yang ketat, dan saling mengedukasi. Penelitian ini dapat bermanfaat baik secara teoritik maupun secara parktis. Secara teoritik melalui penelitian ini akan memperkuat teori belajar sepanjang hayat dan teori learning society. Secara praktis, temuan penelitian ini dapat digunakan sebagai feed-back bagi masyarakat di kampung Inggris terutama para pekerja sektor informal memberikan pelatihan untuk para masyarakat: Urgensitas dalam penelitian tentang problematika dan aspek potensial pekerja sektor informal dalam aktivitas learning society di kampung Inggris belum banyak dilakukan. Penelitian ini penting dilakukan agar dapat mengoptimalkan aspek potensial dalam aktivitas learning society dan mengetahui problematika apa saja dapat diminimalisir agar memberikan kontrubsi dalam eksistensi kampung Inggris sebagai destinasi wisata edukasi di Jawa Timur. Kontribsi Penelitian ini memberikan kontribusi bagi pengembangan ilmu pengetahuan. Memperkuat kajian Pendidikan Luar Sekolah dan Ekonomi masyarakat pekerja sektor informal. Bahwa kehadiran para pekerja sektor informal yaitu para pedagang makanan, pengelola camp dan penyedia jasa transportasi adalah faktor penting adanya kursus Bahasa Inggris di Kampung Inggris Pare Kediri. Luaran target tahun pertama adalah artikel dalam seminar internasional ICEI UNESA. Submit di jurnal

internasional pada bulan Juli 2019 di JSSER Eropa Journal. Luaran target tahun kedua adalah Buku dengan judul “Learning Society di Kampung Inggris”. TKT kreteria pada level 2-3.

B. KATA KUNCI: Tuliskan maksimal 5 kata kunci.

problematika, aspek potensial, learning society, aktivitas, pekerja sektor informal

Pengisian poin C sampai dengan poin H mengikuti template berikut dan tidak dibatasi jumlah kata atau halaman namun disarankan seringkas mungkin. Dilarang menghapus/memodifikasi template ataupun menghapus penjelasan di setiap poin.

C. HASIL PELAKSANAAN PENELITIAN: Tuliskan secara ringkas hasil pelaksanaan penelitian yang telah dicapai sesuai tahun pelaksanaan penelitian. Penyajian dapat berupa data, hasil analisis, dan capaian luaran (wajib dan atau tambahan). Seluruh hasil atau capaian yang dilaporkan harus berkaitan dengan tahapan pelaksanaan penelitian sebagaimana direncanakan pada proposal. Penyajian data dapat berupa gambar, tabel, grafik, dan sejenisnya, serta analisis didukung dengan sumber pustaka primer yang relevan dan terkini.

LAPORAN KEMAJUAN PENELITIAN

1. IDENTITAS PENELITIAN(diisikan sesuai dengan proposal)

A. JUDUL PENELITIAN

PROBLEMATIKA DAN ASPEK POTENSIAL PEKERJA SEKTOR INFORMAL

DALAM AKTIVITAS LEARNING SOCIETY DI KAMPUNG INGGRIS PARE KEDIRI

B. BIDANG, TEMA, TOPIK, DAN RUMPUN BIDANG ILMU

Bidang Fokus RIRN/

Bidang Unggulan

Perguruan Tinggi

Tema Topik (jika ada) Rumpun Bidang Ilmu

Sosial Humaniora,

Seni Budaya,

Pendidikan Desk

Study Dalam Negeri

Ekonomi dan sumber

daya manusia

Grand design kekayaan

intelektual lokal,

peninggalan sejarah,

dan pelestariannya

dalam mendukung

karakter bangsa dan

pariwisata yang

berkesinambungan

PLS

C. KATEGORI, SKEMA, SBK, TARGET TKT DAN LAMA PENELITIAN

Kategori

(Kompetitif

Nasional/

Desentralisasi

/ Penugasan

Skema

Penelitian

Strata (Dasar/

Terapan/

Pengembangan)

SBK (Dasar/

Terapan/

Pengembangan)

Target

Akhir

TKT

Lama Penelitian

(Tahun)

Penelitian

Kompetitif

Nasional

Penelitian

Dasar

SBK Riset

Dasar

SBK Riset

Dasar

4 2 Tahun

2. IDENTITAS PENGUSUL

Nama, Peran

Perguruan

Tinggi/

Institusi

Program

Studi/ Bagian Bidang Tugas ID Sinta H-Index

Dr. Wiwin

Yulianingsih,

M.Pd

UNESA PLS

Tugas sebagai

ketua

penelitian

adalah

mengkoordinir

kepada

anggota dan

tim penelitian.

Menulis

artikel jurnal

internasional

5989542 0

sebagai luaran

wajib

Dr. Gunarti

Dwi Lestari,

M.Si, M.Pd.

UNESA PLS

Tugas dalam

penelitian

adalah

memberikan

kontribusi

kajian

pengembangan

sumber daya

manusia dalam

proses

perencanaan

proposal,

turun

lapangan,

menyusun

laporan dan

artikel luaran

tambahan

6009729 0

Utari Dewi,

S.Sn.M.Pd. UNESA

Teknologi

Pendidikan

Membantu

dalam

penyusunan

proposal,

laporan

kemajuan,

laporan akhir,

menyusun

kajian artikel

dan desain

buku.

6115451 0

3. MITRA KERJASAMA PENELITIAN (JIKA ADA)

Mitra Nama Mitra

………… …………

4. LUARAN DAN TARGET CAPAIAN

Luaran Wajib

Tahun

Luaran Jenis Luaran

Status Target

Capaian (accepted,

published, terdaftar

atau granted, atau

status lainnya)

Keterangan (url dan nama jurnal,

penerbit, url paten, keterangan

sejenis lainnya)

2019 Jurnal Internasional Published http://ijessr.com ijessr.com › view1

(http://ijessr.com/view1.php?issue=4)

Luaran Tambahan

Tahun Luaran Jenis Luaran

Status Target Capaian

(accepted, published,

terdaftar atau granted,

atau status lainnya)

Keterangan (url dan

nama jurnal, penerbit,

url paten, keterangan

sejenis lainnya)

2019

Prosiding (Seminar

Internasional ICEI

2019)

accepted ICEI seminar

internasional

5. KEMAJUAN PENELITIAN

Ringkasan penelitian berisi latar belakang penelitian, tujuan dan tahapan metode penelitian, luaran

yang ditargetkan, serta uraian TKT penelitian yang diusulkan.

A. RINGKASAN

Keterlibatan pekerja sektor informal dalam aktivitas learning society di kampung

Pare merupakan sebuah desa kecil yang dikenal sebagai fenomena unik dan menarik yang melibatkan

hampir keseluruhan masyarakat di kampung Inggris Pare Kediri, hanya ada satu di Indonesia. Kampung

Inggris menjalankan program pendidikan non formal yaitu kursus bahasa asing terdapat lembaga kursus

bahasa Inggris dan bahasa Asing lainnya, tercatat lebih dari 100 lembaga kursus ada di Pare. Kursus

bahasa Inggris merupakan salah satu bentuk lembaga kursus yang melayani kebutuhan peserta didik

untuk dapat belajar dan menguasai bahasa Inggris baik membaca (reading), menulis (writing),

bercakap-cakap (speaking) maupun mendengar (listening). Para peserta kursus selain belajar di lembaga

kursus bahasa Inggris, mereka juga belajar dengan masyarakat di sekitar.

Masyarakat terlibat aktif dalam mendukung keberlangsungan pembelajaraan Bahasa Inggris di

kampung Inggris Pare Kediri. Hal ini terjadi learning society bagi para pembelajar yaitu para peserta

kursus yang berasal dari berbagai lembaga yang ada di kampung Inggris dengan menerapkan bahasa

Inggris di lingkungan sekitar, termasuk juga para masyarakat sekitar lingkungan kampung Inggris

terutama para pekerja sektor informal, mulai dari pemilik café, penjual siomay-batagor, tukang ojek

bahkan penarik becak. Keterlibatan masyarakat secara aktif ini hanya ada di kampung Inggris di desa

Pelem dan Desa Tulungrejo Kecamatan Pare kabupaten Kediri. Tampak terlihat pada rombong penjual

siomay-batagor, terdapat tulisan “No bravery No victory, Never Tri Never Know: Let’s Practice English

With Me”. Terdapat di salah satu pintu rumah pemilik ojek “If you want to go, to the railway/train

station, to the bus station, to the tourism Kediri, come join me ...” Dari tulisan rombong tersebut bahwa

adanya keterlibatan masyarakat secara aktif dalam proses learning society.

Hasil penelitian terdahulu tahun 2018 (skim PDD) bahwa: Keterlibatan pekerja sektor informal dalam

aktivitas learning society di kampung Inggris dipengaruhi oleh motivasi yang tinggi, adanya keinginan

untuk mempertahankan pekerjaan dan status sosial, adanya keikutseraan proses pembiasaan,

menerapkan aturan-aturan yang ketat, dan saling mengedukasi. Penelitian ini dapat bermanfaat baik

secara teoritik maupun secara parktis. Secara teoritik melalui penelitian ini akan memperkuat teori

belajar sepanjang hayat dan teori learning society. Secara praktis, temuan penelitian ini dapat digunakan

sebagai feed-back bagi masyarakat di kampung Inggris terutama para pekerja sektor informal

memberikan pelatihan untuk para masyarakat: Urgensitas dalam penelitian tentang problematika dan

aspek potensial pekerja sektor informal dalam aktivitas learning society di kampung Inggris belum

banyak dilakukan. Penelitian ini penting dilakukan agar dapat mengoptimalkan aspek potensial dalam

aktivitas learning society dan mengetahui problematika apa saja dapat diminimalisir agar memberikan

kontrubsi dalam eksistensi kampung Inggris sebagai destinasi wisata edukasi di Jawa Timur. Kontribsi

Penelitian ini memberikan kontribusi bagi pengembangan ilmu pengetahuan. Memperkuat kajian

Pendidikan Luar Sekolah dan Ekonomi masyarakat pekerja sektor informal. Bahwa kehadiran para

pekerja sektor informal yaitu para pedagang makanan, pengelola camp dan penyedia jasa transportasi

adalah faktor penting adanya kursus Bahasa Inggris di Kampung Inggris Pare Kediri. Luaran target

tahun pertama adalah artikel dalam seminar internasional ICEI UNESA. Submit di jurnal internasional

pada bulan Juli 2019 di JSSER Eropa Journal. Luaran target tahun kedua adalah Buku dengan judul

“Learning Society di Kampung Inggris”. TKT kreteria pada level 2-3.

Hasil penelitian berisi kemajuan pelaksanaan penelitian, data yang diperoleh, dan analisis yang telah

dilakukan

B. HASIL PENELITIAN

A. Problematika keterlibatan pekerja sektor informal

Problematika keterlibatan pekerja sektor informal yaitu penjual makanan

minuman dan penyedia jasa transportasi (tukang becak dan ojek) dalam aktifitas

learning society di Kampung Inggris banyak memiliki kesamaan. Dalam hal ini jika

dibandingkan problematika keterlibatan pekerja sektor informal pembimbing atau

pengelola camp.

1) Penjual Makanan dan Minuman

(1) Kurangnya kemampuan pengucapan Bahasa Inggris bagi para pendagang

menjadikan kendala dalam proses komunikasi dengan para peserta kursus.

(2) Tidak banyak memiliki vocabulary (perbendaharaan kata) yang dimiliki oleh

para pedagang.

(3) Lembaga kursus Bahasa Inggris tidak maksimal dan kurang intens (terus

menerus) mendampingi para pekerja sektor informal para pedagang untuk

melatih dan meningkatkan kemampuan Bahasa Inggris.

(4) Sekitar 3 tahun terakhir ini, tidak semua lembaga ada kelas khusus (kursus)

bagi para pekerja sektor informal untuk mengikuti kursus, yang ada dan masih

berjalan hanya di lembaga BEC (Bacis English Course) di Jalan Anyelir nomer

8 Singgahan Tulungrejo.

2) Penyedia Jasa Transportasi

(1) Para penyedia jasa yakni para tukang becak dan ojek tidak banyak memiliki

vocabulary (perbendaharaan kata) yang dimiliki

(2) Kurang yakin dan percaya diri para penyedia jasa transportasi dalam

berkomunikasi dengan para peserta kursus Bahasa Inggris di Pare.

(3) Lembaga kursus kurang intens (terus menerus) mendampingi para pekerja

sektor informal para penyedia jasa transportasi untuk melatih dan

meningkatkan kemampuan Bahasa Inggris.

(4) Sekitar 3 tahun terakhir ini, tidak semua lembaga ada kelas khusus (kursus)

bagi para pekerja sektor informal untuk mengikuti kursus, yang ada dan masih

berjalan hanya di lembaga BEC (Bacis English Course) di Jalan Anyelir nomer

8 Singgahan Tulungrejo.

3) Pembimbing/Tutor dan Pengelola Camp

(1) Adanya kendala pengelola camp mendapatkan tenaga pendamping di camp,

sehingga untuk sementara memberikan penawaran bagi tutor di kursus untuk

bersedia atau bahkan beberapa alumni camp yang masih tinggal di camp

masing-masing kursus di Kampung Inggris mendalami Bahasa Inggris

dijadikan pendamping atau pembimbing atau tutor di camp tersebut.

(2) Adanya persaingan antara beberapa camp, untuk mendapatkan peserta kursus

yang bertempat tinggal di camp.

(3) Adanya tenaga tutor yang terkadang memutuskan pekerjaan sepihak karena

gaji yang diterima masih minim.

B. Aspek Potensial Keterlibatan Pekerja Sektor Informal

1) Pedagang Makanan Minuman

(1) Memiliki semangat yang tinggi untuk menerapkan kemampuan Bahasa Inggris

yang dimiliki agar dagangannya lebih laku dan jumlah pelanggan lebih banyak

lagi. Karena berdagang atau berjualan adalah sebagai penghidupan sehari-hari

mereka.

(2) Ikut serta dalam pembiasaan yang dilakukan oleh para peserta kursus adalah

bagian dari aktifitas, yaitu aktifitas belajar, mengasah dan berusaha secara

terus menerus dalam komunikasi bahasa Inggris.

(3) Lembaga kursus memberikan reward bagi pedagang berjualan di depan

lembaga.

2) Penyedia Jasa Transportasi

(1) Mereka masih bersedia mengikuti kursus yang diselenggarakan oleh lembaga

kursus agar para jasa transportasi ini dapat menerapkan dan menambah

kosakata.

(2) Berusaha untuk menerapkan kemampuan komunikasi yang dimiliki walaupun

sangat sedikit.

(3) Mereka para penyedia jasa transportasi mendapatkan reward, sama halnya

dengan para pedagang yaitu sebagai para jasa transportasi di depan lembaga

kursus, ikut serta menerapkan kemampuan Bahasa Inggris agar memberikan

pembiasaan kepada peserta kursus sehingga ini merupakan kebanggaan bagi

mereka.

3) Pembimbing atau pengelola Camp

(1) Bagi para pembimbing camp mereka dapat mengembangkan ragam program

pilihan yang cocok bagi para penghuni camp, sesuai kebutuhan peserta kursus

(penghuni camp). Karena camp sama halnya dengan kos yang memberikan

pendapatan bagi para pengelola camp.

(2) Menambah penghasilan bagi para pemilik camp. Dengan bertambahnya

jumlah pelanggan atau penghuni camp maka akan semakin menambah

penghasilan pengelola camp. Apalagi masa libur anak-anak sekolah datang,

maka datang pulalah rezeki para pengelola camp.

(3) Para pembimbing/Tutor camp dapat fasilitas tempat tinggal gratis selama

menjadi pembimbing di camp tersebut.

(4) Memanfaatkan peluang Kampung Inggris yang luxury branded. Sehingga

selain membuka camp, rata-rata ada usaha sampingan seperti: jasa transportasi

(travel), membuka toko, membuka warung makanan/catering, menjual pulsa,

menerima jasa laundry, menjual pernak-pernik oleh-oleh khas Kampung

Inggris dan lain sebagainya.

Menurut Hasibuan (2001:219) adalah pemberian daya gerak yang

menciptakan kegairahan seseorang, agar mau bekerja sama, bertindak efektif dan

terintegrasi dengan segala daya upayanya untuk mencapai kepuasan. Sedangkan

aktivitas learning society di kampung Inggris adalah sebuah proses pembiasaan.

Potensi Pembiasaan berkomunikasi diatas memberikan arti bahwa

menerapkan ilmu dengan suasana menyenangkan (fun learning) akan lebih cepat

dipahami, sehingga tidak ada satupun dari peserta yang mempunyai anxiety

(kegelisahan/kekhawatiran) dalam menyampaikan dan mengaplikasikan dalam

kehidupan sehari-hari. Selain itu keterlibatan pekerja sektor informal yaitu

pendamping camp dalam menerapkan aktifitas learning society bersifat partisipasi.

Berikut adalah simulasi sosiogram pola pembiasaan yang ada di Kampung Inggris.

Gambar 1 Simulasi sosiogram pola pembiasaan

Hal ini sesuai dengan pendapat Edward (1999) Komunitas belajar sangat

dipengaruhi oleh rekognisi dan perbedaan media komunikasi yang berdampak pada

hubungan antar personal. Ketika sebuah learning society semakin tumbuh,

menghasilkan kekuatan dalam globalisasi ekonomi, budaya, komunikasi, migrasi dan

wisata.

learning

society

Pekerja

Sektor

Informal

Peserta

Kursus

Fun

Learning

Perhatian Kepedulian

Toleransi

social

intelegence pembelajar

Tolong

menolong

musyawarah

Patuh

aturan

Jasa

Ojek/becak

Pendampi

ng Camp

Penjual

English

Zone Aturan pembiasaan

English

Zone Disiplin Fun

Fluent

(Fasih)

D

A

M

P

A

K

Berdasarkan temuan tersebut dapat diketahui bahwa pendidikan nonformal pada

akhirnya diharapkan dapat mewujudkan masyarakat gemar belajar atau learning

society. Terbentuknya masyarakat gemar belajar (learning society) merupakan wujud

nyata model pendidikan sepanjang hayat (lifelong education) yang mendorong

terbukanya kesempatan menuntut setiap orang, masyarakat, organisasi, serta institusi

sosial belajar lebih luas. Sehingga tumbuh semangat dan motivasi untuk belajar

mandiri terutama dalam memenuhi kebutuhan belajar sepanjang hayat, dan

memperkuat keberdayadidikan (educability) agar mampu mendidik diri dan

lingkungannya (Kamil, 2009 : 23).

Selanjutnya Yahui Su (2010) menjelaskan learning society sebagai “a society

which takes learning as the main concern” yang artinya sebuah masyarakat yang

mengambil pembelajaran sebagai perhatian utama. Selanjutnya dijelaskan kembali

bahwa “learning in the learning society is encapsulated by two requirements: our

awareness of learning and our intention to learn”. Belajar di learning society

dirumuskan oleh dua persyaratan: kesadaran belajar dan niat untuk belajar.

Proses pembelajaran dikampung Inggris menekankan pada pola belajar orang

dewasa, sudut pandang mengenai pendidikan orang dewasa ditekankan bahwa orang

dewasa mempunyai konsep diri yang sangat kuat. Senada dengan yang telah

diungkapkan oleh Merriam, Sharan, B. & Brockett, Ralph, G. (2007) bahwa bahwa

pendidikan orang dewasa adalah praktik di mana orang dewasa terlibat dalam

pembelajaran yang sistematis dan berkelanjutan kegiatan untuk mendapatkan bentuk

pengetahuan, keterampilan, sikap, atau nilai baru.

Pendidikan orang dewasa sangat terkait dengan pengalaman belajar sepanjang

hayat, dan orang dewasa telah mengumpulkan pengalaman hidup yang membantu

mereka memahami teori, situasi, dan situasi yang berbeda dalam kehidupannya masing-

masing. Cropley (1980) dalam Monica Turturean (2015, 1215-1220), mengungkapkan

orang dewasa menempatkan pengalaman belajar yang berbeda dalam rangkaian

pembelajaran, dari informal ke formal. Cropley mencoba menjelaskan bahwa orang

dewasa terpengaruh pendidikan yang dapat dilembagakan atau tidak.

Sedangkan menurut Chang et al., (2003) dalam Chang, Cheng, Deng, & Chan,

(2007: 234-249) menyatakan hasil pengamatan struktur jaringan pada learning society

menunjukkan bahwa desain educities berikut ini dapat membantu meningkatkan

interaksi sosial.

Status Luaran berisi status tercapainya luaran wajib yang dijanjikan dan luaran tambahan (jika ada).

Uraian status luaran harus didukung dengan bukti kemajuan ketercapaian luaran dengan bukti

tersebut di bagian Lampiran

C. STATUS LUARAN

Luaran wajib dalam penelitian ini adalah publikasi jurnal internasional. Artikel dalam penelitian ini

sudah terpublikasi pada bulan Agustus 2019, pada international journal of Education and Social Science

Research ISSN: 2581-5148 Volume 2 Issue 4, Aug 2019 BLEMATICS AND POTENTIAL ASPECTS

OF INVOLVEMENT OF INFORMAL SECTOR WORKERS IN LEARNING SOCIETY

ACTIVITIES. Sedangkan luaran tambahan adalah prosiding dalam seminar internasional ICEI Unesa

2019 dengan status accepted

Peran Mitra (untuk Penelitian Terapan, Penelitian Pengembangan, PTUPT, PDUPT serta KRUPT)

berisi uraian realisasi kerjasama dan realisasi kontribusi mitra, baik in-kind dan in-cash.

D. PERAN MITRA

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………………………………………………………………………………

Kendala Pelaksanaan Penelitian berisi kesulitan atau hambatan yang dihadapi selama melakukan

penelitian dan mencapai luaran yang dijanjikan

E. KENDALA PELAKSANAAN PENELITIAN

Kendala pelaksanaan penelitian adalah jarak tempuh dari kampus Unesa Lidah Wetan Surabaya menuju

ke Kampung Inggris Pare Kediri. Membutuhkan waktu 3-4 jam perjalanan dan kendaraan umum yang

sangat langka, karena disesuaikan dengan waktu atau jadwal, rata-rata selang 45-60 menit

Rencana Tahapan Selanjutnya berisi tentang rencana penyelesaian penelitian dan rencana untuk

mencapai luaran yang dijanjikan

F. RENCANA TAHAPAN SELANJUTNYA

Rencana tahapan selanjutnya adalah melakukan kajian penelitian di tahun kedua dengan luaran wajib

adalah buku dengan judul learning society di Kampung Inggris. Sedangkan untuk rencana tahapan

berikutnya penelitian di Kampung Inggris ini masih menarik untuk dikaji karena melihat fenomena

yang unik, menarik dan penting untuk diteliti, terlihat dari jumlah peserta kursus yang terus meningkat

dan jumlah lembaga kursus mencapai 100 lembaga kursus

Daftar Pustaka disusun dan ditulis berdasarkan sistem nomor sesuai dengan urutan pengutipan.

Hanya pustaka yang disitasi pada laporan kemajuan yang dicantumkan dalam Daftar Pustaka.

G. DAFTAR PUSTAKA

1 Chang, B., Cheng, N., Deng, Y., & Chan, T. 2007. Environmental design for a

structured network learning society, 48, 234-249.

https://doi.org/10.1016/j.compedu.2004.11.008

2. Charungkaittikul, Suwithida and John A. Henschke. Strategies for developing a sustainable

learning society: An analysis of lifelong learning in Thailand. Springer Science and

Business Media Dordrecht and UNESCO Institute for Lifelong Learning 60: 499-522.

3. Elias, L. John and Merriam B Sharan. (2000). Philosphical Foundation of Adult Education.

Third Edition.

4. Hasibuan, Malayu. 2001. Manajemen Sumber Daya Manusia:Pengertian Dasar, Pengertian,

dan Masalah. Jakarta: PT. Toko Gunung Agung.

5. Holton, Elwood F; Swanson, Rechard A. 2005. The Adult Learner. Sixth Edition. California:

Elsevier.

https://charlesbickenheuserdotcom.files.wordpress.com/2015/03/creswell_2007_qualit

ative_inquiry_and_research_design__choosing_among_five_approaches__2nd_editio

n.pdf

6. Jarvis, Peter. 2007. Globalization, Lifelong Learning and The Learning Society. New York:

Routledge.

https://doi.org/10.1016/j.compedu.2004.11.008

https://charlesbickenheuserdotcom.files.wordpress.com/2015/03/creswell_2007_qualitative_inquiry_and_research_design__choosing_among_five_approaches__2nd_edition.pdf



7.Jui Pattnayaka dan Sabyasachi Pattnaikb (ICCI, 2016) dinyatakan bahwa, “Group work,

Question & Answer (Q & A) sessions are performed by social networking and

discussion forums. diakses Agustus 2017.

8.Jumani, Nabi Bux, Faza;-ur-Rahman, and Jhadija Bibi. 2011. Potential of Non Formal

Education In Promoting Women Education In Pakistan. International Journal of

Instruction. Vol. 4 (1). E-ISSN: 1308-1470.

9.Kamil, Mustofa. 2009. Model Pendidikan Dan Pelatihan (Konsep Dan Aplikasi). Bandung:

Alfabeta.

Lampiran berisi bukti pendukung luaran wajib dan luaran tambahan (jika ada) sesuai dengan target

capaian yang dijanjikan

H. LAMPIRAN

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………………………………………………………………………………

ICEI 2019 The 3rd International Conference on Education Innovation

24 Agustus 2019 - Whyndam Hotel Surabaya Date: 2 November 2019

Letter of Acceptance

Dear Authors: Wiwin Yulianingsih, Gunarti Dwi Lestari, Utari Dewi, M. Fahmi

Zakariyah We are pleased to inform you that your abstract (ABS-138), entitled:

MANAGEMENT OF LEARNING ACTIVITIES IN AZIZAH PRINCESS CAMP

KAMPUNG INGGRIS PARE KEDIRI

has been reviewed and accepted to be presented at ICEI 2019 to be held on 24 Agustus 2019

in Whyndam Hotel Surabaya

Please submit your full paper and make the payment for registration fee before the deadlines, visit

our website for more information.

Thank You.

Best regards,

Dr. Erny Roesminingsih, M.Si Chairman of ICEI 2019

International Journal of Education and Social Science Research

www.ijessr.com ISSN 2581-5148

ACCEPTANCE LETTER

Dear Authors,

Wiwin Yulianingsih & Gunarti Dwi Lestari & Utari Dewi

Congratulations! The Editorial Team of International Journal of Education and

Social Science Research (IJESSR), is pleased to inform you that your manuscript.

“PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF

INFORMAL SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES” has been

accepted for the publication.

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http://ijessr.com Page 354

PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF INFORMAL

SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES

Wiwin Yulianingsih1* & Gunarti Dwi Lestari2 & Utari Dewi3 12Department of Nonformal Education, Universitas Negeri Surabaya. Surabaya. Indonesia

3Department of Curriculum and Educational Technology. Universitas Negeri Surabaya. Surabaya. Indonesia.

*Correspondence: Wiwin Yulianingsih, Universitas Negeri Surabaya. Indonesia

ABSTRACT

Kampung Inggris is also called a foreign language village. The number of more than 100 course

institutions is in PareKediri Regency, East Java. The involvement of the surrounding community

becomes unique and interesting. The problems and potential aspects of the involvement of the

informal sector workers in learning society activities. This study uses a qualitative approach that

aims to understand social realization. Methods of collecting data with in-depth interviews,

observation and documentation. The results of this study indicate the involvement of informal sector

workers in learning society activities in Kampung Inggris is a participation that is influenced by high

motivation. In achieving the goal must be based on six basic pillars which means that if the

implementation of each pillar, in principle there will be a lifelong learning process including having

a sense of pride and the desire to share mutual learning.

KEYWORDS: informal sector workers, learning societyactivities, lifelong learningprocess,

Kampung InggrisPareKediri Regency, East Java.

1. INTRODUCTION

Kampung Inggris Pare is a township term located along Anyelir Road, Brawijaya Road, Kemuning

Road in Tulungrejo Village and Pelem Village, Pare District, Kediri Regency, East Java. Starting

from an English language learning center, it is now developing into a village of languages and is

known as a unique and interesting phenomenon involving almost the entire community in Kampung

Inggris Pare Kediri, there is only one in Indonesia.

Many found the atmosphere and activity in rhythm at every corner, namely the activity of foreign

language courses. Kampung Inggris is also called non-formal education program activities. Foreign

languages contained in the course institutions are English and other foreign languages, there are

more than 100 course institutions in Pare. English courses are one form of course institutions that

serve the needs of students to be able to learn and master English both reading, writing, speaking,

and listening. In addition to studying at the English language course institutions, the participants also

studied with the surrounding community. This is a unique thing because foreign languages are a

feature of every individual who masters them.

The pare community is very actively involved in supporting the sustainability of English language

learning in Kampung Inggris Pare Kediri. This is called learning society, especially for learners,


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namely the course participants who come from various institutions in the English village by applying

English in the surrounding environment will improve language skills, including communities around

the British village environment, especially informal sector workers , starting from café owners,

sellers of siomay-batagor, motorcycle taxi drivers and even becak drivers. The active involvement of

the community is only available in Kampung Inggris in Pelem village and Tulungrejo village, Pare

district, Kediri district. Seen to be seen in the crowds of sellers of Batagor, there is the inscription

"No Bravery No Victory, Never Try Never Know: Let's Practice English With Me". Located in one

of the doors of the ojek owner's house "If you want to go, to the railway/train station, to the bus

station, to the Kediri tourism, come join me ..." From the stand writing that there is active

community involvement in learning society process.

The results of previous studies in 2018 that: The involvement of informal sector workers in learning

society activities in Kampung Inggris is influenced by high motivation, the desire to maintain jobs

and social status, the existence of participation in the habituation process, applying strict rules, and

educating each other. This research can be useful both theoretically and practically. Theoretically

through this research will strengthen lifelong learning theory and learning society theory. Practically,

the findings of this study can be used as a feed-back for people in English villages, especially

informal sector workers providing training for the community: Urgencies in research about knowing

deeply about the problems and potential aspects of informal sector workers in learning society

activities in Kampung Inggris were not done much.

This research is important to be able to optimize the potential aspects and minimize the problems in

learning society activities in order to contribute to the existence of Kampung Inggris as educational

tourist destinations in East Java. Contribution this research contributes to the development of

science. Strengthening the study of Out-of-School Education and the Economy of the informal sector

worker community. That the presence of informal sector workers namely food traders, camp

managers and providers of transportation services is an important factor in the existence of an

English language course in Kampung Inggris Pare Kediri.

2. LITERATURE REVIEW

According to Ivan Illich (Sudiapermana 2013), learning cannot be insulated by space and time,

because learning can be done in many places and at all times. When information technology is not as

advanced as it is today, Ivan Illich has been thinking about Learning Webs. In this case Ivan Illich

argues that knowledge must be used to solve problems and add value to life. Whatever one's busy

life and work, always requires learning in every time, throughout his life. Whereas the idea outlined

by Paulo Freire, says that education in the concept of learning is a way to a better life. Whereas

according to Sudjana (2001), the public likes to learn as well as being a prerequisite for the growth of

an educated society.


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Sudjana (2001) explains that community participation in the learning process activities is also

influenced by learning strategies. In the implementation of non-formal education that implements

participatory learning strategies consider the principles:

a) Learning needs based, where learning needs exist because of the will or needs of the

community.

b) Learning goals and objectives oriented, namely planned and implemented to achieve the

learning objectives that have been previously set.

c) Participant centered that is learning based on and adapted to the background of students'

lives.

d) Expermential learning, namely learning activities that are prepared and carried out by

departing from things that have been mastered by students.

Learning society according to Charungkaittikul and Henschke (2014) includes: a) Students, b)

Learning provider, c) Learning resources / institutions, d) Knowledge, e) Lifelong learning activities,

f) Learning network, g) Knowledge management, h) Learning climate, i) Study groups. The learning

community or better known as learning society that occurs is part of the participation process. The

involvement of informal sector workers is part of participation in the learning society process.

According to Husen (Yahui Su, 2010), "learning society calls for useful education to enable people

to adjust to rapid industrial and cultural changes", learning society is an education that is useful for

each individual to adjust to industrial and cultural changes that fast. Learning society as "a society

which takes learning as the main concern" which means a society that takes learning as its main

concern. Further explained again that "Learning in the learning society is encapsulated by two

requirements: our awareness of learning and our intention to learn". Learning in activities in learning

society is mainly the presence of awareness of learning.

Consciousness is something that is entirely personal, a person's first phenomenon that occurs as part

of what we call mind. Awareness refers to the ability to be aware of yourself and create meaning in

our experience. Awareness can also be considered as a sense of identity, especially in complex

attitudes, beliefs and sensitivities held by each individual (Merriam, 2001). According to him

consciousness is something that is entirely personal, a person's first phenomenon that occurs as part



attitudes, beliefs and sensitivities held by each individual. Consciousness is entirely personal, the

first person phenomenon that occurs as and the sensitivity possessed by an individual. (Merriam,

2001).

3. Research Methods

The approach of this research method is a qualitative approach that aims to understand social

realization, namely looking at the problems and potential aspects of informal sector workers in a


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learning society in British Village Pare Kediri. Methods of collecting data with in-depth interviews,

observation and documentation. Data analysis techniques by collecting data, interpreting data,

rearranging data, interpreting data and drawing conclusions. The stages are as follows:

3.1 Pre-Field Stage

a. Selecting the research field, starting from the month beginning with the PDD research and for

supporting aspects starting in December 2018, the field for basic research is taken down from

January to December 2018 with consideration that British Village is a unique, interesting and

important phenomenon to study. More than 100 course institutions are in English villages.

Students, students and practitioners flocked there to attend English language courses, they came

from various parts of the country in Indonesia and even from abroad, such as from Thailand,

Bangladesh and East Timor.

b. Come directly to the head of Tulungrejo Village and Pelem Village, Pare Kediri Subdistrict to

ask permission to do research.

3.2 Field Work Stage

a. Conducted an observation to the English Village of Pare Kediri.

b. Conduct field assessments and assess the location of research in order to adjust the object of

research. With the aim of trying to know all the elements of the social, physical, natural and

so on. In addition, also to prepare yourself mentally and physically and prepare the needed

equipment.

c. Entering the field, by observing various phenomena, the process of community involvement

in English villages, the process of involvement of informal sector workers in learning society

activities. There are four required data, namely involvement activity, meaning of participation

as distinctiveness or excellence and inhibiting factors and supporting factors in the

involvement of informal sector workers in learning society activities.

d. Determine and choose informants that are suitable for research needs.

3.3 Data Analysis Phase

This stage the researcher analyzes the data that has been collected, all the data that has been obtained

through observations, interviews and field records are immediately analyzed and outlined in the form

of draft research results. Next is the preparation of research reports. Furthermore Bogdan and Taylor

in (Moleong, 1993) state that ‘... qualitative methods as methods that produce descriptive data in the

form of written or oral words (which are narrative) from people and observable behavior.

Then Miles and Huberman (1992) revealed that "with qualitative data can understand the flow of

events chronologically, assess cause and effect within the scope of the minds of local people, and

obtain many and useful explanations”. Through qualitative research, the data on the problematic and

potential aspects of informal sector workers in the learning society in Kampung Inggris Pare Kediri

will get complete data.


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4. RESULTS AND DISCUSSION

4.1 Problems in the involvement of informal sector workers

Problems in the involvement of informal sector workers, namely food and beverage vendors and

transportation service providers (pedicab drivers and motorcycle taxi drivers) in learning society

activities in English Village have many things in common. In this case if compared to the problem of

involvement of informal sector workers, the camp supervisor or manager is as follows:

4.1.1 Food and Beverage Seller

a. The lack of English pronunciation skills for traders makes it an obstacle in the process of

communication with the course participants.

b. Not many have vocabularies that are owned by traders.

c. The English language course institute is not optimal and is not intense (continuously)

accompanying informal sector workers of traders to train and improve their English skills.

d. Around the last 3 years, not all institutions have special classes (courses) for informal sector

workers to take courses, which are still available and still run only at the BEC institution

(Bacis English Course) on Anyelir street number 8, Singgahan Tulungrejo.

4.1.2 Transportation Service Provider

a. Service providers, namely pedicab drivers and motorcycle taxis, do not have many

vocabularies

b. Not sure and confident of the transportation service providers in communicating with the

participants of the English language courses in Pare.

c. The course institutions are less intense (continuously) accompanying informal sector workers

in transportation service providers to train and improve English language skills.



(Bacis English Course) on Jalan Anyelir number 8, Singgahan Tulungrejo.

4.1.3 Advisor or Camp Manager

a. There is a constraint for camp managers to get assistants at the camp, so that temporarily

giving an offer to tutors in the course to be willing or even some camp alumni who still live

in English Village to explore English is used as a companion or mentor at the camp.

b. There is competition between camps, to get course participants who reside in the camp.

4.2 Supporting Aspects of The Involvement of Informal Sector Workers

4.2.1 Food Beverage Traders


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a. Have a high enthusiasm to apply the English language skills that are owned so that the

merchandise is more sold and the number of customers more. Because trading or selling is

their daily life.

b. Participating in habituation carried out by the participants of the course is part of the activity,

namely learning activities, honing and striving continuously in English communication.

c. Course institutions provide rewards for traders selling in front of the institution.


a. They are still willing to take courses organized by the course institutions so that these

transportation services can apply and add vocabulary.

b. Trying to apply communication skills that are owned even though very little.

c. They transport service providers get rewards, as well as merchants, namely as transportation

services in front of the course institutions, participate in applying English language skills in

order to provide habituation to course participants so that this is a pride for them.

4.2.3 Camp owner or manager

a. For the camp supervisors they can develop a variety of choice programs that are suitable for

camp residents, according to the needs of the course participants (camp residents). Because

the camp is the same as the boarding house which provides income for camp managers.

b. Increase income for camp owners. With the increase in the number of customers or residents

of the camp, it will further increase the income of the camp manager. Moreover, during the

holidays for school children, the camp managers' fortune came.

c. The tutors / tutors camp can get free living facilities while being a mentor at the camp.

d. Take advantage of British Village opportunities that are branded luxury. So in addition to

opening camps, on average there are side businesses such as: transportation services (travel),

opening shops, opening food / catering shops, selling pulses, receiving laundry services,

selling souvenirs typical of British villages and so on.

Unique and interesting social phenomena are viewed from the point of view of non-formal education

studies to obtain actual data on the phenomena that exist in British Village. Need an in-depth

approach to be able to uncover what is the motive of the phenomenon.

Field findings indicate that community involvement is very strong in the presence of British villages,

community participation or involvement of informal sector workers. Even the only one in Indonesia

is food sellers, transportation providers and camp assistants in implementing participatory learning

society activities, besides this activity is based on willingness and intentions such as those inherent in

the principle of matching adults with Septian Widasta (2018) are as follows: (1) adults are always

motivated to be personal learners in accordance with their needs and interests, (2) learning

orientation for adults is to focus on life according to him right, (3) experience as a source of wealth


ISSN 2581-5148

Vol. 2, No. 04; 2019


for the learning process, (4 ) adults expect gools themselves with the right needs. Then Septian

Widasta (2018) reveals that achieving gools must be based on six basic pillars, as follows:

The existence of the implementation of non-formal education and its peculiarities, especially the

existence of English language courses and the involvement of informal sector workers in learning

society activities. As in the learning society component there are: (1). students, (2). learning

providers, (3) learning resources / institutions, (4) knowledge, (5) lifelong learning activities, and (6)

climate and study groups.

In the implementation of non-formal education that implements participatory learning strategies as

revealed by Sudjana (2001) consider the principles: 1) based on learning needs (learning needs

based), where learning needs exist because of the will or needs of the community; 2) oriented

towards the purpose of learning activities (learning goals and objectives oriented), namely planned

and implemented to achieve the learning objectives that have been previously set; 3) centered on

students (participant centered), namely learning carried out based on and adapted to the background

of students' lives; 4) departing from experiential learning, namely learning activities that are prepared

and carried out by departing from things that have been mastered by students. Lifelong learning is a

continuum of interdependent elements, which are based on individual needs in learning throughout

their lives.


ISSN 2581-5148

Vol. 2, No. 04; 2019


According to Edward (1999) Learning communities are strongly influenced by recognition and

differences in communication media that have an impact on interpersonal relationships. When a

learning society grows, it produces strength in globalization in economics, culture, communication,

migration and tourism.

Activities in English villages focus on cooperative learning patterns in which teaching strategies are

designed to educate group cooperation and learner participant interactions. In line with what Duran

& Monereo has revealed in the International Journal of Educational Research (Thurston, Cockerill,

& Craig, 2019), each group of learners must have a special role to play in the cooperative learning

process. This happened in the English village pare.

Based on the construction of logical and structured meaning by using theories to find prepositions

that are in accordance with the reality that occurs in the field, the results of the findings in the form

of prepositions can be developed into new theories or can be an existing theory reinforcement. As for

some research findings in British Village Pare Kediri as stated, several prepositions can be

formulated, as follows:

a. The involvement of informal sector workers in learning society activities in the English

village is a participation that is influenced by high motivation, the desire to maintain long-

standing jobs into daily work and as part of social status including participation in the

habituation process.

b. As a lifelong learning process activity. By having a number of customers, the awareness and

efforts to continue self-actualizing the informal sector workers continue to trigger or get used

to having the ability to communicate in English. Including having a sense of pride and the

desire to share mutual learning.

c. The involvement of informal sector workers in implementing participatory learning society

activities is built through stages. 1). Stage of participation in decision making. 2). Stage of

participation in the implementation of activities. 3). Stage of participation in knowledge

sharing. 4). Stage of participation in utilizing the results of activities.5). Self management

stage.

5. CONCLUSION

Overall, the involvement of informal sector workers in their activities gives a positive meaning,

namely the activities of mutual learning and other than that shown by high motivation and social

care. Then strict rules lead the learners to have the principle of having to learn from one another or

be called an education pattern. Therefore the public or practitioners in general know that education is

very important in all sectors so as to create an atmosphere of fondness for learning.

6. REFERENCES

Bogdan, R. & Taylor, S.J. (1993). Kualitatif Dasar-dasar Penelitian. Surabaya: Usaha Nasional.


ISSN 2581-5148

Vol. 2, No. 04; 2019


Charungkaittikul, S. & Henschke, J. A. (2014). Strategies for Developing a Sustainable Learning

Society: An Analysis of Lifelong Learning in Thailand. International Review of Education, 60(4),

499-522.

Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.

New Directions for Adult and Continuing Education, 2001(89), 3. doi:10.1002/ace.3

Miles, M.B dan Huberman, A.M. (1992). Analisis Data Kualitatif. Jakarta: UI Press.

Moleong, L.J. (2005). Metodologi Penelitian Kualitatif. Bandung : PT. Remaja . Rosdakarya

Sudiapermana, Elih. (2013) Pendidikan Keluarga (Sumberdaya Pendidikan Sepanjang Hayat).

Bandung: EDUKASIA Perss.

Sudjana, D. (2001). Pendidikan Nonformal. Bandung: Sinar Baru Algensindo

Thurston, A., Cockerill, M., & Craig, N. (2019). Using cooperative learning to close the reading

attainment gap for students with low literacy levels for Grade 8 / Year 9 students. International

Journal of Educational Research, 94(November 2018), 1–10.

https://doi.org/10.1016/j.ijer.2019.02.016

Widasta, Septian (2018). Stategi pembelajaran kontekstual. Madiun: Bina Tekno Press.

Dokumen pendukung luaran Wajib #1

Luaran dijanjikan: Publikasi Ilmiah Jurnal Internasional

Target: accepted/published

Dicapai: Published

Dokumen wajib diunggah:

1. Artikel yang terbit

Dokumen sudah diunggah:

1. Artikel yang terbit

Dokumen belum diunggah:

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Nama jurnal: International Journal of Education and Social Science Research

Peran penulis: first author | EISSN: ISSN 2581-5148

Nama Lembaga Pengindek: copernicus

URL jurnal: http://ijessr.com/view1.php?issue=4, http://ijessr.com/

uploads2019/ijessr_02_188.pdf

Judul artikel: Problematics And Potential Aspects of Involvement of Informal Sector

Workers In Learning Society Activities

Tahun: 2019 | Volume: 2 | Nomor: 4

Halaman awal: 320 | akhir: 337

URL artikel: http://ijessr.com

DOI: http://ijessr.com


ISSN 2581-5148

Vol. 2, No. 04; 2019


PROBLEMATICS AND POTENTIAL ASPECTS OF INVOLVEMENT OF INFORMAL

SECTOR WORKERS IN LEARNING SOCIETY ACTIVITIES

Wiwin Yulianingsih1* & Gunarti Dwi Lestari2 & Utari Dewi3 12Department of Nonformal Education, Universitas Negeri Surabaya. Surabaya. Indonesia

3Department of Curriculum and Educational Technology. Universitas Negeri Surabaya. Surabaya. Indonesia.

*Correspondence: Wiwin Yulianingsih, Universitas Negeri Surabaya. Indonesia

ABSTRACT

Kampung Inggris is also called a foreign language village. The number of more than 100 course

institutions is in PareKediri Regency, East Java. The involvement of the surrounding community

becomes unique and interesting. The problems and potential aspects of the involvement of the

informal sector workers in learning society activities. This study uses a qualitative approach that

aims to understand social realization. Methods of collecting data with in-depth interviews,

observation and documentation. The results of this study indicate the involvement of informal sector

workers in learning society activities in Kampung Inggris is a participation that is influenced by high

motivation. In achieving the goal must be based on six basic pillars which means that if the

implementation of each pillar, in principle there will be a lifelong learning process including having

a sense of pride and the desire to share mutual learning.

KEYWORDS: informal sector workers, learning societyactivities, lifelong learningprocess,

Kampung InggrisPareKediri Regency, East Java.

1. INTRODUCTION

Kampung Inggris Pare is a township term located along Anyelir Road, Brawijaya Road, Kemuning

Road in Tulungrejo Village and Pelem Village, Pare District, Kediri Regency, East Java. Starting

from an English language learning center, it is now developing into a village of languages and is

known as a unique and interesting phenomenon involving almost the entire community in Kampung

Inggris Pare Kediri, there is only one in Indonesia.

Many found the atmosphere and activity in rhythm at every corner, namely the activity of foreign

language courses. Kampung Inggris is also called non-formal education program activities. Foreign

languages contained in the course institutions are English and other foreign languages, there are

more than 100 course institutions in Pare. English courses are one form of course institutions that

serve the needs of students to be able to learn and master English both reading, writing, speaking,

and listening. In addition to studying at the English language course institutions, the participants also

studied with the surrounding community. This is a unique thing because foreign languages are a

feature of every individual who masters them.

The pare community is very actively involved in supporting the sustainability of English language

learning in Kampung Inggris Pare Kediri. This is called learning society, especially for learners,


ISSN 2581-5148

Vol. 2, No. 04; 2019


namely the course participants who come from various institutions in the English village by applying

English in the surrounding environment will improve language skills, including communities around

the British village environment, especially informal sector workers , starting from café owners,

sellers of siomay-batagor, motorcycle taxi drivers and even becak drivers. The active involvement of

the community is only available in Kampung Inggris in Pelem village and Tulungrejo village, Pare

district, Kediri district. Seen to be seen in the crowds of sellers of Batagor, there is the inscription

"No Bravery No Victory, Never Try Never Know: Let's Practice English With Me". Located in one

of the doors of the ojek owner's house "If you want to go, to the railway/train station, to the bus

station, to the Kediri tourism, come join me ..." From the stand writing that there is active

community involvement in learning society process.

The results of previous studies in 2018 that: The involvement of informal sector workers in learning

society activities in Kampung Inggris is influenced by high motivation, the desire to maintain jobs

and social status, the existence of participation in the habituation process, applying strict rules, and

educating each other. This research can be useful both theoretically and practically. Theoretically

through this research will strengthen lifelong learning theory and learning society theory. Practically,

the findings of this study can be used as a feed-back for people in English villages, especially

informal sector workers providing training for the community: Urgencies in research about knowing

deeply about the problems and potential aspects of informal sector workers in learning society

activities in Kampung Inggris were not done much.

This research is important to be able to optimize the potential aspects and minimize the problems in

learning society activities in order to contribute to the existence of Kampung Inggris as educational

tourist destinations in East Java. Contribution this research contributes to the development of

science. Strengthening the study of Out-of-School Education and the Economy of the informal sector

worker community. That the presence of informal sector workers namely food traders, camp

managers and providers of transportation services is an important factor in the existence of an

English language course in Kampung Inggris Pare Kediri.

2. LITERATURE REVIEW

According to Ivan Illich (Sudiapermana 2013), learning cannot be insulated by space and time,

because learning can be done in many places and at all times. When information technology is not as

advanced as it is today, Ivan Illich has been thinking about Learning Webs. In this case Ivan Illich

argues that knowledge must be used to solve problems and add value to life. Whatever one's busy

life and work, always requires learning in every time, throughout his life. Whereas the idea outlined

by Paulo Freire, says that education in the concept of learning is a way to a better life. Whereas

according to Sudjana (2001), the public likes to learn as well as being a prerequisite for the growth of

an educated society.


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Sudjana (2001) explains that community participation in the learning process activities is also

influenced by learning strategies. In the implementation of non-formal education that implements

participatory learning strategies consider the principles:

a) Learning needs based, where learning needs exist because of the will or needs of the

community.

b) Learning goals and objectives oriented, namely planned and implemented to achieve the

learning objectives that have been previously set.

c) Participant centered that is learning based on and adapted to the background of students'

lives.

d) Expermential learning, namely learning activities that are prepared and carried out by

departing from things that have been mastered by students.

Learning society according to Charungkaittikul and Henschke (2014) includes: a) Students, b)

Learning provider, c) Learning resources / institutions, d) Knowledge, e) Lifelong learning activities,

f) Learning network, g) Knowledge management, h) Learning climate, i) Study groups. The learning

community or better known as learning society that occurs is part of the participation process. The

involvement of informal sector workers is part of participation in the learning society process.

According to Husen (Yahui Su, 2010), "learning society calls for useful education to enable people

to adjust to rapid industrial and cultural changes", learning society is an education that is useful for

each individual to adjust to industrial and cultural changes that fast. Learning society as "a society

which takes learning as the main concern" which means a society that takes learning as its main

concern. Further explained again that "Learning in the learning society is encapsulated by two

requirements: our awareness of learning and our intention to learn". Learning in activities in learning

society is mainly the presence of awareness of learning.

Consciousness is something that is entirely personal, a person's first phenomenon that occurs as part



attitudes, beliefs and sensitivities held by each individual (Merriam, 2001). According to him

consciousness is something that is entirely personal, a person's first phenomenon that occurs as part



attitudes, beliefs and sensitivities held by each individual. Consciousness is entirely personal, the

first person phenomenon that occurs as and the sensitivity possessed by an individual. (Merriam,

2001).

3. Research Methods

The approach of this research method is a qualitative approach that aims to understand social

realization, namely looking at the problems and potential aspects of informal sector workers in a


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learning society in British Village Pare Kediri. Methods of collecting data with in-depth interviews,

observation and documentation. Data analysis techniques by collecting data, interpreting data,

rearranging data, interpreting data and drawing conclusions. The stages are as follows:

3.1 Pre-Field Stage

a. Selecting the research field, starting from the month beginning with the PDD research and for

supporting aspects starting in December 2018, the field for basic research is taken down from

January to December 2018 with consideration that British Village is a unique, interesting and

important phenomenon to study. More than 100 course institutions are in English villages.

Students, students and practitioners flocked there to attend English language courses, they came

from various parts of the country in Indonesia and even from abroad, such as from Thailand,

Bangladesh and East Timor.

b. Come directly to the head of Tulungrejo Village and Pelem Village, Pare Kediri Subdistrict to

ask permission to do research.

3.2 Field Work Stage

a. Conducted an observation to the English Village of Pare Kediri.

b. Conduct field assessments and assess the location of research in order to adjust the object of

research. With the aim of trying to know all the elements of the social, physical, natural and

so on. In addition, also to prepare yourself mentally and physically and prepare the needed

equipment.

c. Entering the field, by observing various phenomena, the process of community involvement

in English villages, the process of involvement of informal sector workers in learning society

activities. There are four required data, namely involvement activity, meaning of participation

as distinctiveness or excellence and inhibiting factors and supporting factors in the

involvement of informal sector workers in learning society activities.

d. Determine and choose informants that are suitable for research needs.

3.3 Data Analysis Phase

This stage the researcher analyzes the data that has been collected, all the data that has been obtained

through observations, interviews and field records are immediately analyzed and outlined in the form

of draft research results. Next is the preparation of research reports. Furthermore Bogdan and Taylor

in (Moleong, 1993) state that ‘... qualitative methods as methods that produce descriptive data in the

form of written or oral words (which are narrative) from people and observable behavior.

Then Miles and Huberman (1992) revealed that "with qualitative data can understand the flow of

events chronologically, assess cause and effect within the scope of the minds of local people, and

obtain many and useful explanations”. Through qualitative research, the data on the problematic and

potential aspects of informal sector workers in the learning society in Kampung Inggris Pare Kediri

will get complete data.


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4. RESULTS AND DISCUSSION

4.1 Problems in the involvement of informal sector workers

Problems in the involvement of informal sector workers, namely food and beverage vendors and

transportation service providers (pedicab drivers and motorcycle taxi drivers) in learning society

activities in English Village have many things in common. In this case if compared to the problem of

involvement of informal sector workers, the camp supervisor or manager is as follows:

4.1.1 Food and Beverage Seller

a. The lack of English pronunciation skills for traders makes it an obstacle in the process of

communication with the course participants.

b. Not many have vocabularies that are owned by traders.

c. The English language course institute is not optimal and is not intense (continuously)

accompanying informal sector workers of traders to train and improve their English skills.



(Bacis English Course) on Anyelir street number 8, Singgahan Tulungrejo.


a. Service providers, namely pedicab drivers and motorcycle taxis, do not have many

vocabularies

b. Not sure and confident of the transportation service providers in communicating with the

participants of the English language courses in Pare.

c. The course institutions are less intense (continuously) accompanying informal sector workers

in transportation service providers to train and improve English language skills.



(Bacis English Course) on Jalan Anyelir number 8, Singgahan Tulungrejo.

4.1.3 Advisor or Camp Manager

a. There is a constraint for camp managers to get assistants at the camp, so that temporarily

giving an offer to tutors in the course to be willing or even some camp alumni who still live

in English Village to explore English is used as a companion or mentor at the camp.

b. There is competition between camps, to get course participants who reside in the camp.

4.2 Supporting Aspects of The Involvement of Informal Sector Workers

4.2.1 Food Beverage Traders


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a. Have a high enthusiasm to apply the English language skills that are owned so that the

merchandise is more sold and the number of customers more. Because trading or selling is

their daily life.

b. Participating in habituation carried out by the participants of the course is part of the activity,

namely learning activities, honing and striving continuously in English communication.

c. Course institutions provide rewards for traders selling in front of the institution.


a. They are still willing to take courses organized by the course institutions so that these

transportation services can apply and add vocabulary.

b. Trying to apply communication skills that are owned even though very little.

c. They transport service providers get rewards, as well as merchants, namely as transportation

services in front of the course institutions, participate in applying English language skills in

order to provide habituation to course participants so that this is a pride for them.

4.2.3 Camp owner or manager

a. For the camp supervisors they can develop a variety of choice programs that are suitable for

camp residents, according to the needs of the course participants (camp residents). Because

the camp is the same as the boarding house which provides income for camp managers.

b. Increase income for camp owners. With the increase in the number of customers or residents

of the camp, it will further increase the income of the camp manager. Moreover, during the

holidays for school children, the camp managers' fortune came.

c. The tutors / tutors camp can get free living facilities while being a mentor at the camp.

d. Take advantage of British Village opportunities that are branded luxury. So in addition to

opening camps, on average there are side businesses such as: transportation services (travel),

opening shops, opening food / catering shops, selling pulses, receiving laundry services,

selling souvenirs typical of British villages and so on.

Unique and interesting social phenomena are viewed from the point of view of non-formal education

studies to obtain actual data on the phenomena that exist in British Village. Need an in-depth

approach to be able to uncover what is the motive of the phenomenon.

Field findings indicate that community involvement is very strong in the presence of British villages,

community participation or involvement of informal sector workers. Even the only one in Indonesia

is food sellers, transportation providers and camp assistants in implementing participatory learning

society activities, besides this activity is based on willingness and intentions such as those inherent in

the principle of matching adults with Septian Widasta (2018) are as follows: (1) adults are always

motivated to be personal learners in accordance with their needs and interests, (2) learning

orientation for adults is to focus on life according to him right, (3) experience as a source of wealth


ISSN 2581-5148

Vol. 2, No. 04; 2019


for the learning process, (4 ) adults expect gools themselves with the right needs. Then Septian

Widasta (2018) reveals that achieving gools must be based on six basic pillars, as follows:

The existence of the implementation of non-formal education and its peculiarities, especially the

existence of English language courses and the involvement of informal sector workers in learning

society activities. As in the learning society component there are: (1). students, (2). learning

providers, (3) learning resources / institutions, (4) knowledge, (5) lifelong learning activities, and (6)

climate and study groups.

In the implementation of non-formal education that implements participatory learning strategies as

revealed by Sudjana (2001) consider the principles: 1) based on learning needs (learning needs

based), where learning needs exist because of the will or needs of the community; 2) oriented

towards the purpose of learning activities (learning goals and objectives oriented), namely planned

and implemented to achieve the learning objectives that have been previously set; 3) centered on

students (participant centered), namely learning carried out based on and adapted to the background

of students' lives; 4) departing from experiential learning, namely learning activities that are prepared

and carried out by departing from things that have been mastered by students. Lifelong learning is a

continuum of interdependent elements, which are based on individual needs in learning throughout

their lives.


ISSN 2581-5148

Vol. 2, No. 04; 2019


According to Edward (1999) Learning communities are strongly influenced by recognition and

differences in communication media that have an impact on interpersonal relationships. When a

learning society grows, it produces strength in globalization in economics, culture, communication,

migration and tourism.

Activities in English villages focus on cooperative learning patterns in which teaching strategies are

designed to educate group cooperation and learner participant interactions. In line with what Duran

& Monereo has revealed in the International Journal of Educational Research (Thurston, Cockerill,

& Craig, 2019), each group of learners must have a special role to play in the cooperative learning

process. This happened in the English village pare.

Based on the construction of logical and structured meaning by using theories to find prepositions

that are in accordance with the reality that occurs in the field, the results of the findings in the form

of prepositions can be developed into new theories or can be an existing theory reinforcement. As for

some research findings in British Village Pare Kediri as stated, several prepositions can be

formulated, as follows:

a. The involvement of informal sector workers in learning society activities in the English

village is a participation that is influenced by high motivation, the desire to maintain long-

standing jobs into daily work and as part of social status including participation in the

habituation process.

b. As a lifelong learning process activity. By having a number of customers, the awareness and

efforts to continue self-actualizing the informal sector workers continue to trigger or get used

to having the ability to communicate in English. Including having a sense of pride and the

desire to share mutual learning.

c. The involvement of informal sector workers in implementing participatory learning society

activities is built through stages. 1). Stage of participation in decision making. 2). Stage of

participation in the implementation of activities. 3). Stage of participation in knowledge

sharing. 4). Stage of participation in utilizing the results of activities.5). Self management

stage.

5. CONCLUSION

Overall, the involvement of informal sector workers in their activities gives a positive meaning,

namely the activities of mutual learning and other than that shown by high motivation and social

care. Then strict rules lead the learners to have the principle of having to learn from one another or

be called an education pattern. Therefore the public or practitioners in general know that education is

very important in all sectors so as to create an atmosphere of fondness for learning.

6. REFERENCES

Bogdan, R. & Taylor, S.J. (1993). Kualitatif Dasar-dasar Penelitian. Surabaya: Usaha Nasional.


ISSN 2581-5148

Vol. 2, No. 04; 2019


Charungkaittikul, S. & Henschke, J. A. (2014). Strategies for Developing a Sustainable Learning

Society: An Analysis of Lifelong Learning in Thailand. International Review of Education, 60(4),

499-522.

Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.

New Directions for Adult and Continuing Education, 2001(89), 3. doi:10.1002/ace.3

Miles, M.B dan Huberman, A.M. (1992). Analisis Data Kualitatif. Jakarta: UI Press.

Moleong, L.J. (2005). Metodologi Penelitian Kualitatif. Bandung : PT. Remaja . Rosdakarya

Sudiapermana, Elih. (2013) Pendidikan Keluarga (Sumberdaya Pendidikan Sepanjang Hayat).

Bandung: EDUKASIA Perss.

Sudjana, D. (2001). Pendidikan Nonformal. Bandung: Sinar Baru Algensindo

Thurston, A., Cockerill, M., & Craig, N. (2019). Using cooperative learning to close the reading

attainment gap for students with low literacy levels for Grade 8 / Year 9 students. International

Journal of Educational Research, 94(November 2018), 1–10.

https://doi.org/10.1016/j.ijer.2019.02.016

Widasta, Septian (2018). Stategi pembelajaran kontekstual. Madiun: Bina Tekno Press.

Dokumen pendukung luaran Tambahan #1

Luaran dijanjikan: Prosiding dalam pertemuan ilmiah Internasional

Target: sudah terbit/sudah dilaksanakan

Dicapai: Submited

Dokumen wajib diunggah:

1. Naskah artikel

2. Bukti submit

Dokumen sudah diunggah:

1. Bukti submit

2. Naskah artikel

Dokumen belum diunggah:

-

Peran penulis: first author

Nama Konferensi/Seminar: International Conference on Education Innovation

Lembaga penyelenggara: Fakultas Ilmu Pendidikan UNESA

Tempat penyelenggara: Hotel Wydham Surabaya

Tgl penyelenggaraan mulai: 24 Agustus 2019 | Tgl selesai: 24 Agustus 2019

Lembaga pengindeks: AP

Judul artikel: Management of Learning Activities In Azizah Princess Camp Kampung

Inggris Pare Kediri



Wiwin Yulianingsih1

Non Formal of Education Department

Universitas Negeri Surabaya

Surabaya. Indonesia

[email protected]

Gunarti Dwi Lestari2



Surabaya. Indonesia

[email protected]

Utari Dewi3



Surabaya. Indonesia

[email protected]

M. Fahmi Zakariyah4

Student Non Formal of Education Department


Surabaya. Indonesia

[email protected]

Abstract

The need for English language skills can be fulfilled by the

education process. The educational process is a conscious and

planned effort to realize the learning atmosphere and process, thus

students actively develop their potential, to have the intelligence

and skills needed by themselves and the community. Therefore

education is seen as an ongoing process guided by the goal of

improving the quality of life, especially adults, students, workers,

practitioners, and educators must have English language skills to

enhance their role in life. This study aims to analyze and describe

the management of learning activities in the Azizah Princess Camp

of the Kampung Inggris Pare Kediri and analyze the supporting

factors and inhibitors of the management of learning activities in

the Kampung Inggris Pare Kediri. This type of research is a

qualitative approach, the technique of collecting data is in-depth

interviews, observation, and documentation. Management of

learning activities can be seen from the implementation of the

program based on the components of learning, student, learning

places, learning resources, learning sources, and learning

outcomes. As for the factors that support are friendly tutors with

course participants, high motivation from the participants of the

course, and supporting infrastructure. While the inhibiting factor is

the camp location which is very close to other camps. Furthermore,

development and improvement must be carried out thus learning

activities can continue to increase and become more qualified.

Keyword: Management of learning activities

I.INTRODUCTION

National Education, as mandated in Law number 20 in

2003, is known of having three education pathways namely formal education at school, informal education throughout the ages which can be applied in daily life and also non-formal education which is carried out outside the school system (formal education). In achieving its learning goals, those three pathways complete one another in developing human resources. Non-formal education can be functioned as a substitute for formal education. Furthermore, non-formal education can also be functioned as supplementary and complementary for formal education by having course

institutions, learning and teaching institutions, learning activities in non-fomal and other education units as to develop academic abilities, increase vocational skills and enhance the skills of the course participants in preparing themselves to encounter the development era.

In this development era, it is necessary for us as Indonesian citizens to understand, comprehend, and even implement English in life. English as an international language is very important to be mastered. The role of English as a global language must also be learned and used as a communication tool in various countries. In fact, learning English in formal education is very limited, therefore, many children, adolescents or adults learn English more deeply to improve their English language skills in order to keep up with the development era which is in progress.

Camp as a form of non-formal education that is used as a place to live during a language course is now also organizing certain learning activities to help improve, gain knowledge, and enhance skills for the course participants. So, there will be an impact felt by the course participants and the community in the form of skills improvement. Therefore, the relevance between the types, fields, and content of the curriculum developed in the camp must accommodate the needs of the course participants, which refers to the predictions of the possibility of changes that might be occurred. This is in accordance with Etling's statement that Non-formal education is more leaner-centred than most formal education. Non-formal education focuses on practical skills and knowledge while school often focuses on information which may have delayed application. Overall, non-formal education has a lower level of structure (and therefore more flexibility) than schools (1993: 73). Basically, non-formal education must be able to be in line with the development of science and technology by thinking about new innovation for non-formal education, such as the concept of learning, the learning which is not only impressive in school but begins to shift out the school settings (Soedomo, 1989).

Along with the rapid development of the Indonesian economy, it is estimated that in 2030 Indonesia needs 113



million workers who are proficient in English. This clearly shows that English language skills are needed for the development of a country. The result of this study stated that professionals who have the ability to speak English well can earn 30-50% higher income than those who do not speak English. In addition, "Countries with a high level of English language proficiency tend to have a higher average income, the better quality of life and greater investment in research and development." explained Tran. In addition, Tran added, English language proficiency also shows the relevance of individual income which is measured by per capita income of countries participating in EF EPI (Education First English Proficiency Index). The higher the level of English proficiency of a country, the greater the average income of the population in that country. Since today, English is very important to use in communicating more widely even on a global scale. Based on EF EPI data, English language proficiency is related to economic competitiveness, social development, and innovation.

Azizah Princess Camp is a temporary residence for the course participants who carry out their studies in various course institutions. The camp is greater than the scheduled course in the institution since there are series of program implementations that have been scheduled and also rules that have been set which is not to be violated by the course participants. The series of programs is about learning activities that are interrelated to create optimal learning, said Sardiman (2006: 100). In these learning activities, the participants of learning must be active and dominate the learning process thus they can enhance their potential. The camp itself is one of the non-formal education units where the Camp is organized by an institution as the provision of the course participants to increase or develop abilities that emphasize on the mastery of knowledge, understanding, skills, competency, and attitude to encounter the present and the future.

The number of course participants in Azizah Princess Camp each year has increased, especially on the holiday period. Many course participants from various regions outside East Java joined in the course in Kampung Inggris located in Pare Kediri. In addition to the learning process which imposes the participants to speak English in the camp area, the role of tutors is also important in the camp management in order to assist the participants to be more fluent in English. In the Azizah Princess Camp Pare Kediri, the course participants were not just let to practice the language skills by themselves, there were camp tutors (facilitators) who always guide and train the course participants in practicing their English skills.

Camp management using English leads the course participants to have the ability to get the meaning of the spoken language. Sometimes, the tutors hear what the course participants say but due to the speech errors on incorrect grammar and vocabulary that probably create wrong meaning to the person who hears it. So, someone’s ability in English must also concern about several things to be mastered ranging from grammar, pronunciation, vocabulary, and others.

Basically, the course participants do more practice than learn the theory with the support of the environment that leads to the mastery of English language skills. Gagne argued that

"learning is influenced by growth and environment, but the most influential is the individual environment", Thus, speaking English in the camp area really helps to enhance English language skills in daily application. Attending the class does not mean the participants able to understand the skills quickly since a few of the course participants feel capable only with theory without practice. So, the practice of the course participants conducted in the camp is a concrete manifestation of the learning that was carried out.

Ideally, in order to implement English skills more effectively, it is necessary to have proper camp management which leads to achieving the goals. Having good camp management starting from the office management to the camp management and rules that must be obeyed by the course participants in the camp. Some factors that influence the development are the quality of human resources and the English skills of the course participants that must be improved. Besides, the course participants are also the ones who received the impact obtained from the results of the learning carried out. In addition, the management which is truly implemented makes the course participants more confident to speak English by self-taught through life from waking up to sleeping again.

Effective camp management is needed in life based on the learning process, the course participants are both the subjects and the objects in the process of transforming knowledge and skills. Private management according to Hersey and Blanchard (1982) is "management as working with and through individuals and groups to achieve organizational goals" which means management is an activity carried out together and through a person and a group with the aim of achieving organizational goals. The management process can be started from the planning, controlling to the evaluation process. Stoner (1981) argued that, "management is the process of planning, organizing, leading and controlling the effort of organizing the participants and using all other organizational resources to achieve stated organizational goals"

Success in the camp management will have positive impact on non-formal education institutions towards the development process. Camp management is carried out with the purpose to discipline the planned activities thus the scheduled activities can run in order, in well-organized and in smooth manner. As result, the participants can contribute to the achievement of goals. Based on the above background, the researcher took a study entitled Management of Learning Activities at Azizah Princess Camp Kampung Inggris Pare Kediri.

II.METHOD

Research method has a very important role in a study. According to Arikunto, the research method is a stage that is never passed by someone who wants to conduct scientific research. This is because the research method will discuss about the rules of activities that must be taken by researchers. This study used a qualitative approach. According to Bogdan and Taylor in Moleong (2005: 4) qualitative method is a research procedure that produces descriptive data in the form of written or oral words from people and observable behaviour.

This research was conducted at Azizah Princess Camp, Jalan Anyelir No. 10 RT 1 RW 14 Mangunrejo - Tulungrejo Pare Kediri. Besides, the subject of this study was obtained from the informants who can be trusted and had knowledge related to this study. The informants in this study were managers and supervisors, all of them were selected as the informants as well as the course participants or residents in Azizah Princess Camp

Furthermore, the data collection techniques used in this study were interviews, observations, and documentations. The interview used in this study was in-depth interviews. In-depth interviews were conducted by asking some open questions, which allowed the informant to provide broader answers. The questions were directed in revealing the lives of the informants including the concepts, perceptions, roles, activities, and events which has been experienced regarding the problems being studied. The informants in this study were the course participants who resided in Azizah Princess Camp. Then, the data obtained from the observation method was about management including learning citizens, learning resources, tutors, communities or study groups, infrastructures, and learning outcomes.

The documentation method was intended to complete the data from the interviews and observations. Moleong (2004: 161-162) said that the documentation method is used to collect data from other sources, where this source consists of records and documents. Meanwhile, the obtained data using documentation method are videos, recordings, and photographs that the researcher obtained from doing observations and taking the documents in the form of reports on the progress of activities or others that can support the data. In addition, the data analysis in this study uses the theory of data analysis from Miles and Hubermen which divides the data analysis into three activity lines, namely data reduction, data presentation and drawing conclusions or verification.

III.RESULTS AND DISCUSSION

The camp is another name for boarding house and dormitory in Kampung Inggris Pare Kediri, however, the activities in the camp distinguish the three. Camp, besides functioning as a rest area like in a boarding house in another city, it also provides some learning activities that support the language learning in Kampung Inggris. Boarding house in Kampung Inggris is the same as the boarding house in another city, which is only a place to rest after the activities outside. Whereas, the dormitory is a place to rest for students in Kampung Inggris where the area is combined with the learning places (courses). Azizah Princess Camp is one of the camps in Kampung Inggris that provides a place to rest, a place to study for Muslim girls who is required to wear a veil, the obligatory prayer in congregation, and speak in English in all camp areas. Azizah Princess Camp is located at Jalan Anyelir number 10 RT 11 RW 14 Mangunrejo, Tulungrejo, Pare, Kediri. Postal code 64212 with telephone number 085733947516.

Additionally, the learning program in Azizah Princess Camp is held one day two times after subuh prayer at 05.00 until 06.00, then the participants prepare to study at the course.

Besides, the learning program is also held after the evening prayer at 18:00 p.m. to 19:00 p.m. The learning activities must be followed by all Azizah Princess Camp participants. The materials provided in Azizah Princess Camp is speaking, grammar and pronunciation which can support their daily speaking. After that, newcomers are allowed to use Indonesian for only two weeks. Next, you are required to use English in your daily conversation.

The course participants at Azizah Princess Camp are quite numerous thus it can be easier to control by collecting the data once in a month. Azizah Princess Camp participants also range in age, place and the chosen courses with monthly packages, regular courses or two weeks courses.

The existence of learning activities at Azizah Princess Camp greatly assists to achieve the objectives of the course participants by improving their English skills. The participants do not only get the learning at the course but also at the camp. Thus the participants will be more helpful and get used to the use of English quickly. However, camp managers also need to manage learning activities properly thus the achievement of the goals can be maximized.

Management of learning in achieving learning goals is not only conducted by an educator/tutor but also participants and all components of learning. There are many activities that can be done to support the success of learning, one of which is through effective learning management. In addition, camp management can also be done to discipline the planned activities thus the scheduled activities can run in order, in well-organized and in a smooth manner and finally all the components of learning can contribute maximally in achieving goals.

The management of the learning activities at Azizah Princess Camp is carried out by the camp manager and of course the active involvement of the camp participants which also support the learning activities. The existence of the learning activities in the camp is very helpful for the camp participants in achieving the goals of increasing their ability to speak English. The camp participants do not only get knowledge of the course but also at the camp. Therefore, people who want to get full-time English learning (not only in the course) will choose the camp to become one of the right facilities. In addition to the camp regulation that requires the participants to have a conversation in English every day, there are also learning schedules and exciting programs such as walking for fun.

Besides, the implementation of learning activities in Azizah Princess Camp must pay more attention to several aspects such as learning participants, learning resources, learning funds, and learning outcomes. In this study, five were used: learning participants or learners, learning resources, learning funds, learning places and learning outcomes.

The participants in Azizah Princess Camp have many characteristics, for instance having the goal to increase their ability to speak English, the same spirit of learning, strong willingness to learn and self-study. In this study, it explains that the learning resources available in the English language course program at Azizah Princess Camp are developed by the

educators or English tutors at Azizah Princess Camp. Furthermore, according to the statement of Ardiyos (2005: 415), fund means money, securities, and other assets that are deliberately set aside for a certain purpose that has been decided before. In addition, a fund for learning is also a factor in the success of a program. Therefore, without sufficient fund, it would be impossible for a program to run smoothly and succeed well. The learning fund used in conducting English course at Azizah Princess Camp is collected fund from students.

Robert Kreitner in Wibowo (2011: 378) stated that motivation in learning is a psychological process that evokes and directs the students’ behavior to achieve the directed goals. It is in the process of motivation that will arouse, direct and maintain human behavior in the learning process to achieve the learning goals that have been determined. In this case, a lot of effort was made to bring up the enthusiasm of the participants’ learning process by giving attention, adequate camp facilities, walking for fun activities for every two weeks, and still a lot of work that has been done. Giving attention and establishing a family relationship will create a comfortable and enjoyable learning atmosphere.

The concept of learning in non-formal education that learning can be done anywhere and anytime is suitable to represent the learning activities held at Azizah Princess Camp. The learning activities at Azizah Princess Camp are very helpful for the learning process of the course participants. Thus, the learning process is not only done at the course but also in the camp during the study. This is in line with Sudiapermana (2013: 16), which strongly promoted Self-directed learning as extraordinary enforcement for the success of one's learning.

In addition, this study discusses English language courses thus the result achieved is definitely related to the improvement of the understanding of English knowledge, English language skills, and changing attitudes in a positive direction in addressing challenges or problems particularly relating to English. This is consistent with the statement of Danish and D'Augelli (1980) who advocated the use of life-span interventions in education to increase an individual's ability to deal constructively with stressful life events. Experiencing similar life events, according to the same authors, increasing one's competence and awareness to cope successfully with a wider range of environment and social demands. This means that educational interventions will result in the increasing of individual abilities and experiences thus individuals can improve their competency and awareness based on environmental and social demands. Based on the program domain, at least there are three domains that can be achieved through the program such as knowledge, attitudes, and skills.

Management of learning activities in Azizah Princess Camp is in accordance with the concept of non-formal education in which the learning process is adjusted with the characteristics of the participants and the learning objectives that should be achieved by the participants. Non-formal education, according to Kleis (1973: 6) as any intentional and systematic educational enterprise (usually outside of traditional schooling) in which content is adapted to the unique needs of

the students (or unique situation) in order to maximize learning and minimize other elements which often occupy formal school teachers). Non-formal education is an educational process that is intentional and systematic education besides formal education or school where the content of education is adjusted to the characteristics or uniqueness of the students and the situation. The services that have been programmed by non-formal education can be functioned to substitute, enhance, and/or supplement the language learning. Learning at Azizah Princess Camp can improve and enhance participants' knowledge, especially in English. Learning activities at the camp can help the camp participants to understand English more easily.

Furthermore, related to the management of the learning activities at Azizah Princess Camp, the supporting factors for the management of learning activities at Azizah Princess Camp are friendly tutors with course participants, high motivation from the participants of the course, and supporting infrastructure. Moreover, although the management of learning activities at Azizah Princess Camp is good enough, there are still a few inhibiting factors that were occurred. The camp location which is very close to other camps is one of the obstacles for the successful camp. Kampung Inggris Pare is indeed a famous place for its English language course, so many people from various regions come there to learn English in order to improve their ability to speak in English. The duration of the course is not short, so people from outside Pare Kediri area need a place to stay while studying at Kampung Inggris. There are some dormitory, boarding houses, and camps that offer some facilities to attract public attention. Thus, it is possible to have competitions among the camps. As a result, there is a need for optimal promotion and publication thus the existence of the camp remains good. The popularity of the camp can also be obtained through a variety of uniqueness that distinguishes Azizah Princess Camp from another residential rental, one of which is the excellence of the learning activities in the camp that increase the value of Azizah Princess Camp.

IV.CONCLUDING REMARKS

Management of the learning activities in a non-formal education at Azizah Princess Camp runs well and smoothly. This can be seen from the organization of the program, the involvement of students actively, the usefulness of the program for the camp participants. The existence of learning activities at the camp is very helpful for the course participants in understanding English concepts through direct implementation in daily activities. In addition, it also strengthens the mastery of English of the participants. It is because the learning process is not only done at the course but also in the camp. Furthermore, development and improvement must be carried out thus learning activities can continue to increase and become more qualified.

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ICEI 2019 The 3rd International Conference on Education Innovation

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