THE MEANINGS OF TEACHING ENGLISH TO THE … · beserta perangkat yang diperlukan (bila ada). Dengan demikian, ... Bandar Lampung who have supported me and gave me a chance to continue

THE MEANINGS OF TEACHING ENGLISH TO THE

ACCOUNTING DEPARTMENT STUDENTS

A Thesis Presented to

Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M.Hum.)

in

English Language Studies

by

Kristina Estisari

Student Number: 146332020

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE

STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE MEANINGS OF TEACHING ENGLISH TO THE

ACCOUNTING DEPARTMENT STUDENTS

A Thesis Presented to

Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M.Hum.)

in

English Language Studies

by

Kristina Estisari

Student Number: 146332020

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE

STUDIES


YOGYAKARTA

2016


A T}IESIS

TIIE MEAI\trNG$ OT TEACHTIT{C E}IGLISH TO TIM, ACCOT}NTINGEtrPARTMENT $fi'I}ENTS

Dr. J. BismokoThesis Advisor

,-t,t...,,il--'lij''l I '.:_+;q1a1::1..-r.'diB-;.-

r.-t :i:=:ii.-:..+f?!;=,i: :

. ::l*i"{=: lr.-.::jti=-1--l- '';+:---.-'-i#-€,:'. -':#=:1.: -

:i.,'" r-: . -

.t

1,.'lI


A THESIS

TIIE MEANINGS OF TEACIIING EN-GLISII TO TITE ACCOUNTINGDEPARTMENT STUDENTS

Presented by

Kristina EstisariStudent Number: 146332020

Yogyakarta, 24th Octob er 2016The Graduate School Director

lll


-rf:il.]l::lej.-e:rry

STATEIITENT OT ORIGINALITY

This is to certiff that alt the ideas, plrrzrses, aad sentences, unless otherwise stste4

are mine. I understand the full consequenees including degree cancellation if I

took somebody else's ideas, phrases, or sentences witrout proper reference.

,lr.q

"l

,i:

I

I

.r.;'l

I

I

:.: tl

''l

: '.ttt-f,-: r:,i1ta::I:a.. L

'j .-C.:.. . i:*ar*:li+- -

i':;-, lil - i.;.+--ra.= -::.:-:;i:=!i ;ir: i>.: r'.##-'EE ::


-

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAII AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswi universitas Sanata Dharma:

Nama : Kristina EstisariNIM :146332020

Demi pengembangan ilmu pengetahuan, saya memberikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MEANINGS OF TEACHING ENGLISH TO THE ACCOUNTINGDEPARTMENT STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalandata, mendistribusikannya di internet atu media lain untuk kepentingan akademistanpa perlu meminta ijin maupun mernberikan royalty kepada saya selama tetapmencanfumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.Dibuat di YogyakartaPada tanggat: i+ OttoUer b0t6

Kristina Estisari

ang menyatakan

WY


vi

ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to the Almighty God, Jesus

Christ, the Holy Spirit and Mother Mary for the blessings in the process of

finishing this thesis. I would like to express my sincere gratitude to my thesis

advisor, Dr. J. Bismoko. Thank you Sir, for your guidance and knowledge you

have shared during my study and my research. Thank you for your patience and

willingness. I would also like to thank my thesis reviewers, F.X. Mukarto, Ph.D.,

and Dr. B.B. Dwijatmoko, M.A. Thank you for your suggestions and your

corrections Sir. I would also like to thank all the lecturers of ELS/KBI, Dr. E.

Sunarto, M.Hum., Josephine Sri Murwani Pudji Lestari, M.Hum., Dr. Fr.B.Alip

M.Pd., M.A., Paulus Sarwoto, Ph.D., and Dr. Patrisius Mutiara Andalas S.J. for

the insightful teaching. You will always be my role models in teaching my

students. I would also like to thank Mbak Marni,Pak Mulyadi, Steve, Ester and

Tyas for always helping me kindly and sincerely during my study.

I would like to thank my participants in this research, Ms. Vera and Ms.

Wedi (pseudo names) from the Accounting Depatment of Sanata Dharma

University. Thank you ladies, I have got a lot of meaningful experience from both

of you. I would also like to thank Drs. YP. Supardiyono, M.Si., Ak., QIA, CA, the

Head of the Accounting Department, Sanata Dharma University and his staff for

giving me permission and helping me to do the research in the Accounting

Department.

I would like to thank my family: my husband Nathanael Aditya Ristyanto

who always supports me with his love and life, my late mother Irene Mulyati, I

know you are always by my side in every kind of situation. This thesis is for you


vii

Mom. I would also like to thank my father, P.Y. Sucipto, my sisters: Sr. M.

Gerarda (Mila) FSGM, Wulan, Sesi, and Tata for their support and love. I would

also like to thank Sr. M. Fransis FSGM and STIE Gentiaras, Bandar Lampung

who have supported me and gave me a chance to continue my study.

I would also like to thank my friends: Ce Vivi, Demi, Caca, Marita,Rini,

Eli, Sari, Martha, Kiki, Anita, Retno, Pipit, Wawan, Indra, Adit, Pak Kosmas,

Gatri, Tiara, Dita, Fafa and all KBI friends who cannot be mentioned one by one,

thank you for the support, prayers, and love. I would also like to thank my house

mates in Gang Parkit 7: Nata, Tari, Diah, Irene, Dian, Ivah, Dewi, Nindya, Tesa,

Tira, and Ayu for their sharing of life and love.

Last but not least, I would like to thank all people who have supported me

with their prayers and efforts so that I could finish my study well. Thank you.

May Lord bless you all.

Kristina Estisari


viii

TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................. i

APPROVAL PAGE........................................................................................ . ii

DEFENSE APPROVAL PAGE ...................................................................... iii

STATEMENT OF ORIGINALITY ................................................................ iv

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

ACKNOWLEDGEMENTS ............................................................................ vi

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

LIST OF FIGURES ........................................................................................ xii

LIST OF APPENDICES ................................................................................. xiii

LIST OF ABBREVIATIONS ......................................................................... xiv

ABSTRACT .................................................................................................... xv

ABSTRAK ........................................................................................................ xvi

CHAPTER I INTRODUCTION

A. BACKGROUND OF STUDY .................................................................. 1

B. PROBLEM IDENTIFICATION ............................................................... 4

C. PROBLEM LIMITATION ....................................................................... 6

D. PROBLEM FORMULATION .................................................................. 6

E. RESEARCH GOAL .................................................................................. 7

F. RESEARCH BENEFIT ............................................................................ 8


ix

CHAPTER II LITERATURE REVIEW

A. THEORETICAL REVIEW ....................................................................... 10

1. Meaning ................................................................................................ 10

a. Empirical Meaning ......................................................................... 12

b. Transcendental Meaning ................................................................ 13

2. Self-actualization .................................................................................. 14

3. Lived Experience .................................................................................. 17

4. Awareness............................................................................................. 23

5. Teaching English .................................................................................. 24

a. Teaching English as a World Language ........................................... 26

b. The English Teaching in the Accounting Department ..................... 27

6. Accounting Students............................................................................. 29

B. RELATED RESEARCH REPORTS ......................................................... 30

C. FRAMEWORK OF UNDERSTANDING ................................................ 33

CHAPTER III METHODOLOGY

A. RESEARCH METHOD ............................................................................. 37

B. RESEARCH DESIGN ............................................................................... 39

1. Nature and Sources of Text .................................................................... 40

2. Instruments ............................................................................................. 42

3. Text Gathering ....................................................................................... 43

4. Text Analysis ......................................................................................... 44

C. TRUSTWORTHINESS ............................................................................. 48


x

CHAPTER IV DESCRIPTION AND INTERPRETATION

A. DESCRIPTION .......................................................................................... 50

1. Starting the Class

a. Preparing and Designing the Materials ......................................... 50

b. Selecting the References ............................................................... 56

c. Beginning the Class................................................................ ....... 59

2. Teaching the Lesson

a. Delivering the Lesson.................................................................... 64

b. Managing the Class ....................................................................... 69

c. Dealing with Weak Students ......................................................... 73

3. Finishing the Class

a. Assessing the Students .................................................................. 78

b. Giving Assignments or Homework...................................... ......... 82

B. INTERPRETATION

1. Autonomy ......................................................................................... 84

2. Awareness .......................................................................................... 87

3. Understanding/Empathy .................................................................... 91

4. Self-actualization .............................................................................. 93

5. Struggle .............................................................................................. 98

6. Equity ................................................................................................. 102

7. Disappoinment ................................................................................... 104

8. Feeling Proud of the Students. ........................................................... 106


xi

CHAPTER V CONCLUSION, IMPLICATION, RECOMMENDATION

A. CONCLUSION .......................................................................................... 109

B. IMPLICATIONS ....................................................................................... 110

C. RECOMMENDATION ............................................................................. 111

BIBLIOGRAPHY .......................................................................................... 113

APPENDICES ................................................................................................ 117


xii

LIST OF FIGURES

Page

Figure 1. Maslow’s Hierarchy of Needs (A Rectified Version) .................. 15

Figure 2. Research Design ............................................................................ 41

Figure 3. The Steps of Text Processing ........................................................ 43

Figure 4. The Steps of Text Analysis ............................................................ 46


xiii

LIST OF APPENDICES

Page

Appendix 1. Ms. Widi Interview Transcript .............................................. 117

Appendix 2. Ms. Vera First Interview Transcript ...................................... 125

Appendix 3. Ms. Vera Second Interview Transcript .................................. 148

Appendix 4. Permission Letter ................................................................... 161

Appendix 5. Ms. Vera’s Syllabus of Bahasa Inggris 2 .............................. 162

Appendix 6. Ms. Widi’s Syllabus of Bahasa Inggris (MKU). ................... 165

Appendix 7. Ms. Widi’s Lesson Plan of Unit 1 ......................................... 166

Appendix 8. Bahasa Inggris Textbook Sample ( Unit 1) . ....................... 168

Appendix 9. Syllabus for Bahasa Inggris 1 from the University ............... 182


xiv

LIST OF ABBREVIATIONS

PFT : Pre-figured Themes

ET : Emergent Themes

E : Empirical meaning

T : Transcendental meaning

ET : Emergent Themes

AU : Autonomy

CR : Creativity

AW : Awareness

EM : Emphaty

ST : Struggle

SA : Self-actualization

EQ : Equity

FPS : Feeling Proud of the Students

DIS : Disappoinment

ESP : English for Specific Purposes

TOEFL : Test of English as a Foreign Language


xv

ABSTRACT

Kristina Estisari. 2016. The Meanings of Teaching English to the Accounting

Department Students. Yogyakarta: The Graduate Program in English Language

Studies, Sanata Dharma University.

The increased demand for professionals who are knowledgeable in

business and management especially in the accounting field is accompanied by a

growing need for English for Business and Economics. One of the problems is

how to teach the English itself, whether teaching it as a content course or not. If

the teachers teach English as a content course, they must be experts in Accounting

and master English. The students also have to spend their extra time learning

Accounting through English. However, most of the teachers who teach English in

Accounting department are not content teachers. Related to that, this study aims to

investigate how teachers who are not content teachers situate themselves in

relation to making an effective learning-teaching process for their development as

professionals and humans.

To get a meaningful description of teaching English to accounting

department students, I have formulated the research question “What is the

meaning of teaching English to accounting department students?” This question

was answered through in-depth interviews, document checking and interpretation

of the text. The research involved two teachers who are not content teachers as the

participants. The participants were two of the English lecturers at the Accounting

Department, Sanata Dharma University, Yogyakarta. The experiences were

processed by transcribing the texts, coding, identifying the elements of theme

development, and determining the emergent themes. Since it is a

phenomenological and hermeneutical study, the result is the description and

interpretation of the participants’ narrative.

After describing the teachers’ lived experiences in a form of narrative, the

researcher intepreted the texts. From the interpretation of the texts, the meanings

of teaching English to the accounting department students could be employed.

The result is all the meanings are transcendental meanings.They are autonomy,

awareness, understanding/empathy, self-actualization, struggle, equity,

disappoinment and feeling proud of the students. Based on the discussion, the

teaching English to the accounting department students enabled teachers

themselves to be more self-actualized both as teachers and as human which means

the ultimate goal of this research has been achieved.

Keywords: meaning, teaching English, accounting department student


xvi

ABSTRAK

Kristina Estisari. 2016. The Meanings of Teaching English to the Accounting

Department Students. Yogyakarta: The Graduate Program in English Language

Studies, Sanata Dharma University.

Permintaan yang meningkat akan profesional yang memiliki pengetahuan

dalam bisnis dan manajemen khususnya dalam bidang akuntansi diiringi oleh

tumbuhnya kebutuhan akan kelas bahasa Inggris yang mengajarkan Bisnis dan

Ekonomi. Permasalahannya adalah bagaimana mengajarkan bahasa Inggris itu

sendiri, apakah mengajarkan bahasa Inggris sebagai kelas dengan bahasa Inggris

bertujuan khusus atau tidak. Jika dosen mengajarkan bahasa Inggris sebagai kelas

bahasa Inggris untuk tujuan khusus, dosen tersebut harus ahli dalam bidang

Akuntansi dan menguasai bahasa Inggris.Para mahasiswa juga harus menyediakan

waktu lebih untuk belajar Akuntansi melalui bahasa Inggris. Akan tetapi

kebanyakan dosen yang mengajar bahasa Inggris di jurusan Akuntansi bukanlah

dosen yang menguasai Akuntansi. Sehubungan dengan hal tersebut, penelitian ini

bertujuan untuk mencari tahu bagaimana dosen yang bukan dosen Akuntansi

menempatkan diri mereka sendiri terkait dengan pembuatan proses belajar

mengajar yang efektif untuk pengembangan diri mereka sendiri sebagai seorang

profesional dan manusia.

Untuk mendapatkan gambaran yang bermakna dari mengajar bahasa

Inggris pada mahasiswa jurusan Akuntansi, peneliti membuat suatu pertanyaan.

Pertanyaan tersebut adalah “Apakah makna dari mengajar bahasa Inggris kepada

mahasiswa jurusan Akuntansi?” Pertanyaan ini dijawab melalui wawancara

mendalam, peninjauan dokumen, dan interpretasi atas hasil yang didapat.

Penelitian ini melibatkan dua orang dosen yang bukan dosen Akuntansi yang

mengajar bahasa Inggris di jurusan Akuntansi Universitas Sanata Dharma,

Yogyakarta sebagai peserta. Pengalaman mereka diproses dengan cara

mentranskrip rekaman kedalam teks, memberi kode, mengidentifikasi elemen

dari pengembangan tema, dan menentukan tema. Setelah itu teks di intepretasikan

untuk menemukan maknanya. Karena ini adalah penelitian hermeneutik

fenomenologi maka hasilnya adalah deskripsi dan interpretasi atas narasi peserta.

Setelah mendeskripsikan pengalaman hidup para dosen dalam bentuk

narasi, peneliti kemudian mengintepretasikan teks. Dari interpretasi atas teks ini,

makna dari mengajar bahasa Inggris kepada mahasiswa jurusan Akuntansi dapat

diperoleh. hasilnya adalah semua makna adalah makna transenden. Makna

tersebut yaitu otonomi, kepedulian, pengertian atau empati, aktualisasi diri,

perjuangan, kesetaraan, kekecewaan, dan perasaan bangga terhadap

mahasiswa.Berdasarkan diskusi, mengajar bahasa Inggris kepada mahasiswa

jurusan Akuntansi membantu dosen untuk lebih mengaktualisasikan diri baik

sebagai dosen maupun sebagai manusia sehingga tujuan utama dari penelitian ini

telah tercapai.

Kata kunci: makna, mengajar bahasa Inggris, mahasiswa jurusan

Akuntansi


1

CHAPTER I

INTRODUCTION

This introductory chapter contains rationale of why this research is

conducted. It presents reasons of the importance of this study along with the

context in current education in Indonesia. Those reasons explain both validity and

feasibility of this research. This chapter consists of the background of the study,

the problem identification, the problem limitation, the statement of research

questions, the research goals and the research benefits.

A. BACKGROUND OF STUDY

The mastery of a foreign language, especially English becomes one of the

requirements for accounting students since English enables them to communicate

better with people from other countries, especially in this globalization era where

Indonesia has to compete with all countries in all aspects especially in business

and economics. AFTA (Asian Free Trade Association) and AEC (ASEAN

Economic Community) are some of the products of globalization which are

recently experienced by Asian countries. Considering the rise, the development

of learning English as an international language and the quality of human

resources are becoming immediate concern. Education is a key of the

development. In Indonesia, although English is considered as a foreign language,

the competence in mastering English is a must. It is supported by the Indonesian

Education Ministry’s Policy no. 68 which states about the internal and external

challenge that Indonesian is facing. In relation with it, people are expected to be


2

competent in their own majors. English, in this case, is a language which enables

people to actively participate in their own fields to solve problems in any aspects

of life according to their majors. It is the language which enables people to

cooperate and participate in international community to solve the challenge that

the world facing. English has become an important key to master any fields as

textbooks are usually written in English. Moreover, it is spoken worldwide. For

the accounting students, after they graduated from the accounting department,

they will be in business world. They need the communicative skills in English

particularly speaking and listening skills in order to build the good interpersonal

relationship which will help them in business communication. They also need

reading and writing skills in order to build good ability in doing business

transactions.

However, teaching English is not easy when it has something to do with

teaching English to students who are not from English department, in this case to

the accounting department students. There are some expectation for English

teachers who teach English to accounting students from the society, the institution

and the students. The societies, those who worked in accounting field, expected

that the accounting graduates were well prepared and equipped with English when

they were in the college. Indirectly, teachers must be able to see widely the real

need of English by the accounting department students to make the material

practical in use afterward.

Moreover, it was difficult to find teachers who mastered both accounting

field and English. Therefore, the English teachers who taught the accounting

students were demanded to know more about accounting field. Somehow, if the


3

teachers could not master the materials well it might raise the feeling of disability,

guilty, and resulting in unprofessional way in teaching. The institution itself relied

on the teacher for the teaching with the expectation that the teacher would develop

the materials and the result later was that the students were competent enough to

work and practice the language.

The students somehow also expected that the teacher mastered the English

used in accounting field and was able to transfer the knowledge well. The students

who already learnt about accounting in some ways knew about accounting field

better than the teachers. Teachers who were not ready with this would feel

underestimated or even intimidated by the students. Moreover the students

demanded also that they got knowledge which was really useful and functional for

them later on.

Furthermore the meaning of teaching English to the accounting students

department is not only empirical which means can be observed such as the

improvement of teaching skills but it also involves transcendent meaning which is

beyond what is observable. Transcendent meaning is related to the moment in

which teachers have the experience which is somehow difficult to explain; the

experience in which teachers have become more self-actualized not only as

teachers but also as human. It is when they feel that there is something beyond

daily experience.

To sum up, accounting field became the interest of this study since I knew

that the accounting department is everywhere but the reference books of teaching

English to accounting students are limited. In the department, English was taught

since the students need to master it to fulfill the demand of doing the job. based on


4

the studies above, this project is still feasible and reliable to be conducted. It is

understood that in teaching English, in order to have better communication, there

has to be a reflection where teachers see again what they have done and relate it

with the meaning implied on teaching English so that they become more

empowered. Besides, both teachers’ and students’ emphatic understanding are

needed to meet the goal of learning-teaching English language particularly in

order to be better able to come to an understanding of the deeper meaning of an

aspect of teachers experiences in teaching English in the context of the whole

teachers’ experience.

Based on the awareness and the understanding above, I placed my interest

on the experience of the English teaching to accounting department students.

Hopefully it will contribute to the improvement of human life quality and current

education in Indonesia.

B. PROBLEM IDENTIFICATION

The teaching of English to accounting department students involves many

considerations during the process of preparations and the teaching itself. It is no

wonder that there might be many problems arise that can be recognized. As stated

above that the competence of the accounting students become the main reasons of

the teaching of English to the students in the department. The competence cannot

be achieved without well preparation like the arrangement of the syllabus, the

choice of authentic materials, and the exposure of the use of English, or

competence or expert teacher in accounting field.

In Indonesia, the teaching of English in department or higher education is


5

arranged and approved by the government as stated in the policies and known as

national curriculum. Anyway, the department is given its autonomy to arrange the

teaching method, the material, and the arrangement of the teaching. All those

things are well arranged in the syllabus. Therefore, the syllabus of every

department or higher education might be different.

The selection of the topic is closely related to the materials and it will

build the type of the syllabus. The type of the syllabus offers the choices of the

teaching material. For accounting department, we have many options like teaching

the grammar, the expressions used, the tasks, or the function of the language. The

significant matter is that we have to match the goal of the teaching with the topic,

materials, and tasks.

Another option for the English teaching is whether we teach English as the

content course or not. English for academic purposes offers the teaching in many

ways. The content course allows the learner learns the accounting materials using

English language. Of course it needs extra energy spent since the teacher must be

expert on the accounting field and master English, and also the learners have to

spend their extra time leaning accounting field through English. However, the

teachers who participate in this research are not content teachers. They are English

teachers who teach General English in accounting department. Therefore it is

interesting to know how they are dealing with teaching matters which is too

general for fulfilling accounting students’ needs.

Since the problems related to the teacher and the teaching were quite

unique and complex, I am interested in discovering more about the teacher’s

experience in teaching English to accounting department students. The interesting


6

part is that the teacher must master the accounting field and English language.

Whether this phenomenon is right or not, it will be answered in this study. The

teacher’s lived experience became the focus of this study, so I intended to look

deeper about the experiences that were meaningful to the teacher. I will try to get

information on the whole experience in teaching.

C. PROBLEM LIMITATION

Considering that there were so many aspects related to the while the writer’s

time, ability, and fund were limited, the writer limited the problem of the research

only to the teacher’s lived experience. Since this research is on teacher’s lived

experience, there are two participants in this study, who are the English teachers.

The purpose of the study is to tell the shared lived experience of the teacher on

teaching English to Accounting students.

The study of the lived experience was related to the experience of the

participants and in this case was the experience in teaching English to accounting

department students. So, the experience elaborated as the answer of the research

questions later was limited on the experience of the year or years passed by the

teacher in teaching English to accounting students. Conducting in-depth

interviews with the teachers are very important to get the shared lived experience

of the teachers.

D. PROBLEM FORMULATION

The English teaching in the study is in the range of classroom situation and

learning activity which are conducted mostly by the teachers. The teachers’ lived


7

experience is seen from the teachers’ action in teaching English to their

Accounting department students. Lived experience is what people do after having

certain understanding, belief, feeling, and intention. In this case, the context of the

action is teaching English to accounting students. Therefore, the problem question

of this research addresses the following question: What is the meaning of teaching

English in the accounting department to the teachers?

E. RESEARCH GOAL

The research goal is based on the problem formulation above. The goal is

to describe and interpret teachers’ meaningful lived experience in teaching

English to the Accounting students department. The description and interpretation

provides a significant understanding of the nature of teaching English to

accounting department students. It can also enrich participants to be more

reflective and self-actualized, as well as audiences in having an emphatic

understanding and equity regarding teaching English to accounting department

students. Doing a reflective description has a chance to develop one’s self-

actualization.

The texts (anecdotes) can also provide a productive framework for the

participants to consider commitment and dedication toward their own

development as professionals and humans. These assumption will help

participants, audiences, as well as the researcher to determine the best preference

and solution for the same phenomenon. It essentially becomes good references for

English teachers in university or college to consider their own teaching method.


8

F. RESEARCH BENEFIT

It is expected this research can provide significant contributions for the

educational field, especially in teaching learning process. The study provide

scientific benefit for professional who are concerned with English education. It

helps showing the meaning of the life world of teaching English to accounting

department students as lived experience by the participants. The information can

increase understanding of English teaching to accounting students. This

understanding is also valuable, especially for English Languange Studies and

English education science, this research can be the consideration for educational

development in teaching English to Accounting students. To the students of

English Education, this research can develop English teaching for accounting

students in term of English for academic purposes. To the Accounting students,

this research can give input for the evaluations and improvements of English

teaching at accounting department so the students can achieve more knowledge

and understanding. In other words, the result of this study will give contribution to

the improvement of English language studies particularly in Indonesia.

For practical benefit, it will improve the understanding on the English

teaching, especially to accounting department students, the teachers, the

researcher and the participants. For the teachers, this research can be a reference

especially for other teachers who teach similar students. For the researcher, this

research has benefit to better emphatic understanding that leads to the self-

actualization. And finally for the participants, the research can be a reflective tool

for their own performance. It is hoped that they will commit to their work by

being reflective. They will perform more efficiently and productively. It is also


9

hoped that this study will be meaningful experiences to them. The participants are

hoped to become more autonomous in making decisions towards effective

teaching learning activities as their main duties. Through autonomy, the teachers

will become more empowered and able to do self-actualization in the profession

so that finally the teachers can make more sustainable improvement in teaching so

that the students will learn better.


10

CHAPTER II

LITERATURE REVIEW

This chapter attempts to build up pre-understanding based on relevant

literature. It consists of three major sections namely (1) theoretical review, (2)

related research reports, and (3) framework of pre-understanding.

A. THEORETICAL REVIEW

In this chapter, some related stories which become the theoretical background of

this study are presented. The theories are related to the variables involved in the

study.

1. Meaning

The concept of meaning is proposed by Ferdinand de Saussure through the

explanation of a famous concept of the signifier and the signified. Saussure as

quoted in Hall (2003: p. 31) as written in Marleku (n.d.) states, “...a sign as being

composed by a signifier-the form which sign takes- and the signified- the idea or

the concept it represents.” A sign always has an idea that it refers to. The meaning

of the sign is something which is constructed. Therefore, it is not suddenly there.

Aspers declared that the central concept of meaning in the social sciences is

understanding. Understanding is intimately connected to meaning. He further

states that the meanings come in structures and accomplish meaning in relation to

other meanings. Reszke (2011) confirms that the nature of understanding is the

central concern in hermeneutic and entering to understand compels one to


11

consider the other person. Hermeneutics is the process of deciphering which goes

from manifest content and meaning to latent or hidden meaning (Palmer, 1969).

Meaning for several individuals of their lived experiences of a concept or a

phenomenon becomes the central of description of phenomenology. The basic

purpose of phenomenology is to reduce individual experiences with a

phenomenon to a description of the universal essence (Creswell, 2007). Manen

(1990) explifates that phenomenological questions are meaning questions which

ask for the meaning and significance of certain phenomena. It can be more

understood, so that, on the basis of this understanding one may be able to act more

thoughtfully and more tactfully in certain situations. As the study aims to interpret

the meaning of learning English of the participants, it is clear here what meaning I

intend to see. Furthermore, he describes phenomenological research as caring,

thoughtful act, because the researcher seeks to know the essential to being.

Moustakas (1994) additionally states that the meaning is created when the object

as it appears in our consciousness mingles with the object in nature.

Husserl’s as cited by Lindseth that in describing the essence of

experiences cannot be heard without narration. To come to the meaning of a

phenomenon we have to tell stories, which express our experiences of such

positioning. These stories reveal the meaning of experiences in our lives. We have

to produce texts to be able to thoroughly examine the meaning structure of a

phenomenon as a part of our life world- and thereby reveal the essential meaning

of that phenomenon. Thus, the essential meaning must be studied and revealed in

the interpretation of text.


12

In one of her articles, Eilifsen (2011) states that in phenomenological

writing, the phenomenon the research tries to reveal is in the center. The purpose

of phenomenological reearch is to bring the phenomenon to light. Anecdotes can

help throw the light upon other experiences. She moreover clarifies that in

everyday life we tell stories and we do not dwell on what these stories are actually

telling us; their meaning may slip by us. They are actually much more; they tell

more than words can express. In relation to this study, the experience of teaching

English is thus so much more than words to describe exactly what teaching

English means to them.

a. Empirical Meaning

According to Van Manen (1997), phenomenology is the science of

phenomena. He cites Husserls for this discipline endeavors to describe how the

world is constituted and experienced through conscious acts. He also states that

phenomenology always asks the question of what is the nature or meaning of

something. The first meaning that I try to find out from this study is an empirical

one that means deriving knowledge from experience alone, based on observation,

investigation and experimentation as opposed to theoretical knowledge (Oxford

American Dictionary and Thesaurus). Then the empirical meaning refers to a

meaning grasped from one’s experience as he/she lived through it. Particularly,

what teaching English means to the participant based on what they have done,

felt, and thought through it. They may be getting better teaching skills, better

work, etc, that those are what is called hominization.


13

b. Trancendental Meaning

The ultimate meaning that I try to discover is transcendental meaning. Van

Ane (1990) specifies that phenomenological human science sponsors a certain

concept of progress that is the progress of humanizing human life and humanizing

human institutions to help human beings to become increasingly thoughtful and

thus better prepared to act tactfully in situations. Maslow has proposed a

definition of being transcendent. Maslow (1979) as quoted by Fernando (2002)

states that transcenders are those who transcend, who live more at the level of

being...who are more inclined to have had peak experiences, which are

experiences of ectasy, rapture, bliss, the greatest joy, awe, mystery, humility,

surrender and the happiest moments in life.

Maslow then also explains some types of transcendence. From all types of

transcendence, some definitions of transcendence types which are the most

appropriate for this research are taken. The first type of transcendence is

transcendence of one’s past. It is about understanding ourselves for everything

that we have done. If we feel that what we have done is wrong then, we need to

forgive ourselves. “it means transcendence of remorse, regret, guilt, shame,

embarassment, and the like” (Maslow, 1979: p. 261). The second type of

transcendence is it is as mystical experience. It is “Mysitic fusion, either with

another person or with the whole cosmos or with anything in between.” (Maslow,

1979: p. 261). It is the sense of belonging with the universe and all the people in

it. It is the feeling of connectedness to a bigger world; that we are a part of a

bigger thing. The third type of transcendence is love. It can be the love “for one’s

child, or for one’s beloved friend. This means ‘unselfish’..this can also be phrased


14

as the more and more inclusive self” (Maslow, 1979: p. 262). The last type of

transcendence which is also stated by Maslow (1979:p. 264) is “the word

transcend also means ‘surpass’ in the sense simply of being able to do more than

one thought one could do, or more than one had in the past.”

Meanwhile, a study conducted by Levin and Steele (2005) mention

transcendent experience as ‘difficult to describe’. It is difficult to describe as it is

very personal. The ones who do not experience it may not understand. It has some

elements which make it be called transcendent experience. Levin and Steele

(2005) mention, “...the element of this experience is the perception of merging or

identification with the source of being-whether known as God, Higher self or the

Absolute or Eternal.” Further, they mention the key feature to transcendence:

A key feature to transcendence, as described by many experiencers, is

that it is ‘beyond perception and beyond human understanding.’ For

others, it is more immediate, more present, more real than other

experiences..in some crucial sense, higher than..the reality of everyday

experience. (Levin and Steele: 2005)

From the definition and explanation above, transcendental meaning in this

study is meaning which cannot be seen by our senses as it involves things which

make us become better human person such as self-actualization, tolerance and

equity. In relation with research, it is a certain moment in the middle of teaching

English in which they experience the beyond-human-understanding experience. It

is about what goes beyond teaching English to accounting departmet students

itself.

2. Self-actualization

The ultimate aim of lived experience is self-actualization. Self-actualization is

proposed by Maslow. Self-actualization happens before self-transcendence.


15

According to Maslow as cited by Koltko-Rivera (2006), there are six steps of

needs. They can be seen in the figure below :

Figure 1. A rectified version of Maslow’s Hierarchy of Needs (as cited by

Koltko-Rivera (2006: 303))

From the figure above, it can be seen that self-actualization seeks to gain

somebody’s potential. Self-actualization happens after people pass the

psychological needs, safety needs, belongingness and love needs, and esteem

needs. Heylighen (1992: 40) states that “the lowest level of needs may be called

physiological needs. These are needs of the body as a physiological system...they

consists of the need to breath, air, hunger, thirst, avoidance of extreme heat and

cold”. Hence, it relates to biological needs. After people can pass these needs,

Self-transcendence

(Seeks to further a cause beyond the self and to

experience a communion beyond the boundaries

of the self through peak experience)

Self-actualization

(Seeks fulfillment of personal potential)

Esteem needs

(Seeks esteem through recognition or

achievement)

Belongingness and love needs

(Seeks affiliations with a group)

Safety needs

(Seeks security through order and law)

Physiological (survival) needs

(Seeks to obtain the basic necessities of

life)


16

they try to be get safety needs which is followed with belongingness and love

needs. Heylighen (1992: 41) states love and belonging are “the basic social or

affiliation motive, which dries people to seek contact with others and to build

satisfying relations with them”. Then, it is followed with esteem needs.

Furthermore Heyligen stated that people need recognition of their achievement

and success. Then, it is continued with self-actualization. Self-actualization

according to Heylighen is:

“The word derives from the idea that each individual has a lot of hidden

potentialities: talents or competences he or she could develop, but which

have as yet not come to the surface. Self-actualization signifies that these

potentialities of the self are made actual, are actualized in a continuing

process of unfolding” (1992: 41).

It means that self-actualization tries to make the potentials in each individual

appear continuously. Venter (2012: 65) also states that “Maslow’s concept of self-

actualization involved developing to one’s fullest potential”. Self-actualization

tries to dig out someone’s potential and develop it until the highest level.

People that have fulfilled self-actualization needs are hoped to improve

until self-transcendence needs which are the highest needs out of all needs. From

the table above, Koltko and Rivera (2006) states that self-transcendence goes

beyond the self and passes the boundaries as the experiences that people have.

Maslow as cited by Venter (2012) states the definition of self-transcendence.

“Maslow described self-transcendence as a person’s ability to obtain a

unitive consciousness with other humans (1964: 1968). The

transcended person is therefore able to view the world and his or her

purpose in the world in relation to other human beings on a more

global scale and is aware that they can have an impact, not just within

their own geographical boundaries or culture, but on the whole world”

(Venter,2012: 67).


17

It means that the self-transcended people are able to go beyond themselves, search

their life values, and then go further the boundaries to give impact of their life to

the world. The self-actualized people that have got their fullest potentials can

reach the self-transcendence needs since they know their own potentials and

spread the values of life through their potentials across boundaries. At the end,

their life becomes really useful to the development of human being since the self-

transcended people have reached their highest needs and also help other people to

achieve their own self-transcendence needs. In short, I ensure to understand the

participants’ transcedent meaning (humanization) captured from their own lived

experience in teaching English. The meaning of teaching English from the

participants’ experience must be different and unique to one another and it goes

deeper than the experience itself.

3. Lived Experience

The word lived experience according to Bradley (2002), covers two

senses. The first sense refers to those key events in the past which have made man

what he is. This kind of experience accumulates over time, teaches us lessons and

so has effects by shaping or influencing our responses to the world. This is the

formative or diachronic (i.e. ‘through time’) sense of experience: “experience is

something set in the past that acts as a cause to mould our current behavior, which

is its effect”. The second sense of ‘experience’ is what is happening in the here

and now. Anything that counts as experience in the formative sense must first

have been processed in the present. Hence immediate experience is the primary

sense, so far as psychology is concerned. Anyone who is alive is always in the

midst of experiencing events.


18

According to Murphy (1960, p. 13) as cited by Bradley (2002), lived

experience not only refers to sets of past events but also refers to what human

beings are constantly at work trying to make meaning of what is going on around

and ‘within’ them, a process that mixes memory including understanding,

awareness, desire, intention or expectation, anticipation, relations with others,

cultural patterns, feelings, belief or sights, behaviors, smells, sounds, etc. Each

person has a unique set of experiences which are treated as truth and which

determine the behavior of the individual. In this sense, Van Manen (1990) as cited

by Patton (2002) stated that truth (and associate behavior) is totally unique to each

individual. In line with this, personal lived experience refers to the lived

experience of an individual which is considered as unique from one individual to

another. The lived experience of one teacher participant is seen individually,

without being compared with the lived experience of the other teacher participant.

There are five aspects of lived experience according to Gardner as cited by

Weggins (1998: 83). The first one is understanding. understanding is defined as a

sufficient grasp of concepts, principles or skills so that one can bring them to bear

on new problems and situations, deciding in which ways one’s present

competencies can suffice and which ways one may require new skills or

knowledge To understand means to have knowledge of, or to be informed of a

certain object. Understanding helps one to judge possible responses that come to

mind and rejecting those that are inconsistent with some of the facts (Cronbach,

1963). An understanding helps teacher to decide any action and reaction that

she/he does because understanding is a mind representation of the teacher.


19

The second aspect is belief. Belief is the most valuable psychological

construct to teacher’s education ( Pintrich, 1990). Teacher’s belief, which is part

of experience can inform educational practice in ways that prevailing study has

not and is essential to improve their professional preparation and teaching

practices (Pajaras, 1992). It takes teacher to determine certain attitude on her/his

teaching because she/he has certain belief about her/his students. In essence, belief

is concerned with values (Lonergan, 1958). Belief is expression of values and

feelings of people toward something. The difference between understanding and

belief is that understanding can change easily from time to time; whereas belief is

relatively static and difficult to change.

The third aspect is feeling. Feeling is a state which is in its entirety in

every moment of time as long as it endures (Pierce, 2004). When a person wants

to know someone’s feeling she/he usually uses feeling questions such as : “ How

do you feel about that?”. The question needs adjective responses expressing

feelings such as: anxious, happy, afraid, confident, and so on (Patton, 2002).

The fourth aspect is intention. Intention is a plan or goal. It is what people

intend to do or achieve. Intention is almost similar with expectation which means

a prediction or an estimate or subjective probability that a behavior will actually

be performed. Willis (2001) retained the Husserl’s idea of intentionality that

human thinking always linked to something as an end point to the act of thinking.

In line with this idea, certain detemined goal might be wished by teacher as part of

the teaching achievement.

The fifth aspect is action. According to Lonergan (1985), action which is

part of experience involves the use of five senses and bodily movements. Wilson


20

(2007) stated that it is something an agent does that was intentional under some

descriptions. Action is what someone can do with intention. Different situation

may insist teacher to take different action.

People usually use these kind of questions in the interview about lived

experience: What does this mean? What does this tell me about the nature

phenomenon of interest? (Patton, 2001). The question of “What does this mean?”

identifies intention and action. The teacher must have certain expectation towards

the students and for achieving that she has to take certain actions. Understanding

can be identified through the rise of knowldge/skills that the teacher applies when

solving certain problems. So the questions can begin with the identified problems

which the teacher processes in class then come to the reasons of her/his next

actions to solve the problems. Next, a long experience of teaching makes a teacher

have personal belief towards the students. The experience makes the teacher able

to judge some values towards the teaching and the students. This is how belief can

be identified. Finally, feeling can be identified by asking the emotional state

which appears on facing certain situations or realizing certain condition of her/his

teaching and or the students.

Lived experience is included in the phenomenology study. According to

Cresswell (2007: p. 57) “phenomenology study describes the meaning for several

individuals of their lived experiences of a concept or a phenomenon”. It describes

a phenomenon and includes description and interpretation of the phenomenon.

Van Manen (1990: p.1) states that the researchers” raise questions, gather data,

describe a phenomenon, and construct textual interpretations”. It relates to the

pedagogy. Pedagogy drives the essence of lived experience. Van Manen (1990:


21

p.2) states that “pedagogy is the activity of teaching, parenting, educating, or

generally living with children that require constant practical acting in concrete

situations and relation”. Hence, the lived experience itself based on certain

phenomena in the real life situations.

Lived experience itself deals with the meaning of a phenomenon. It tries to

discover the deep meaning beyond the phenomenon that appears. Van Manen

(1990: p.11) states that “phenomenology is a human science (rather than natural

science) since the subject matter of phenomenological research is always the

structures of meaning of the lived human world”. Hence, phenomenology relates

to the human living in relation to the meaning of the lived experience. Wilhelm

Dilthey as cited by Van Manen (1990: p.3) states that Geisteswissenschaften as

the opposite of natural science is “the human world characterized by Geist-mind,

thoughts, consciousness, values, feelings, emotions, actions, and purposes, which

find their objectifications in languages, beliefs, arts, and institutions”. Human

sciences relates to people that have awareness or consciousness of their

experiences that have values, beliefs, actions. Further, Van Manen (1990: p.4)

states that human science focuses on explaining and understanding the meaning of

phenomenon. In order to be able to explain and understand the phenomenon,

people need to go deeper to the world of where someone experiences it. Van

Manen (1990: p.5) states that “since to know the world is profoundly to be in the

word in a certain way, the act of researching-questioning-theorizing is the

intentional act of attaching ourselves to the world, to become more fully part of

it”.


22

According to Dilthey as cited by Van Manen (1990: 35), in its most basic

form lived experience involves our immediate, pre-reflective consciousness of

life: a reflexive or self-given awareness which is, as awareness, unaware of itself.

A lived experience does not confront me as something perceived or

represented; it not given to me, but the reality of lived experience is

there-for-me because I have a reflexive awareness of it, because I

process it immediately as belonging to me in some sense. Only in

thought does it become objective (p.223).

Lived experience, according to Van Manen (1990: 36), is the starting point and

end point of phenomenological research. The aim of phenomenology is to

transform lived experience into a textual expression of its essence-in such a way

that the effect of the text is at once a reflexive re-living and a reflective

appropriation of something meaningful: a notion by which a reader is powerfully

animated in his or her own lived experience. According to Alvesson and

Skoldberg (2000: 245), reflection means thinking about the conditions for what

one is doing, investigating the way in which the theoretical, cultural, and political

context of individual and intellectual involvement affects interaction with

whatever is being researched, often in ways difficult to become conscious of.

When we reflect, we try to ponder upon the premisses for our thoughts, our

observations and our use of language. Consequently, reflection is difficult.

According to Dilthey (1985) as cited by Van Manen (1990: p.36), lived

experience is the soul what breath is to the body: “Just as our body needs to

breathe, our soul requires the fulfillment and expansion of its existence in the

reverberation of emotional life” (p.59). Lived experience is the breathing of


23

meaning. In the flow of life, consciousness breathes meaning in a to and from

movement: a constant heaving between the inner and the outer.

Van Manen (1990: p.38) said that human experience is only possible

because we have language. Language is so fundamentally part of our humanness

that, as quoted from Heidegger, language, thinking, and being are one. Lived

experience itself seems to have a linguistic structure. According Ricoeur as cited

by Van Manen (1990: p.39), experience and (un)consciousness are structured like

a language, and therefore one could speak of all experience, all human

interactions, as some kind of text.

Furthermore, Van Manen (1990: p.39) said that in one sense the notion of

textuality becomes a fruitful metaphoric device for analyzing meaning. If all

experience is like a text then we need to examine how these texts are socially

constructed. Interpretation that aims at explicating the various meanings

embedded in a text may then take the form of socially analyzing or deconstructing

the text and thus exploding its meanings.

To sum up, lived experience emphasizes the meaning of somebody’s lived

experience. The experience and its reflection enable us to come to an

understanding of the deeper meaning or significance of an aspect of human

experience. Through lived experience, we, therefore, are able to become more

fully aware who we are.

4. Awareness

Awareness is a person’s consciousness of the things that he/ she is doing.

Lier (2013: p 11) said that to learn something new one must first notice it. This

noticing is an awareness of its existence, obtained and enhanced by paying


24

attention to perceptual powers in the rigt direction, making mental ‘energy’

available for processing. Processing involves linking something that is perceived

in the outside world to structures (pattern of connections). Language awareness,

whether deliberate or spontaneous is thus a crucial aspect of language learning,

both firs and subsequent. In addition, educational settings require awareness of

learning strategies and processes, social awareness of classroom structures,

awareness of learning and teaching styles and so on.

According to Association for Language Awareness as quoted in Ellis

(2012), a key definition to understand the meaning of laguage awareness is

“...conscious perception and sensitivity in language learning, language teaching,

and language use. In this study, it is the awareness of teaching English. It refers to

teachers’ conscioness about the importance of teaching English in relation with

teaching English to accounting students and with their life. Being aware is also the

notion of being able to notice what a person experiencing right now in relation

with the idea that finally teaching English to accounting students is very

challenging and meaningful to their life. Meaning, which can be both empirical

and transcendent, is able to be shaped if the person involved is aware of their life

events,

5. Teaching English

Education according to Finney (2002: p.73) has a purpose to enable the

individual to progree towards self-fulfillment. It is concerned with the

development of understanding, not just a passive perception of knowledge or the

acquisiotion of specific skills. The goals of education are not defined in terms of

particular ends or products, but in terms of processes and procedures by which the


25

individual develops understanding and awareness and creates possibilities for

future learning. This statement strengthen by Delphit (2003: p.20) which stated

that the goal of education must be to assist individuals in their quest for divinity or

perfection, by fostering a deep understanding and guide practice of the principles

of “correct living”.

To be active in the learning process, a learner must have motivation as the

affective aspect which can influence the affective variables such as anxiety, level

of comfort and risk-taking. It implies that teachers have to be able to motivate,

encourage, understand, and provide a positive school experience. Anyway, we

have to realize that a teacher is a unique individual who has her/his own way and

technique in teaching. The thing underlies the decision taken in the class is

teacher’s thinking. Richards and Renandya (2002: p.385) highlight that what

teachers think and do at the classroom level determines what the learners learn in

the classrom. therefore, besides being able to raise students’ motivation, teachers

have to be able to think and do appropriately so that the learners can learn well.

Teachers must be reflective, analytic, creative, and open to new methods and ideas

(Finney, 2002: p.77). This is one of the requirements of a professional teacher.

Practically in classroom, teaching and learning, a teacher has to make many

decisions that influence her/his behavior within a single period. Scrivener (1994:

p.1v) stated that a teacher has a number of decisions option; she/he can decide to

do something or to do something else, or not to do anything at all. such decision

makings are metacognitive in nature, affected by classroom context and the

techers’ beliefs about the nature of knowledge and knowledge acquisition or

learning. The teacher’s belief defines the teacher’s conception of teaching and


26

learning. Chan (2004: p.334) stated that there are various kinds of teachers’ belief

which are related to their conceptions about teaching and learning for example

beliefs about values, beliefs about teacher efficacy and beliefs about the nature of

knowledge and knowledge acquisition (epistemological beliefs).

In doing so, besides the belief of the teacher and the learner, the process of

language teaching and learning in the classroom must be based on the principles

as the theory derived from research, to which teachers need to match classroom

practices. The principles are about the things in the area of cognitive like

automaticity and meaningful learning, affective principles like self-confidence and

risk taking, and linguistic principles like native language effect, interlanguage,

and communicative competence. To create such atmosphere, a teacher is

demanded to be able to perform her/his ability including preparing the materials

and the lesson plan, presenting the materials, the strategies and classroom

management.

a. Teaching English as a World Language

Harmer (2007) said that English was already well on its way to becoming

a genuine ‘lingua franca’, that is a language used widely for communication

between people who do not share the same first (or even second) language, than

as a native language the majority of competent English speakers are not native

speakers but second-language users. As a result, a concensus has emerged that

istead of inner, outer and expanding circle Englishes, we need to recognize

‘World Englishes’ (Jenkins, 2006a: p.159) or ‘Global English’ (Graddol, 2006:

p.106). World English belongs to everyone who speaks it. Thus, nobody

monopolizes English anymore, in other words ‘native’ and ‘non-native’ speakers


27

own it together in a kind of international shareholders’ democracy since whatever

English we speak, Indian English, British English or Malaysian English, we have,

or should have, equal rights as English users (Rajagopalan, 2004: p.113).

For English in Indonesia, Herrini (2007: p.40) mentions that English is the

officially designated primary foreign language of Indonesia and is widely taught

throughout the country. It is mentioned furthermore that a working knowledge of

English is required for university-level study in many disciplines, for Indonesian

goverment employees in certain offices and programs, and for employees in

commerce, banking, and tourism industries.

To summarize, since English has become the lingua Franca through

globalization where English is now the dominant or official language in over sixty

countries, Indonesia as a part of expanding circle countries adjusting to the world

trend of keeping pace with technology, economic and social advances. The goals

of English as subject/language course are for academic or occupational use and

for communicative resource. Then, in English teaching, it is aimed to the

acquisition to apply the language itself.

b. The English Teaching in the Accounting Department

Accountants today need to be equipped by English language in order to be

able to communicate well with foreign clients or to ease them in working with

English terms in business activities and reports. The teaching of English in the

Accounting department as one of government policies is to develop the qualified

higher education system in accounting generally and to have professional

accounting graduates who fulfill the global standard as it is stated in Academic

Guidance Book of Accounting Department (2014: p.8).


28

Besides following the national standard, Sanata Dharma University, in this

case the Accounting department as the place of the research, also follow

International Education Standards (IES) issued by International Federation of

Accountants (IFAC). In International Education Standard no. 2 there are some

main knowledge which have to be mastered by accounting undergraduate

students: (1). Accounting, Finance and Related knowledge; (2). The

organizational and business knowledge; (3). Information and Technology

knowledge. Besides these main knowledge, according to International Education

Standard no. 3, professional accountant have to have some skills: personal skills,

Interpersonal and communication skills, and organizational and business

management skills. Here English is included in interpersonal and communication

skills.

Because English is so important, the Accounting Department of Sanata

Dharma University has English programs in order to prepare the students with the

skills and competence to communicate effectively using correct and appropriate

English in business communication. There are three English courses for the

students of the first year: Bahasa Inggris I, II, and III. These courses are included

in Communal Life Courses because learning English is not merely about learning

the language but also the culture and the values/beliefs of people whose language

is originated. However in 2015 there is a chance in the curriculum of English. The

English course in accounting department compact to be only one English class

namely Bahasa Inggris with 3 credits and taught for 3 hours. The English subject

also standardized by a team from the language institution of Sanata Dharma.


29

In the end of the program the students are expected to be able to

understand the English knowledge and use the language well in business

communication and organization where they will work later on.

6. Accounting Students

Accounting is one of economics sciences. According to

InternationalStudents.com as retrieved from

http://www.internationalstudent.com/study-accounting/what-is-accounting/.

Accounting is a science that is used to analyze and manipulate financial data for

businesses and the public. Accounting is arguably the most vital aspect of any

business or company. The accountant makes sure that the finances of a company

are correct, and balances the company’s books. Accountants can find stolen

money or money that has gone missing within the company; they can advise on

business funds for potential growth; most importantly, they have a firsthand look

into the future of a company.

Accounting is often considered to be one of the most intense college

majors. Students are required to take very rigorous courses in a number of

different subjects. In addition, the core coursework required in accounting can be

daunting and takes much studying and preparation. Students are required to take

courses in Mathematics, Economics, Business, and courses in accounting.

Business classes usually begin with introductory accounting courses like

financial and managerial accounting. Most universities also require some courses

in business law. When studying accounting the students have to take introductory

courses in several different business disciplines such as: business administration,


http://www.internationalstudent.com/study-accounting/what-is-accounting/

30

finance, and marketing. Other business classes may include leadership or

organizational behavior classes or Business Policy.

Most importantly in the curriculum are the core courses. These core

courses are the backbone of the accounting program and are meant to provide

students with the skills necessary to find employment after graduation. The

students are expected to take courses in advanced financial accounting, advanced

managerial accounting, Federal Income Taxation, Tax Code, and Auditing.

Students can also choose between different concentrations such as international

accounting or business systems. Some universities also offer course in specific

subjects such as financial statement analysis, forensic accounting, and accounting

research.

This research tried to find out how the teaching of English in Accounting

department, Sanata Dharma university helps the students to improve their

communication skills in business using English. The Accounting Department of

Sanata Dharma University has English programs in order to prepare the students

with the skills and competence to communicate effectively using correct and

appropriate English in business communication. There are three English courses

for the students of the first and second year: Bahasa Inggris I, II, and III. These

courses are included in Communal Life Courses because learning English is not

merely about learning the language but also the culture and the values/beliefs of

people whose language is originated.

B. RELATED RESEARCH REPORTS

This study specifically focuses on the lived experience of English teachers


31

regarding their teaching experience in teaching accounting department students.

This study focuses on uncovering teachers’ meaning construction on their lived

experiences in relation how to teach accounting department students. One of the

researchers who have done the research on lived experience is Jane Agee. In her

research she emphasized the important of listen to teachers ‘voice. Teachers’

voice in her research is seen as the voice of the marginalized people. She said that

the kind and amount of talk that occurs in a relationship can tell us much about the

positioning of two people (1996: p.4). Furthermore she said that the dialogue in

an effective relationship is characterized by listening. According to Burbules as

cited by Agee (1996), what matters most in dialogue between a person in a

position of authority and another is hearing that other voice:

Listening is an important aspect of legitimate authority, not only as a

way in which one stands to learn something new, but as a concrete

relational activity that alters the status of one’s authority. Listening

exhibit respect, interest, and concern for one’s partner. It is a specific

way of enabling another’s voice to be heard. (p.33)

Agee said that attention to constructions of self and other offers a lens for seeing

the subtle ways in which these constructions shape our lives and our relationships

(1996: 4).

Kirk (2004) also did the research on lived experience. In her article, she

discussed data from a study of women teachers in Karachi, Pakistan, that present

their alternative perspectives so as to inform educational policy development and

to develop more explicitly gendered theories of teaching. She began with a brief

introduction to the positioning of women teachers within the international context

of gender, education, and development. She then introduced the study from which

she presented data and the organizing concept of impossible fictions. Using the


32

words of women teachers, she discussed experiences of becoming and being a

woman teacher, as well as women’s experiences and perspectives on teaching

girls and boys.

Relevant research on English for Specific purposes especially English for

business focuses on the development of communicative competence for business

settings (Boyd, 1991: p. 2). Another researcher, Nguyen Thi Chau Ngan (2011)

said that the overwhelming weight of emphasis in language analysis in the

teaching of English for Accounting (ESP) has been a concern for teachers of

English at the College of Finance and Customs (CFC). In the ESP course, the

teaching materials teach students to recognize the surface form by means of the

specialist texts. The difficulties the students and teachers encounter are the

unfamiliarity with the specialist contents and far too complex sentence structures.

Ngan produced a syllabus which gave high priority to the language form and

content via simplified language and authentic materials. Ngan incorporated the

Content-Based Instruction (CBI) approach in the ESP context, and then the ESP

material designed in the CBI approach was used in the treatment group in one

semester. Ngan administered a survey including the post test and the questionnaire

when the course finished. The findings from this research reveal the students’

interest, and involvement in the course. Also, they highlight the students’ ability

to get better scores in all modes of ESP.

For Indonesia’s circumstances, Suyadi (2016) has done a research on

English for Specific Purposes for accounting students. He said that as a foreign

language in Indonesia, English has its own complexity to be taught and learned. A

specific method of teaching and learning English is needed in order to make it


33

more useful for the learners and not wasting time of teaching it to the students. To

make it more useful, the teachers of English need to consider the basic needs of

the students in learning English in their classroom. Specific English materials

should be used for a specific study program. In other words, every study program

should have its own specification of English materials. Accounting Program is a

study program which needs its own specification of material for English subject in

order to match it with the students’ target knowledge of accountancy. From his

research he found that the students of accounting program needs a specific

material in learning English which has tight relationship with their study program.

Furthermore, the students of English Language Study have done research

using interviews and observations on teachers’ lived experience in teaching

English to special needs children as did by Christiana Sidupa (2010) and to

hearing-impaired students as did by Antonius Setyawan (2013) which resulted in

the teachers’ self actualization. But this study explores teachers’ lived experiences

in teaching English to accounting department students which is different with the

previous research. This research will find out how the teachers look at themselves,

their determination, their positioning as human beings and their voice as

subordinates or marginalized.

C. FRAMEWORK OF PRE-UNDERSTANDING

Teachers have a key role in the successful acquisition of language of their

students. As language teachers, they are in charge of designing and implementing

a variety of learning activities that meet the students’ need and interest which are

appropriate to their developmental levels. Teachers’ professional attitude and


34

knowledge are required. The teachers should be able to show enthusiasm and have

reasonably high expectations of what students can achieve. Teaching English to

the accounting students department needs professional system including the

material and its preparation, the teachers, and the teaching method itself.

The meaning of teaching English to Accounting students which is the

focus of this research cannot be separated from the prior learning experiences,

beliefs, awareness, intention that they have within them. Van Manen (1990: 90)

said that phenomenological themes are not objects or generalizations;

methaphorically speaking they are more like knots in the webs of our experiences,

around which certain lived experiences are spun and thus lived as meaningful

wholes. In other words, it can be defined as some points around which the

participants’ lived experience occur. The points form a whole lived experience in

the participants’ life. The themes are the knots of meaning which are related one

another. Furthermore Van Manen (1990: 88) said that theme is the mean to get at

the notion. The notion is what the whole meaning is about and the themes help us

to see into it.

The language teaching skill and knowledge help to comprehend the

teaching method and the strategy by the teacher in the classroom. It means that the

teacher is expected to be able to know and apply how to manage the time and the

classroom, how to transfer the knowledge, techniques, the instruments and media

used in the classroom, and how to evaluate the students’ progress. The knowledge

of teaching English and the skill to teach will be very useful in defining the things

to be delivered to the students or the materials. The teaching of English for

accounting students must be in coherence with the purpose itself. The purpose in


35

specific way, in this case teaching English to Accounting students, is going to be

fulfilled by examining the real needs of the students, especially the need of

English for business communication. Therefore, need analysis becomes the

starting point of designing the materials. The teachers may be involved in

analyzing the needs so they know exactly what they have to deliver in the class.

In the teaching, the teachers are demanded to teach in line with the goals

defined by the department. So, it is very important for the teacher to understand

the goal of the English teaching and the goal of the department stated in the

syllabus. Furthermore, being an English teacher in accounting department, she/he

must be active and has high motivation especially to seek recent information

related to accounting from various sources.

Teaching English for accounting students also need specific observation

toward the students since they will be the clients along the course who need to be

‘well treated’ so the teachers will not miss the strategy. In this case, the teaching

of English to Accounting department students must be carefully designed because

the students of Accounting department learn specific English different from the

English they have learned in senior high school. The teachers need to teach in

such a way using certain approach or method and facilitate the students to practice

more than feeding the theory so they will well equipped. The teaching itself must

not be so strict and boring like in school but more on giving the students chance to

experience the English usage than being busy with grammar rules even though

somehow it is still needed. The teachers need to be creative in delivering and

making the teaching materials so that the students will be interested and motivated

in learning English. If the students are motivated and enthusiast in learning


36

English and show a good result, it means that the teachers achieved teaching

success and therefore they can fulfill their self-actualization.

The situations that teachers face is various. There are times when they

teach without any significance problems but there are also times when they have

to think about solutions to their problems. There are times when their students feel

lazy to study and there are times they feel very eager to learn. There are smart

students who can participate in the class actively but also there are students who

are slow and passive. In relation with those things, teachers decision to deal with

weak students is important.

Considering the importance of factors above in teaching English to the

accounting department students, the meaning which are formed are related to both

the efficiency and effectiveness in teaching. The teachers have their own

perceived meanings which evolve around their awareness, belief, their life history,

teaching strategy, and teaching action. Teaching English in a specific purpose

would give results on more enjoyment, more useful and more applicable English

related to accounting. Those are bracketed under pre-figured themes namely:

teaching English for specific purposes fulfilled the students’ needs, teaching

English in fun and creative ways make effective and efficient learning process,

teaching English to the accounting department students make the teachers

improve their teaching skills and to be more autonomous.


37

CHAPTER III

METHODOLOGY

This chapter discusses the methodology and the procedures that were

employed in the research. It is important to the study because it elaborates the

appropriate steps of how to answer the research questions systematically. The

elaborations covers eight primary sections, namely (1) research method, (2)

research design, (3) nature and sources of text, (4) instruments, (5) text gathering,

(6) text processing/text analysis, (7) research procedures, and (8) trustworthiness

A. RESEACH METHOD

In order to explore the meaning of teachers’ lived experience of teaching

English to accounting department students, the research question formulated is

“What is the meaning of teaching English in the accounting department to the

teachers?” As the consequent, the research key goal is to describe the teachers’

lived experience in teaching English to accounting department students and then

interpret it.

In this research, a qualitative approach was used to reveal the teachers’

lived experience. Qualitative approach is used since the study is related to the

social phenomenon. It focuses on a teachers’ lived experience on teaching English

to Accounting students. This made this study belong to a narrative study. In

describing the narrative, this study tries to seek the meaning from the teacher’s

lived experience to accounting students. The process of describing meaning

makes this narrative study also belong to phenomenological study.


38

This research is the phenomenological and hermeneutical study. It is

phenomenology because it is the descriptive study of lived experience

(phenomena) in the attempt to enrich lived experience by mining its meaning. It is

also hermeneutic because it is the interpretive study of the expressions and texts

of lived experience (Van Manen, 1990:38). Here, the studied phenomenon, the

English teaching to accounting department students, is explored through whatever

information from the in-depth interviews and document checks. This information

is used to find out the teachers’ lived experience of teaching accounting

department students by knowing how they perceive, describe, feel about, judge,

remember, make sense of, and talk about it. Using sources of text data, I then can

triangulate the data, so that valid data can be obtained and trustworthiness of the

result of the study can be increased.

The data were obtained from in-depth interviews and document checking.

The interviews were held with two participants. This interaction aims to make the

researcher be objective. The objectivity is crucial to help the researcher be able to

make right argumentation and judgment in this study as the scientific study.

Through document checks, intuition, ideas, and thought can be explored and

compared. It is in line with Kerlinger’s argument that’ personal and societal

products can be sources of research data. Such verbal materials, produced by

individuals and groups can provide measures of variables” (1983: 468).

This study is a phenomenological study so the researcher must provide

some explanations related to the story found, heard and witnessed in this study.

The participants of this study shared their meaningful experiences related to the


39

issue. To understand the meaning of the shared experience, the researcher

described the shared experience of the participants to get its essence.

This thesis is a product of experiential and academic research. Therefore,

the issues of validity and reliability are considered important. Cohen, Manion,

Marisson (2000:105) state that validity refers to the measurements of what it

purposes to measure. Validity is a crucial key in order to make the research

effective. If a research is not valid, then the research is considered worthless.

Creswell (2007: 195) states that validity refers to the conclusion which has been

made must come from the credible, defensible, warranted data. These data can

refuse to accept other alternative explanations so that the researcher, participants

and readers have the same point of view. Meanwhile, reliability is defined as the

fit between the researcher’s record as data and what actually occurs in the reality.

These issues take role as the guarantee of the trustworthiness of this thesis.

Trustworthiness is very important in a research because the readers of this thesis

should have a proper understanding related to the statements made by the

participants, analysis and the conclusion.

B. RESEARCH DESIGN

As stated in the earlier chapter, this research attempts to answer research

question that is “What is the meaning of teaching English in the Accounting

department to the teachers?” The problem of the study suggests that this research

is a qualitative study with a specific focus on the stories told by individuals or

narrative. As cited by Creswell (2007: 54) from Pinnegar and Daynes (2006),

narrative can be both a method and the phenomenon of study. As a method, it


40

begins with the experiences as expressed in lived and told stories of individuals.

After that, analyzing and understanding the stories lived and told are covered.

Narrative is understood, therefore, as a spoken or written text giving an account of

an event or action or series of events or actions, chronologically connected (cited

from Czarniawska, 2004: 17).

In order to answer the research question, I as the researcher would like to

conduct my study in Accounting Department of Sanata Dharma University,

Yogyakarta. In this department, English is an obligatory subject in the first

semester. In the first semester, the teachers teach general English.

In the process, I started with determining the sources of text. I went to the

department and asked the dean about the teachers who are involved with English

class. The time for the research was implemented in the middle of February to

April 2016, particularly in the academic year of 2015/2016. Before the interview,

the researcher constructed a set of interview guides. Here, the interviews will be

audio-taped and transcribed to capture the voices of the participants into written

text. After selecting and giving the coding to the text, I described and interpreted

the text to obtain meaning. Throughout the analysis, their voices were transferred

into the body of work to demonstrate participants’ involvement through direct

quotes and retelling of stories.


41

Figure 2. Research Design

1. Nature and Sources of the Texts

The nature of text in this study is narrative texts. The texts are resulted

from in-depth interviews with the participants of the research who are the English

teachers teach English in accounting department, Sanata Dharma University.

Based on the texts which were obtained from the participants, the researcher

sought the description and the interpretation of the meaning. The setting of this

research is in Accounting Department, Sanata Dharma University, Yogyakarta.

RESEARCH

IDENTITY

Title : The Meaning of

Teaching English to

Accounting

Department

Students

Setting: Accounting

Department of Sanata

Dharma University,

Yogyakarta

Time : Mid February to

April 2016

Academic year : 2015/2016

II. Process

1. Determining sources of text

2. Collecting significant information

3. Arranging interview guides

5. Conducting the interview

6. Transcribing the interview results

7. Selecting and coding the text

6. Describing the text

7. interpreting the text

III. Sources

1. Text sources: two English teachers of

accounting department

2. Nature of text: narrative

I. Goal

To describe and interpret teachers' lived

experience in teaching English to

Accounting students


42

2. Instruments

This research used two kinds of instruments namely document checks and

in-depth interviews. Through document checks, intuition, ideas, and thought can

be explored and compared. It is in line with Kerlinger’s argument that’ personal

and societal products can be sources of research data. Such verbal materials,

produced by individuals and groups can provide measures of variables” (1983:

468). The researcher checked the participants’ statement of purpose, assessment

forms and academic records because the researcher believe that these documents

would add the richness of the early data obtained from the main instrument.

The purposes of interview in the phenomenological-hermeneutics research

are to explore and gather experiential narrative material and to develop meaning

of an experience (Van Mannen, 1990: 66). For the interviews, they were done

twice for each participant. There are two participants. Hence, the interviews were

done four times. The interviews were snowballing interviews, which questions of

the interviews were developed naturally following the directions of the interview.

The questions were not totally set but they came up as the results of interviewee’s

previous answers. Interview is the other data gathering of lived experience.

Creswell (2012:217) states that “a qualitative interview occurs when researchers

ask one or more participants general, open-ended questions and record their

answers”. Interview is divided into one-on-one interviews and focus group

interviews. This research used one-on-one interviews. Creswell (2012: 218) states

that “ one-on-one interviews are ideal for interviewing participants who are not

hesitant to speak, who are articulate, and who can share ideas comfortably.“ The

interview is started from the personal experience (Van Mannen, 1990:54). The


43

interview result is in the form unstructured data. Creswell (2012:214) states that

“unstructured text data obtained from transcribing audiotapes of interviews.”

3. Text Gathering

The text gathering is divided into two parts based on the text gathering

instruments. They are text gathering techniques on document checks and and in-

depth interview. For document checks, teachers’ lesson plans, and syllabus were

used. For the interview, the researcher will do bracketing. Text gathering on in-

depth interview will be done twice in each participant. There are two participants

so the interview will be done four times. The in-depth interviews lead to empathy.

According to Wiggins empathy is the ability to get inside another person’s

feelings and worldview in order to experience the world as another person’s

feelings it (1998 : 85). Furthermore he said that empathy can lead us not only to

rethink but to experience a change of heart as we come to understand.

Figure 3. The steps of text gathering (based on Cresswell and Van Manen)

audio recorded data

transcript of in-depth

interview data

audio recorded data

transcript of interview data

2. Conducting In-depth interview

3. Transcribing the interview result

5. Conducting re-interview

6. Transcribing the interview data

4. Document checks

photocopied or scanned

documents

questions guidelines

1. Constructing questions as in-depth

interview guidelines


44

The text gathering is set up in the following steps: The first is constructing in-

depth interview question guidelines. In order to reveal the meaning, the questions

must be formulated well so that it can dig out the meaning. Van Manen (1990: 43)

said that “ the essence of the question said Gadamer (1975), is the opening up, and

keeping open, of possibilities...to truly question something is to interrogate

something from the heart of our existence, from the center of our being”. It means

that the question should reveal the experience until the depth awareness of the

experience.

The second step is the in-depth interview. The researcher records the in-

depth interview. The third step is transcribed the interview results. The researcher

makes the data transcript. According to Creswell, transcription is the process of

converting audiotape recordings or fieldnotes into text data (2012: 239). The

fourth step is document checks. The purpose of document checks is to check

compliance with expresssed statements. The documents are coded and compared

to the other data sources.The fifth step is the researcher conducting re-interview.

The researcher records the re-interview. The re-interview were used to complete

necessary data which had not been covered in the in-depth interview done

previously.The sixth step is the researcher transcribe the re-interview data.The

data obtained was used to conduct triangulation in order to improve the validation

of this study.

4. Text Analysis

The phenomenological research focuses on interpreting the phenomenon

naturally. Therefore, this research has a foundation to interpret the materials as

natural as it is. The process is managed by determining the specific theme to


45

gather the material in the particular scope. The determination theme drives the

research to focus more on the essence, as it is also natural. Furthermore, in the

construction process, the researcher paid attention to every part which has strong

and significant points in developing the description.

In collecting anecdotes, one has to recognize what parts of the

text of daily living are significant for one’s study. While it is

happening, it is important to try to recover those living phrases

and incidents that give the anecdote a cogent power or point.

Therefore, it may be necessary to go back to retrieve the relevant

“trivia” that help to construct the anecdote. In gathering

anecdotes, one needs to be quite rigorous and construct accounts

that are trimmed of all extraneous, possibly interesting but

irrelevant aspects of theories. (Van Mannen, 1990. p. 69).

Meanwhile, Moustakas states that text analysis can be done through describing the

personal experiences with a phenomenon, making a list of significant elements,

and then grouping them into larger units called meaning units, making “meaning

units”, determining “what” and “how”, and then incorporating textual and

structure description (Moustakas, 1994, as in Cresswell, 2007). In analyzing the

data, the significant elements that illustrate the understanding about how the

participant experienced the phenomenon need to be highlighted, which is called

horizonalization (Moustakas, 1994). The cluster of meaning can be developed

from the statements. From these descriptions, a composite description which

provides the essential aspect (the essence of a phenomenon) can be developed.

Then the text can be reduced into meaningful segments and given names for the

segments (coding the data).

In analyzing the text, the researcher used the steps adopted from Cresswell

(2012, p. 261-262) which are also in line with Van Mannen and Moustakas. Those

steps are:


46

Figure 4. The Steps of Text Analysis (adapted from Van Mannen and Creswell)

After conducting the in-depth interviews, transcribed the data, and doing

document checks, the researcher analyzed the data and conducted re-interview to

gather the missing information. After transcribing the overall data and re-read the

transcript, the reseacher selected the text and made classification using table to

construct and coded the text (step 1). Coding was used to build the themes (step

2). Each theme has its own coding. In coding some numbers were given in order

to enable the readers to search the anecdotes easily in the interview transcript.

themes

interpretation of each participant

coding in each transcript of interview data

shared experience from each participant

description of each participant

shared experience from each participant

transcript of member

final writing of description and

interpretation of lived experience

5. Writing interpretation of each

participant

1. Coding the transcript in

transcript of interview data

2. Decide themes

3. Writing description of each

participant

8. Final writing

6. Writing interpretation among

participants (shared experience)

7. Member checking

4. Writing description among

participants (shared experience)


47

Berg (1989) in Miles and Huberman (1994: p.9) state that coding is giving tags or

labels for assigning units of meaning to descriptive information compiled during

the study. In line with this definition, coding was done in this study in order to

find out the key content of the in-dept interviews. For example, the readers found

a code like this: 1-W03-1-ET-T-SA. 1 represents Appendix 1. W03 represents

conversation number 3 with Ms Widi. 1 represent in-depth interview 1 with Ms.

Widi. ET represents Emergent Themes. T represents Transcendent themes. SA

represents Self-actualization. It means that the readers can trace the code in

appendix 1 and directly go to conversation 3 which is the first in-depth interview

of Ms. Widi and the theme is emergent themes which is transcendent theme and

that is self-actualization. Abbreviation of all codes can be seen in the list of

abbreviation.

The third step is writing description of each participant. The researcher writes

description of each participant based on five fields in lived experience:

understanding, belief, intention, action, and feeling. They were used to prove the

empirical and transcendent themes. The fourth step is the researcher writes the

description of the two participants. The researcher writes shared experience. In

gathering the data, each experience is appreciated. The fifth step, the researcher

writes interpretations of each participant based on understanding, belief, intention,

action, and feeling. The six step is the researcher writes the interpretation of the

two participants. The researcher writes the shared experience. The text needs to be

rich in order to discover the phenomenon. The text needs to be deep. According to

Van Manen (1990: p.152) “depth is what gives the phenomenon or lived

experience to which we orient ourselves its meaning and its resistance to our


48

fuller understanding”. The seventh step is member checking. The researcher did

member checking to the participants related to the result of description and

interpretation. The last step is final writing of description and interpretation. At

this step, the researcher drew conclusion. The researcher needed to review the

analyzed data and assess the implication for the research question.

C. TRUSTWORTHINESS

The research was based on a triangulation process that was done with in-

depth interviews. The consistency of the text as well as its validity and reliability

became a high concern in this research. Considering the purpose of

transferability, the researcher really considered about the participants’ quality. The

relevancy of participants’ capacity in providing rich, thick, and suitable

descriptions to contextualize the study is considered well. The aspect of

conformability also became a high consideration. Since it refers to the description

of one’s lived experiences consisting of meaningful themes, the conformability

aspect is a way to improve validity and reliability and reduce bias. Giving a

tentative interpretation back to the participant is one of the conformability aspects

considered in this study.

In order to establish credibility, the researcher used a member checking

technique because it showed credibility in the findings and interpretations. The

process of providing good quality tape for recording and transcribing the record

were applied in this research. In relation with the validation, the participants were

invited to review the transcripts of their interviews as well as the interpreted data.

The researcher was also careful to manage bias and expectations as reflectively or


49

awareness. To manage this threat, the researcher used bracketing. In analyzing the

data, the researcher created a domain list consisting of meaningful themes. It was

used to provide an overall structure for understanding and describing each

individual participant’s experiences.


50

CHAPTER IV

DESCRIPTION AND INTERPRETATION

The focus of this chapter is to present more detail the presentation of the

findings arising from the exploration of the phenomenon and reveals the lived

experiences of teachers in teaching English to Accounting depatment students.

The description itself will contain interpretation. After that, essential themes will

be able to be obtained. This chapter is divided into two parts namely (1) the

teachers’ lived experience description, and (2) the interpretation of the teachers’

lived experience description.

A. DESCRIPTION

There were two participants who were being interviewed in this research.

They were Ms. Widi and Ms. Vera. Both are pseudo names. They are teaching

English at the same accounting department. Below are the descriptions of their

lived experiences of teaching English to the accounting department students.

1. Starting the Class

a. Preparing and Designing the Materials

In August 2015 Ms. Widi was assigned to teach English to accounting

department students. It was her second time to teach the students of accounting

department, Sanata Dharma University. She was amazed because it was a quite

big class. She had to teach about 45 to 50 students at that time. She thought it was

pretty hard to manage a big class. Therefore, before she started teaching the

students, she had prepared and designed the materials which she thought could


51

fulfil the students need. She believed as a teacher or lecturer, she had to do need

analysis to know her students. She thought she also needed to modify the

materials because at that time it was a kind of team teaching so there was already

a syllabus from the university. However as a lecturer, as a teacher she modified

the syllabus here and there, and the change she made was depended on her need

analysis towards her students:

“Anyway as a lecturer as a teacher we..I myself did that. I

modified here and there..and again it depends on the ..on my need

analysis” (1-W04-1-ET-E-AU).

She was aware that she also needed to know her class, her students from

the very first meeting. So in the very first meeting, she really observed at that time

what had been going on with her class, what had been going on with her students,

what had been going on with the interaction, the communication, and also because

it was more on speaking so as a teacher she easily found out probably a kind of

different or different in ability:

“I needed to know my class, my students from the very first

meeting. So in the very first meeting, I really observed at that

time what’s going on with my class, what’s going on with my

students, what’s going on with the interaction, the

communication, and also I..because it’s more on speaking yaa as a

teacher we easily found out probably a kind of different or

different in ability” ( 1-W04-1-ET-T-AW).

But she said that most of the students in that class were great. They spoke

English really well because like 80% of them got an A or B. It was not because

she was too easy to give the mark but because they were able to show the best

performance. They were really eager to learn, to study English and moreover,

they brought with them the highest spirit to the class eventhough it was 3 credits

class. It made Ms. Widi feeling proud of her students:


52

“But most I would say that the students in that class were mostly

great. They speak English really well. Because like 80% of them

got an A or B. Yes..not because I was too easy to give the

mark..no..but because they’re able to show the best performance

in a..they really eager to learn to study and moreover ..they

brought with them the highest spirit to the class so because it

was 3 credits. Can you imagine 3 credits” (1-W04-1-ET-T-FPS).

Furthermore about preparing the materials she said that she actually got

the textbook from the university. But again the textbook needed modification here

and there and additional information, additional materials.

“Okay. We got the textbook actually. But again the textbook was

you know like quite yaa.. it needed modification here and there

and additional information...additional materials” (1-W05-1-ET-

T-DIS).

But overall she still stuck to the syllabus and also the textbook but she

tried to be autonomous and creative by modifying or adding the materials by

having more activities. She and her three assistants divided the activity into two,

the very first one was the introduction part where they usually had ice breaking.

It was really mainstream teaching method which teachers always do. The second

one they did like more funny, interesting activities. It was like reading but reading

in a very interesting way.

“In a..but overall we still stick to the syllabus and also the

textbook but we modified or added by having more activities. So

we divided in two, say for example the very first one is the

introduction, usually we had ice breaking. ya...ya.. come on that’s

really mainstream . That’s teacher always do right. and The

second one we did like I think more funny, interesting activities.

It’s like reading but reading in very interesting way” (1-W05-1-

ET-E-AU).

But in order to make the activities worked well, Ms. Widi and her assistant

struggled for making her students understood some vocabularies. Then after that


53

they asked the students to read a text and discussed it with their friend. They had

a group work.

“So we developed their understanding first on certain

vocabularies. Then after that we asked them to read but yaa..after

that they discussed it with a friend for example. So we had like a

group work” (1-W05-1-ET-T-ST).

Meanwhile Ms Vera, another English teacher at the accounting

department, Sanata Dharma university was also assigned to teach English to

accounting deparment students of Sanata Dhama University, Yogyakarta. But she

taught the students in August 2014. She taught two classes of first semester

students. They were also big classes, the first class consisted of 55 students and

another class consisted of 49 students. As a teacher she also had to prepare and

design the materials for her classes. But for her, material was not the same with

handout.

At that time, she got a chance to design her own syllabus for Bahasa

Inggris 1, 2, and 3. She planned the syllabus with Mr. Supar (the Head of

Accounting department, Sanata Dharma University, Yogyakarta). He agreed with

her syllabus. For Bahasa Inggris 1 the material was General English but the focus

was on ESP but the main focus was job hunting and company profile-Talking

about company. and for Bahasa Inggris 3 the material was about TOEFL. For

Bahasa Inggris 1, it was General English where skills such as speaking, reading,

and writing skills were taught. But eventhough the sentences were general , the

focus was on accounting meaning to say English for business.

Actually in the old curriculum there was a discussion about jobs but it was

too general. There was Describing job-General English. But it also was too

general. Therefore she made it more focused. There were introduction, describing


54

job, daily routines which focused on business. In her mind, for the Introduction

she assumed that the students were a manager of a company, or a marketing

manager. she also assumed that the students were a bank teller, et cetera, so in the

introduction she asked the students to introduce themselves. Later on when they

talked about daily routines, they talked about an appariser’ daily routines for

example. So the material she made was General English because it talked about

daily routines, present tense, subject+verb 1,adverb of frequency, but it also was

an ESP. Why she thought it was an ESP because it did not talk about business

letter which was really business letter or reading about economics but she inserted

some reading related to economics and related to Accounting or business.

Then, at the first time she taught English in accounting department in the

first semester which is in 2014, she still used the book given by the university but

she also added the material she made herself. She did not think to modify the

materials into ESP because she thought at that time the ESP would be taught after

General English which was very general. and talked about many things. She

thought it would just related to ESP which would make the students ‘equiped

them to be ready in a real world’ later on. However her expectation was not that

way.

The General English then jumped to Looking for a Job topic. So Bahasa

Inggris 2 class was about job hunting. Job hunting here was looking for job

vacancy in the newspaper, then preparing for the interview and what should we do

in interview. At that time she thought there was something missing in the middle.

She expected the students should be able to describe a job, negotiating, and

promoting product because these topic were not discussed in General English. So


55

when Mr. Supar gave her a chance to manage her own material, she made the

bridging .She felt happy. She had herself self-actualized.

“So when I taught English 2 class which topic was Job Hunting, it

was the first time I taught Job Hunting. But when I got that

chance from Mr. Supar, he said “Ms. Vera for English class 1,2,3,

I trust you to make them accordingly”. I, at that time made a

bridge, “How if it is like this Sir”. Mr Supar at that time agreed

with me. I felt happy at that time” (2-V28-1-ET-T-SA).

Then she modified the book by just modifying the ideas. For example at

that time there were Introduction, Decribing Job, Describing Places, she modified

it to Asking and Giving Information. Although Asking and Giving Direction

seemed general but actually it had a lot of focus where the purpose was making

inquiries

“After I used the book once, then I modified the book, only took

the ideas such as introduction, describing jobs, and describing

places. I changed them into describing..asking and gicing

information because in the old version it was talikng about giving

direction. It was too specific. in my version asking giving

information was more general. Why they shoul learn asking

giving because it was not very general but later on it focused on

making inquiries“ (2-V28-1-ET-E-AU).

She said to her students that this was the year of 2000 and more but if

they did not know one word why did they should ask the teacher. She asked them

didn’t they know about the news. She hoped the students could find the word in

google by themselves. She told them that it was different from the time when she

were a student. In her time, the teacher taught her about Giving direction and it

was about go straight,etc. But it was different now. It was also about giving

information but they had to know about it automatically. They had to understand

that those things must be learned in English course not in the university because in

the university it was already the application not the theory anymore.


56

Started from that time, she made her own material which was really ESP

but still general in terms of the skills like speaking, reading, and listening. If it

was ESP, the topics would be about English for Business. But in her modified

materials she put complaining, handling complain which related to business.

“ In my class then I made my own teaching materials which were

really ESP but still general in the term of there were English

skills. It means that there were speaking, reading and listening.

But in real ESP there is discussion about English business which

really talks about business. In my materials, there was also

complaing-how to handle complain. Handling complain which

related to business “(2-V28-1-ET-E-AU).

Ms. Vera wanted her students to know kind of complains in business such as the

products, the lateness in delivery, and the failed transaction. They would also

learn about the vocabulary as well but it did not really focus on business.

b. Selecting the References

In selecting the references for her teaching materials, Ms. Widi just got the

textbook from the department. But she thought the book was not enough to fulfil

the students’ need so she modified the book here and there and added additional

information and materials.




T-DIS).

While Ms. Vera prepared and designed the materials for her English class

using the books related to the teaching English to accounting department students.

She thought the textbook from the university had a lot of leak and lack. Therefore

she needed to patch the leak and added the materials needed. She went to

Gramedia bookstore to buy some books related to her teaching. One of the books


57

she bought was not a book of teaching methods but a book of English for Bank

teller. This book was only for conversation or grammar. There was no steps of

teaching in that book.The books for teaching usually had introduction and

conversation.

“E..of course I used the books which related to academic..what I

mean books which were designed to be used to teach.I also used

the books which were sold in Gramed. They were not books for

teaching, For example English for Bank Teller. It contained

conversations only or only grammar. So there were no steps of

teaching. The books which were used for teaching usually contain

introduction,and then conversations” (2-V25-1-ET-E-AU).

She used general books like English for banking. It contained only banking terms

such as the expressions used in banking, vocabulary and conversations.

She also used internet for references. Because she thought references were

not only books. She could not say that references are the same as books and

printed books from publishers. She used references related to economics for

example Business English. They included newspaper, magazine, internet, news, et

cetera or materials which were taught for teaching business English. So when she

made a handout, the material which was the same with the handout was made by

herself. She designed the title, the example of conversations, making the boxes,

the grammar focus including the exercise. But for the example of conversation she

would refer to the example in the reference book. it could be similar to the book

or she just stealth the ideas and made her own conversations

“So when I made handouts or materials which were similar with

the handouts, I would make my really own design starting from

the title,conersations examples, making the boxes,and for the

grammar focus including the exercises. But for the example of the

conversations I would refer for example to a model or I would

take some smilar parts or just taking the ideas and made my own

version” (2-V25-1-ET-E-AU).


58

She did it because she did not really like using the book from the

university. She thought the book from the university just copy paste from other

books and the authors just re-arranged the units

It became the point where I did not like teaching. If it used one

book at once it would be Okay but the book made by the faculty

was abook which took another book to be copy paste and be

rearaged. Well it was a quite good effort though..the original book

had 20 units but it took only 14 unit. (2-V25-1-ET-T-DIS).

Furthermore she explained the reason why she insisted on modifying the

book from the faculty:

“I just wanted to make the General English into more specific.

Actually we talked about the same thing. Daily routines, but not

my daily routines as a student for example” (3-V21-2-ET-T-SA).

She wanted to give her students more related topics which could fulfil her

students’ need as accounting students at that time. By giving specific topic but

still in line with the syllabus from faculty shows that she wanted to show her

capability in making the teaching materials and her own syllabus. She had self-

actualized herself.

Because she was aware that she still had to use the materials from the

faculty but it also had to be related to her students’ needs of English, so she

insisted whenever the students used I usually give or I always give or we always

have briefing in the morning, they had to apply in a work context. She thought the

material from the campus was okay, definitely okay but she just made it more

specific, in a real context.

“So whenever they used I usually give or I always give or we

always have briefing in the morning, they had to apply in a work

context. Just that. That was the reason.The material from the

campus was okay, definitely okay but I just made it more specific,

in a real context” (3-V21-2-ET-T-AW).


59

c. Beginning the Class

There came the day for Ms. Vera and Ms. Widi to applied all the method

and materials they had. They felt enthusiast in teaching new students. Especially

for Ms. Vera,the begining of a semester was the most impressive event. At that

time her class was on the fourth floor but she forgot the name of the room. That

was in the meeting room. It was a very big room. Usually they used it for the

meeting. But in the next semester she begged the administrator to move her class

to other rooms because it was just too far for her to climb up the stairs. She did

not have a special card to go by lift. Then the administrator moved the class to

two rooms: room 52 and room 53. They were on the second floor. In the third

semester, her class was moved to room 52 and room 51.

“It was on the fourth floor but I don’t know, I forgot the name of

the room, but on the fourth floor, that is in the meeting room. it’s

a very big room. Usually they used it for the meeting. but the next

semester I begged to the administrator because it’s just too far. I

didn’t have the card to go by lift. and then they moved the class in

two room 52 and 53. That was on the second floor. and also in

semester 3, room 52 and room 51” (3-V14-2-ET-T-ST).

At that time her class was started at around 2.30 p.m. or 2 p.m. She remembered

she finished the class around 5 p.m.. So it was the last session class. The last

session class was at 2 p.m.or 2.30 p.m. until 5 or 5.10 p.m.

“I taught on the fourth floor. and the fourth floor is kind of far.

and then me as..you know what do you called it part time teacher,

I did not have my card to go through the lift so it’s kind of hard

for me and that time was around 2.30 or 2 p.m. because I

remember I finish around 5. So it was the last session. okay may

be you can check the schedule later in Sanata Dharma. The last

session for the class. may be 2 or 2.30 until 5 or 5.10 or

something.. yeah 5.10.” (3-V15-2-ET-T-ST).

For her English class, she got a syllabus from the faculty. She sometimes

followed the syllabus given. There was Introduction topic in the first meeting


60

completed with the copies of handouts for her students. But she felt a little bit

frustrated because of that. She felt burdensome because according to the syllabus

she had to give material and handouts to the students at their first meeting

directly. She did not like giving many copies of handouts to her students but in the

end they were not used by the students. She was a little bit disappointed because

of that. She agreed with Mr. Supar that at the beginning of semester at the first

meeting the teacher should focus on the introduction of syllabus and the class

foundations or rules.

“I sometimes followed the syllabus given by the faculty. There

was Introduction topic in the first meeting completed with the

copies of handouts for her students. But I felt a little bit...

frustrated because I felt burdensome because I should directly

give the material to the students at their first meeting. I did not

like giving many copies of handouts to my students but in the end

they were not used at all by the students. I was a little bit

disappointed because of that. I agreed with Mr. Supar that at the

beginning of semester, at the first meeting the teacher should

focus on the introduction of syllabus and the class foundations or

rules “ (2-V2-1-ET-T-DIS).

In her class, she applied a kind of system. She really underlined the word

‘education’. Educating for her was not only teaching but education in the sense of

teaching. At the beginning of the semester, her students were fresh graduate of

senior high school. They had not got the culture of university students yet so they

were easy to be directed to built the culture. When they were in the fourth

semester they had already a culture such as being late was okay and thought that

English class was easy. Here Ms. Vero was aware that she got a power to change

these students’s mindset. Therefore she put a foundation in her first meeting

because the first meeting of her English class was important for her. It was the

foundation for the whole semester. So at first she set the goal together with the


61

students. The goal was about learning process and how to learn English in her

class: “The first was about goal, about learning itself, and also how to learn

English“ (3-V11-2-ET-T-AW).

In her first meeting she agreed with Mr. Supar, the head of accounting

department that in the first meeting she had to tell the students the syllabus first,

everything related to teaching learning process for that one semester, what the

would do that semester, how would they do it, and the class rules. So when she

entered the classroom for the first time at that time, the students underestimated

her. They thought that she was only an assistant of their English teacher because

she looked so young with her small and not really tall body. Then she was stand

still and be quiet. By being quiet, she had stolen her students’ attention. The

students looked at her, tried to find out who was she. They had several comments

about her.

By being quiet, I looked for, stole the students’ attention. I was

quiet and they saw me, tried to look for who I am. They would

have certain comments just like in the previous class. A funny

experience was happened when I was teaching English in

Management programme, they thought that I was their lecturer

assisstant. But then I cut it down” (2-V6-1-ET-T-SA).

Then suddenly she asked a question to them, “What are you doing here?”

The students were surprised and answered “ study, study”. But Ms. Vera said she

did not want to teach students just like ordinary teacher. She told them that she

would facilitated them. She wanted them to help each other and to be independent

student. She always asked the students to be more independent. About accounting

itself, she said to the students that, “Okay so you are learning here and you are

learning English and then you are accounting students so let’s make a kind of

connection. So what if you are accounting students,so what if you are learning


62

English. So setting the goal that you are learning English here because you need

that” (3-V11-2-ET-T-SA). After setting the goal together with her students, she

set up an activity to get to know each other , the teacher and the students, the

names. She asked the students to introduce their names and also where they came

from.

“Getting to know each other , the teacher and the students, the

names. and then also usually I asked the students to Introduce

their name and also where they come from. Only two important

things. important data” (3-V12-2-ET-T-AW).

In the first meeting she had also never given any kind of paper related to

material related to her English class. She asked the students to copy the material

or she made her own handout or she just gave one piece of paper for the next

meeting instead. She gave her own material because based on her experience the

material she got from the campus-the General English was too general.

“And why I gave my own material because based on my

experience I got the material from the campus-the General

English was too general” (3-V21-2-ET-E-AU).

By making her own handout she has become autonomous.

While for Ms. Widi, it was hard for her at first to teach such a big class.

She thought it was pretty hard to manage a big class with a quite a lot of students

in the class but she managed the class by having three teaching assisstants. All of

them were actually her students in English letters department. So she did not think

that it was really hard anymore compared to her previous class experience because

in her previous class she was just alone there without any teaching assistant at all.

At that time she had to manage a very big class by herself and she found it was


63

too overwhelming for her. She felt like it was hard to have a lot of students

especially all the students at that time who came from the same batch.

“I had to manage the very big class by myself and I found like it

was too overwhelming for me. You know like having quite you

know a lot of students ..all the students at that time they came

from the same batch”(1-W03-1-ET-T-ST).

So her class at that time was started at 2 p.m. and ended at 5p.m. She felt it

was a really really long and tiring class. And what made it worse was that after

that class, English class, still the students had more class up to 8 p.m. So it was

really challenging thing for her.

“So the class started from 2 up to 5. It was really really long and

tiring and what made it worse is that after that class, English

class, still they had more class after that up to 8 p.m. so yes..

really it’s really challenging thing for me” (1-W04-1-ET-T-ST).

So she encouraged her self and also her teaching assisstants to always

bring their very best to class, how to make the class funnier and more interesting.

She thought that they were there to create a kind of medium , a place, so that they

were so happy studying English with them no matter what their background at

that time was (1-W04-1-ET-T-ST). She was aware at that time that syllabus was

important. That was the guidance. But it did not mean that she and her assisstants

could not modify it. They could modifiy it. Again it depended on the current

situations. It depended on how the teachers’ belief. It depended on their belief

because again they thought syllabus was syllabus. But she did believe at that time

that by having such kind of classroom management or classroom activities then

her classroom at that time was much more interesting (1-W04-1-ET-E-AU).


64

2. Teaching the Lesson

a. Delivering the Materials

In the next days, both Ms. Widi and Ms. Vera had to the teach the lesson

based on the syllabus they had made. In her previous class, Ms Widi focused on

TOEFL because it almost TOEFL like so she took the materials from TOEFL

book. But in her second class, the focus was really different. Her second class

which was last semester the focus was on the English for really for

communication. She was aware that she needed to encourage students to speak

more and to express their opinions. So she gave them varied interesting topics to

cover because those topics were quite current topics. They also talked about

green life, global warming and also about culture and tradition. By giving these

topics the students learned to speak English in interesting way.

“In my previous class I would call it so, the focus was on TOEFL

because it almost TOEFL like so I took the materials from

TOEFL book so the focus really different but in my second class,

last semester the focus was on the English for really for

communication. So these students were encouraged to speak, to

express their opinions in the topics vary from quite..ya..quite

interesting topics to cover because those topics are quite current

topics so for example like we talked about green life, about global

warming and also about culture, tradition” (1-W03-1-ET-T-AW).

They also talked about legends, stories-stories from their own homeland.

Ms. Widi thought it was pretty interesting. It was also about sports and job

application so it was really ESP in her opinion. She thought her second class was

more interesting in terms of their topics and coverage. She felt disappointed with

her first class. Her first class was not that challenging in term of materials

because it was really TOEFL. TOEFL had to deal with listening, structure and

reading.


65

“My first class was not that challenging I mean in term of

materials because it’s really TOEFL. TOEFL had to deal with

..you know..like listening, structure and reading” (1-W03-1-ET-T-

DIS).

But in her second class, she thought it was more than that. What she meant

by more than that was because in speaking they had to express their opinions on a

certain thing, on a certain topic and they needed to speak up. Besides, she could

like quite modified her class, her materials such as in a topic called global

warming which was about green life. Here she had herself an autonomy to make

her class interesting.

“But in the second class..more than that. I mean more than that

because in speaking they had to express their opinions on a

certain thing, on a certain topic and they needed to speak up in

even “I could.. you know like.. quite modified my class, my

materials”. Say for example in a topic called global warming,

green life” (1-W03-1-ET-E-AU).

Not only talking about interesting topics, she also tried to dig out her

students potentials by asking her students to go in front of the class to talked about

their products, which in the very previous meeting she told them to make very

simple products like recycling products. So one week after that they came to the

class bringing their own products in a quite green product. She thought it was very

inspiring. She had herself self-actualized.

“I also asked my students to go in front of the class to talked

about their products because the very..in the very previous

meeting I told them to make very simple products like recycling

so one week after that they came to class bringing their own

products in a..quite green product, very inspiring” (1-W03-1-ET-

T-SA).

She also felt proud of her students in a way like how can a bottle-just like

mineral bottle suddenly became a pencil case and a cosmetic case. For her, what

her students has done at that time was really interesting especially in how could


66

like newspaper-used newspaper suddenly became like a bracelet or rings,

something like that. To be honest, it was surprising her. She thought that it was

really great that they came up with quite different ideas. She was proud that her

students was aware of the environment and could present their ideas using

English. She also thought that the class was also great in term of their

performance because she asked them to play play performance and they

performed legends or fables, short stories based on their understanding. She asked

them to ‘redifined’ again what is meant by short stories, love stories and also

legends and also European stories like Romeo and Juliet or like Hamlet. She

would like them to really redifined what was meant by Romeo and Juliet and if it

was possible they had to create their own version

“How can a bottle just like mineral bottle suddenly became like

you know pencil case, cosmetic case. To me..it’s really

interesting. In how could like newspaper..used newspaper

suddenly became like bracelet or rings something like that..Oh my

God ..it’s pretty interesting I mean to be honest it was surprising

in a..it was really great that they came up with quite different

ideas. And this class was also great in term of their performance

because I asked them to play play performance so they performed

legends or fables, short stories based on their understanding so I

asked them to ”redifined” again what is meant by short stories,

love stories and also legends and also say for example like you

know European stories like Romeo and Juliet or like Hamlet“ (1-

W03-1-ET-T-FPS).

Digging out her students’ potentials was one of Ms. Wedo’s goal of

teaching English. So at first before her students played the mini drama in front of

the class, she thought that her students needed to understand what was meant by

Romeo and Juliet and how they observed Romeo and Juliet. They also had a play

performance like Sampek Eng Tay. They also had a play perfomance like Little

Mermaid but with their own drama version. She thought what her students had


67

done was really interesting. All of the students were also really eager to do the

play and they were really happy. They also told her that it was the first time for

them to perform the mini play performance.

“They had like little mermaid but with their own version. It’s

really interesting. And all of the students were really really eager

to do so and they were really happy and they told me: Oh miss to

be honest this is the first time for us to.. you know like perform

the drama, mini play but we called mini play in English that’s the

very first experience” (1-W03-1-ET-T-SA).

Being able to digging out her students potentials shows that Ms. Widi also had

dug out her own potentials in teaching English through mini drama. It means that

she had self-actualized herself.

Meanwhile, Ms. Vera’s first semester English class was also General

English class. She made the objective of her class was learning General English

but the focus was on speaking, writing, and reading skills but in quite general

topics and general themes like talking about daily activity, hobbies, routines, past

experiences and future experiences. Therefore in the second semester, she focused

her English class on English for Specific Purposes. The English class topics were

about getting a job and being an enterpreneur. The teaching materials were about

job hunting and being an enterpreneur, so the students were assumed as the people

who had company so they acted like persons who had a company. The materials

were also about reporting the company performance, describing the activities of a

person who was being in a specific position in a company, handling complains,

telephoning and meeting clients.

“Okay I focused more on the specific purpose. It was about getting a job

and being an enterpreneur so of course the material was about job hunting and for

being enterpreneur, so they were assumed as the people who had company so they

acted like person who had a company so the material was about reporting the


68

company performance and then describing the activities of being specific position

in a company, handling complains, and then telephoning and then meeting client,

things like that. And then for the semester 3 it’s about TOEFL” (3-V20-2-ET-E-

AU).

By focusing on English for Specific purposes, she wanted to fulfil the

needs of accounting department students who needs English for business and

economics. It shows that Ms. Vera was not dependent on the syllabus given by the

faculty but she became autonomous by developing the materials given by the

faculty.

She also asked the students to order the jumbled sentences as the activity

in this class. From this activity, the students analyzed the text. After analyzing the

text, they wrote which one was describing job, which sentences showed it, and the

tenses used in the text. Then they concluded it themselves.

“I asked them to jumble the sentences. Then asked them to

analyze the text. After analyzing the text, they wrote which one

for example was describing job, which sentences showed it, and

which tenses used in the text. They concluded it themselves“ (2-

V25-1-ET-T-SA).

It shows that Ms. Vera dig out her students potentials through the activities in the

class. By digging out her students’ potentials, she shows her ability in delivering

materials and therefore it shows her self-actualization.

Furthermore, she made her own handout and used it in the class, prepared

the power point, the movies, listening material, and games for her class in order

the whole class to participate. By doing this, she became autonomous.

“So interesting..so it was like this..Actually I used material and

made my own material, prepared...what’s that..power point, my

own movies, listening, games...those were in order for the whole

class to participate” (2-V27-1-ET-E-AU).


69

b. Managing the Class

In managing the big class, at first Ms. Widi felt it was hard.



know a lot of students ..all the students at that time they came from

the same batch” (1-W03-1-ET-T-ST).

But then she struggled and encouraged herself and her teaching assisstants to

always bring their very best to class, how to make the class funnier and more

interesting. She meant they were there to create a kind of medium, a place so that

the students were happy studying English with them

“So I encouraged myself and also my teaching assisstants to always

bring our very best to class, how to make the class funnier in more

interesting ..I mean..we were there to create a kind of medium , a

place, a medium so that they were so happy studying English with

us” (1-W04-1-ET-T-ST).

She meant no matter what their background at that time, the most important thing

was to make her students happy. About the target she wanted to achieve in the

English class she taught at that time, she said that she did not know how to define

a target. She thought as long as the students could speak, and understood other

people’s discussion, other people’s utterances-she meant for the students who fell

into the inter level for example-that was actually her focus. So in order to reach

the target, she asked the students to mingle so that they were able to express their

opinions in a very basic level and also to speak up: “The target actually I wanted

them to be able to express their opinions. The very basic level and also to speak

up” (1-W11-1-ET-T-ST). They also struggled to improve the students’

vocabulary:

“So we developed their understanding first on certain vocabularies.

Then after that we asked them to read but yaa..after that they


70

discussed it with a friend for example. So we had like a group

work” (1-W05-1-ET-T-ST).

The topics that she gave to the students were also ranged from things which were

very famous and also from global warming and soon until things which were

really basic. It was like for example tales, legends, and so on. For her, tales were

very basic lessons. They become her students’ foundation because those tales

would define who her students were, because she thought those who came from

Medan for example, probably do not know Nyi Roro Kidul. By letting the students

to bring their local tales in the class using English, she dug up her students

potentials in speaking skills and therefore she self-actualized herself.

“So really they came to class, bringing with them their own local

values and local colors. But they express everything in English. So

I guess in my class, English, at that time really becoming the

bridge” (1-W11-1-ET-T-SA).

She said that bridging the difficulty of teaching, dealing with students and

materials was not really that hard. Probably because she bought wonder book

assisstance. So her assisstants-her three assisstants, they were really trained well

and she thought to be honest all of them were outstanding students in this

department so she did not feel at that time-faced difficulties or hard time. It was

just how to make those students at the beginning really could keep up with other

students.

Managing a big class was not a big deal for Ms. Vera.Whether it was a big

class or small class, they were the same for her. The difference between the big

class and small class was that big class means more spaces where she needed to

walk more and to speak louder. But when she used the microphone in her first

teaching experience, it was not because of the students were noisy nor the big


71

number of students but because of the room which was long. So her struggle

began here. The room was not wide but it was a kind of long room. It was not

really convinient for teaching, and it was without air conditioner. So actually for

her first experience she did not do too many actions in the class. Firstly because it

was hot. There was no air conditioner.The class was just not big but long and the

number of students were 50. The first thing she did in the class was she asked the

students to sit at the front row until there was no blank space among them. It was

kind of tight sitting

“But I really used the microphone but I used the microphone in

my first experience not because of the students, not because of the

number of students but because of the room. The room was not

wide but it’s a kind of long room. It’s not really convinient, and

without air conditioner. So actually for my first experience I did

not do too many action in the class. Firstly because it’s hot.

There’s no air conditioner. And then the class was just e..not big

but long. And the students are 50. So the first thing to do is.. OK..

I asked the students to sit at the front row. I always feel that and

no blank space among them so it’s kind of tight sitting” (3-V16-2-

ET-T-ST).

Her struggle to make her students focused on the lesson was not only that.

When the class became hotter and hotter, she tried to make a kind of disguise

activity so that they forgot about the classroom situation. She tried to create games

and made jokes. She said she really loved making jokes. So whenever the students

felt like tired, she started playing the games-small games like a very simple one

such as counting games one, two, three, boom. She decided to use counting games

in her class because they were accounting students.Then after that, she put the

students into group. Whenever they did the activity in a group, they would be very

busy, then they forgot the hot day and the hot temperature in the class. It was her

struggle in managing the big class.


72

The class will be hotter and they experienced that. The class was

just hotter and hotter but I try to like make a kind of disguise

activity so that we forget about the situation. Just like games. And

you know I like making jokes too. I really love making jokes so

whenever the students feel like tired or what, usually I started

with the games. Small games like it’s a very simple one so for

example counting games one, two, three, boom. You know that

games? just that, counting game. They are accounting students.

And then after that grouping . Whenever it did in a group of

course the students would be very busy, they forgot the hot day,

in the hot situation like that. (3-V16-2-ET-T-ST).

Furthermore, she also had other strategies in managing her big class. The

first strategy was she tried to be so fit so she could speak loudly in the classroom.

The second strategy was she asked the students to sit at the front row without

spaces and then put them in a group. Grouping was the best way because the class

was big. In grouping, she never asked the students to make a group by themselves.

But sometimes she asked the students to make their own group but she avoided

the students to find the groups with the people they like only. Because she needed

the students to help one another.

She also gave the students more chances to speak English in front of the

class. At first she appointed them in a group one by one. She said to her students,

“OK group e..OK class now you have to practice at home so I just invite 5 groups.

Only invite 5 groups so practice in front of the class and I’m going to give you

point”. The result was smart students raised their hands very fast. Then after the

activity had finished, she said to her students that on that day there were only five

students who had gone in front of the class and they had already done it very well

but next week she wanted the other students to do it, “Okay. Your group, your

group, your group I don’t know who. May be I will give chances only two or three

groups, so you must practice”. Actually the group she mentioned was the group


73

with the students who were quite weak. She always gave a kind of equal portion

for the practice. She appointed the weak students to be the leader or to lead the

class. She said “ I always gave a kind of equal portion for the practice. And I

appointed them to be the leader or to lead the class” (3-V26-2-ET-T-EQ). By

doing this she wanted to give equal chances to the weak students to speak up in

front of the class.

Therefore, she felt proud of her students because they were cooperative

and enthusiastic during the class. She said that they also had a high siprit in

learning English. Furthermore she said that her students were on time to the class

and did not like playing with their mobile phones.

“I’m OK. The students were cooperative and they were so

enthusiastic to join my class. And they were really eager to learn

in my class and they had a very high spirit. I had never found my

students were late or like to nod or put the head on the table or

tried to play with their phone. I had never found that. So I just

called my class was so amazing. So I found..Ok maybe problem

like the audio did not work, things like that. But generally for the

class for the learning teaching process was just fine. The students

always did the homework.They helped one another. Sometimes I

asked the students to lead the class and they did it very well. And

they came to the class on time. No significant problem was in the

class. I was very proud of them. Really “(3-V23-2-ET-T-FPS).

c. Dealing with Weak Students

Weak students were always be a consent for good teachers. Ms. Widi

together with her assisstants struggled for their weak students to be able to speak

English well. They at that time were discussing first about how to deal with the

weak students. They had a quite long discussion, concerning the ‘weak students’.

She felt really fortunate that she only had very few weak students but still she had

to address them right. So she at that time-after she had a quite long discussion-


74

then decided to give the weak students more opportunity and longer time to speak

in front of the class.

“O ya. So I at that time..My assisstants and I, We were discussing

first. we had a quite long discussion, concerning the “weak

students”. I really..fortunate that I was only very few weak

students but still we to address them right so I at that time after

we had a quite long discussion then we decided to give the weak

students more opportunity to speak in front of the class and we

gave them longer time“ (1-W06-1-ET-T-ST).

But because there were a lot of students, Ms. Widi and her assisstants

needed to limit the time. If they did not limit the time then they would be running

out of time. It was Ms. Widi’s emphaty toward her weak students that she decided

to give more time to them to speak in front of the class. So at that time she and her

assistants decided to give more portion to the weak students because while

speaking the weak students needed a pause or a break. Their speaking skill in this

case their fluency was not that high so they needed time to think about

vocabularies, to think about grammar so Ms. Widi and her assistants decided to

give them more portion, more time to speak. Time limitation was applied in her

class but not to that weak students.

“So at that time we gave more portion to the weak students

because while speaking they needed like pause, break. Their

speaking probably, their fluency was not that high so they needed

time to think about vocabularies probably, to think about

grammar probably so yes we decided to give them more portion,

more time. So the time limitation..yes, it was applicable but not to

that weak students so still we gave them time” (1-W06-1-ET-T-

EM).

Ms. Widi and her assistants also encouraged the weak students to be

equally participated in the class activities. Because they always had a groupwork

for the activity in the classroom so the students were divided into different

groupworks so the weak students usually came together or sat together with


75

students with quite good English proficiency. The activity was like mingling

activity. So in dealing with those weak students, she managed to make them

mingle with the students with quite high sense of English proficiency.

“And also we encourage them to..because we always had a

groupwork so we divided into different groupworks so they

usually came together or sat together with students with quite

good English proficiency so..like minggling. So dealing with

those students, those kind of students so I managed to make them

mingle with students with quite high sense of English

proficiency” (1-W06-1-ET-T-EQ).

To know whether the students were weak or not Ms. Vera gave a lot of

activities in her class may be about two third or two three of the meetings. She at

that time gave the activities to make sure that this kind of students were quite

good in English. She actually did not really like judging people especially at the

first meeting. But after the third meeting she knew about which students were

weak which ones were strong. Then she motivated the weak ones. But not

motivating them merely because the students were weak, but motivating them in

the sense of challenging them. Because there were a lot of things she had to do in

the class so she gave bigger portion to the weak students to do activity or do

something.

Eventhough the students at that time said that they could not do it she said

that was why they should do it, to practice. They said they could not speak

English. She said that was why you should learn to speak. But they were shy. She

said they had to go in front of the class for many times so that they would not be

shy. They said that their grammar was bad. She asked them to study. She said

actually they were smart but they need to study more about many things. For the

students who only looked for the score, when she gave challenging questions they


76

would compete each other to answer the questions. Therefore she gave them

conversation if it was not for scoring purpose.

For the conversation practice, she chose and asked the students to practice

it in front of the class because her target at that that time was the weak students. It

did not mean that she fed them but she wanted to motivate them. Those weak

students had bad pronunciation, hesitated when speak, and read one sentence for a

long time. But the conversation practice motivated them. She said to them that it

was very good and thank them for that.

She also gave feed back to her students while they worked in a group for

conversation practice. The feedback in the form of writing or for the very weak

students she told it directly. She thought it was waste of time but she tried to

motivate them. She sometimes called them personally. Especially for the students

from the three semesters she had taught in line.

There were a lot of weak students in Ms. Vera’s class at that time. So she

struggled for her weak students in order to be able to speak up their minds in

English by opening additional class for the first time for free especially for her

weak students. In that class she let them playing games that made them speaking.

“Unfortunately, in my previous class I had a lot of weak students.

So it was a special time, my first time, during my experience of

teaching in Sanata Dharma university to give additional lesson to

my students, especially for my weak students. It was free. In this

class I only let them playing games as many as they wanted to

play in order for them to be confident in speaking” (2-V27-1-ET-

T-ST).

They had conversations. From this class, they became active students in

her English class because they were motivated. They became more confident.

When they were confident they got more score. So she said to her weak students


77

at that time that they would get extra score. It seemed that the extra score was

from her but actually it was from the students themselves because they became

more confident.

Not only she motivated them but also she had chit chat with them, hung

out together, and sent messages to each other through Whatsapp. She made a

personal bridge with them. They felt comfortable with her. She always said to her

student to help their friends. She asked one student who seems quite weak to be

the leader in one group. She said to the students that they could speak in Bahasa

just a little bit whenever they became the leader or at least they had to ask their

friend to read the instruction of their homework in English.When the leader who

was a weak student spoke in a wrong way, the other students would help. She said

that it was a little bit difficult to monitor the students but she tried. She moved

around the class all the time from one group to another group and checked them.

But when the class moved to another room, it was easier for her to check the

students or to monitor them.

For the second and the third semester students, for the next level, she

usually asked for the ‘strong’ students to help her to check the ‘weak’ students or

to monitor the other students. Furthermore she said that at the beginning of the

class was not easy to differentiate which student was weak which student was not.

But for her it was not really a big deal. Whenever she dealt with those kind of

students, they were not a problem in the class. But they had their own problem. So

the things that she had to manage was she had to help them by giving them more

chances.


78

She also did not differentiate the students to the smart ones and the weak

ones. She let them to mingle and participate together in every activity. It was her

effort to treat them equally.

“That’s all. So I would not differentiate the smart students in

English from the weak ones. I would not make the smart students

become the special ones..No. So I usually let them mingle and

participate in every activity dulu” (2-V27-1-ET-T-EQ).

She also gave feedback to the students after conversation practice which

was a pairwork. The feedback was in the form of written feedback or oral

feedback if the students were really weak in English. She said to the students that

they were great and they actually had good potencial in English. They only

needed more practice. It is a way to show her empathy towards her students.

“Then, for example in a pairwork conversation, I always gave

them feedback in a written form or if the students made a lot of

mistakes I would tell them directly. It seemed waste of time. I

would tell them, you were great. You have potential in English.

But you need to do more practices” (2-V27-1-ET-T-EM).

3. Finishing the Class

a. Assessing the Students

Ms. Widi said that her students at that time spoke English really well.

Because like 80% of them got an A or B. It was not because she was too easy to

give the mark but because they were able to show the best performance, they

really eager to learn to study and moreover they brought with them the highest

spirit to the class especially because it was a class with 3 credits. The class was

started from 2 p.m. up to 5 p.m. It was a really really long and tiring class and

what made it worse was that after that English class, they still had more class

after that up to 8 p.m. So it was really challenging thing for her as a teacher.


79

Therefore she was aware that she needs to do assessment of her students

progress. For assessing the writing skill, she said that she and her assisstants had

a rubric for the assessment. So for the writing, they had grammar, and then they

have coherence just like what they had in their studying of faculty. For the

speaking, it was like fluency and soon. So she had already gave her assisstants the

rubric for assessment.

“We had a rubric for the assessment. So for the writing we had of

course grammar, and then we have coherence just like what we

were in our studying of faculty. So for the speaking it’s like

fluency and soon so I already gave my assisstant the rubric” (1-

W08-1-ET-T-AW).

Ms. Vera was also aware that assessment was important. In other way than

Ms. Widi, Ms. Vera did the scoring when she gave challenges to her students.

When they had finished learning conversation, she said to her students that in the

next meeting she would gave them a chance. Whoever wanted to take her

challenge, she would give a kind of reward. She did not ask the students-a couple

of student directly to perform in front of the class tomorrow or next week. But she

always said to them to prepare themselves.

The students who did not know her style of teaching would take the

chance for granted. But when they went in front of the class, she told them that

they got special score namely daily score and usually she gave them a bonus such

as candy, chocolate, et cetera. Since then it improved their awareness. She did not

need to ask the students to go in front of the class anymore. It was their decision.

When the students said they would go in front of the class by their own inisiative,

it was raising their competence and also courage. When one of the students was

dare to go in front of the class, the others followed. Sometimes after two meetings


80

the students who went in front of the class were the same persons. So in the next

meeting she said to the class that she gave the chance to the persons who had

never gone in front of the class in the two meetings before. It was her way of

giving daily score. The other ways were giving quiz, home assignment, group

project. She often gave group project in the mid semester.

She explained that she assessed the students not only through the

evaluation in the last semester through the test only. Test, evaluation, assessment.

So she assessed the students through their performance, their process, from the

very first meeting until the end of the semester. Every single thing. She assessed

them from their daily performance. Daily performance included their activeness in

the class, whether they participated a lot or not, whether they participated in group

or not. She was aware that remembering the students’ names was important and

she has that kind of skills.

“I assessed the students not only through the evaluation last

semester through the test only. Test, evaluation, assessment. So I

assessed the students through their performance, their process,

from the very first meeting until the end of the semester. Every

single thing. I assessed them from their daily performance.Daily

performance included their activeness in the class, whether the

participated a lot or not, whether they participated in group or not.

So that’s why for me remembering the students was important

and I have that kind of skills” (3-V27-2-ET-T-AW).

However she may be forgot the name of one or two students. But she always tried

to remember the students. She did remember that this person was very active, that

person was not.That student had one participation, for the daily things.

For the daily performance, it was included in their speaking, writing and

sometimes on listening whenever they asked her question or not. It was including

listening already. For the daily assessment she usually helped the students to get


81

good score. For the final score, academically they had to submit mid semester

score, final semester score and then quizes and home assignment. But for her, she

added with the portfolio, homework, quiz and daily performance. She usually put

it in an assignment in the academic column. She also tested the students. She

tested whether they really know or not. Almost every meeting she tested them to

quizes.

She had so many quizes like vocabulary and general knowledge. General

knowledge for example about structure either written or spoken. Sometimes she

had sentences and they answered. She gave not only quiz but also test-the big test.

Before they had their oral test, they had written test, for example. Or after they

had oral test they had the written test. The written test could be about structure,

making dialogue or making a paragraph. But usually for the written test, it was

very personal. Just question for example. The question was about daily routines.

Although she would grade them through the structure, based on the structure but

the question was just like, “What do you usually do on Sunday?” for example. But

still the context was about job. They would answer, ”I usually go to the church”

for example.

By doing this kind of test, for her it was quite imposible for the students to

cheat. This was to eliminate the cheating. Because they had to give different

answers. For the mid test-the big examination, she had written and also oral test,

the oral presentation, interview, and dialogue-practising dialogue. But every

single subject had different type of test, type of assessment. For job hunting for

example she had to type all the test. The first was interview and the second was


82

presentation. The presentation was about company presentation. And then for the

General English, for the speaking, the oral test was about role play.

b. Giving Assignments or Homework

In the end of the class Ms. Widi gave a handout or homework to her

students. But it was only for writing skills. Because she did believe at that time

she was not a successful teacher if she gave them more burden. She understood

her students’ situation and felt empathy towards them. So she really strictly

managed the time and also the allocation of the time

“I did believe at that time I was not a successful teacher if I gave

them more burden. To me, homework could be a burden but it

could be not a burden. So my belief at that time that I wish only

giving them homework for the writing skills but not for other

skills. So we really strictly managed the time and also the

allocation of the time” (1-W07-1-ET-T-EM).

Meanwhile, it was a time to end Ms. Vera’s class. In finishing the class,

Ms. Vera applied a different method from Ms. Widi in her class. Firstly she asked

the students to sum up orally. They sum up together what they had learnt

previously. After that she asked the students to figure out what things that they

should do in the next meeting. They tried to get themselves like “we had to do this

one, this one”. After that she gave them encouragement statement. She said that

they were great. They did excellent job on that day. She also said to her students,”

You were really great, thank you very much for today, OK see you next week”. It

shows her understanding and empathy towards her students that her students need

to be motivated and appreciated in learning English. Sometimes, in the end of the

class, she made her own conclusion for the class on that day. For example the

class did not get enough practice. So she asked the students to improve their


83

performance especially for the weak students, she gave them more chance to

practice next week.

“Okay. After that I gave them what do you call it, encouragement

statement. And the most important thing was I always said that

they were great. They did excellent job at that day. That was the

ending of my lesson, the ending of my last word you were really

great, thank you very much for today, OK see you next week. Just

like that” (3-V24-2-ET-T-EM).

She also asked their opinion and feeling about the lesson that had just learned in

the end of the class.

“Firstly I asked the students to sum up. orally. we sum up together

what we learnt previously. and then after that I asked the students

to figure out what things that they might..they should do in the

next meeting. And they tried to get themselves.. oo.. ya.. we had

to do this one, this one” (3-V24-2-ET-T-EQ).

From the description of their lived experiences above, both Ms. Widi and

Ms. Vera shows their autonomy, awareness, understanding/empathy, struggle,

disappointment, self-actualization, equity, and their proud feelings of their

students. The meanings gained from the description are emergent themes and

there is no meaning which is included in pre-figured themes. Those emergent

themes are parts of the meanings of teaching English to the accounting department

students.

B. INTERPRETATION

The interpretation of the data in this study was based on the finding actions which

had been described in the previous discussion. There is no meaning from the pre-

figured themes. The meanings below are emergent themes.


84

1. Autonomy

As lecturers, both Ms. Widi and Ms. Vera made and adapted the materials

themselves and adjusted them with the syllabus given by the faculty. In preparing

and designing the materials, both Ms. Widi and Ms. Vera were aware that they

need to use various references not only from the university.

Ms. Widi’s autonomy can be seen through her experience in modifying her

teaching materials. She was aware at that time that syllabus was important and

that was the guidance of teaching English. But it did not mean that she could not

modify it. She modified it depended on her need analysis of her students.

“Anyway as a lecturer as a teacher we..I myself did that. I

modified here and there..and again it depends on the ..on my need

analysis” (1-W04-1-ET-E-AU).

Furthermore in her second English class, she also showed her autonomy in

making the teaching materials. She modified the materials so that her students

could speak up more in the class. By speaking up more, her students’ skills in

English would improve.

“But in the second class..more than that. I mean more than that

because in speaking they had to express their opinions on a

certain thing, on a certain topic and they needed to speak up in

even “I could.. you know like.. quite modified my class, my

materials”. Say for example in a topic called global warming,

green life” (1-W03-1-ET-E-AU).

Her autonomy can also be seen when she adapted the textbook to be more

interesting and useful materials so that her students enjoyed learning English with

her. Eventhough she still stuck at the syllabus from the faculty but at that time she

tried to be an autonomous and creative teacher, so that her English class became

more interesting.


85

“In a..but overall we still stick to the syllabus and also the

textbook but we modified or added by having more activities. So

we divided in two, say for example the very first one is the

introduction, usually we had ice breaking. ya...ya.. come on that’s

really mainstream . That’s teacher always do right. and The

second one we did like I think more funny, interesting activities.

It’s like reading but reading in very interesting way” (1-W05-1-

ET-E-AU).

It means that the textbook was not enough to be the only source of teaching.

Therefore she at that time thought that she needed to be autonomous and creative

in developing or modifying the materials.

Ms. Vera’s autonomy can be seen when she carefully selected the books

which were related to business or banking because she was aware and understood

that she needed to give her students English which met their needs so that later on

her students will be able to use it for their job.

“E..of course I used the books which related to academic..what I

mean books which were designed to be used to teach.I also used

the books which were sold in Gramed. They were not books for

teaching, For example English for Bank Teller. It contained

conversations only or only grammar. So there were no steps of

teaching. The books which were used for teaching usually contain

introduction,and then conversations” (2-V25-1-ET-E-AU).

She also adapted and developed the ideas from the references books to be

more interesting and be able to fulfil her students’ needs.

“So when I made handouts or materials which were similar with

the handouts, I would make my really own design starting from

the title,conersations examples, making the boxes,and for the

grammar focus including the exercises. But for the example of the

conversations I would refer for example to a model or I would

take some smilar parts or just taking the ideas and made my own

version” (2-V25-1-ET-E-AU).


86

Furthermore, she made her own handout and used it in the class, prepared

the power point, the movies, listening material, and games for her class in order

the whole class to participate. By doing this, she became autonomous.

“So interesting..so it was like this..Actually I used material and

made my own material, prepared...what’s that..power point, my

own movies, listening, games...those were in order for the whole

class to participate” (2-V27-1-ET-E-AU).

She also made the topics in the textbook given by the faculty to be more specific

and adapted the materials according to her students’ need of English.

“After I used the book once, then I modified the book, only took

the ideas such as introduction, describing jobs, and describing

places. I changed them into describing..asking and giving

information because in the old version it was talking about giving

direction. It was too specific. in my version asking giving

information was more general. Why they shoul learn asking

giving because it was not very general but later on it focused on

making inquiries“ (2-V28-1-ET-E-AU).

Her autonomy can also be seen from her effort in making the General

English into ESP. It shows that as an English teacher who taught at the accounting

department she was be able to control her students’ way of learning and

autonomously modified the materials.

“ In my class then I made my own teaching materials which were

really ESP but still general in the term of there were English

skills. It means that there were speaking, reading and listening.

But in real ESP there is discussion about English business which

really talks about business. In my materials, there was also

complaing-how to handle complain. Handling complain which

related to business “(2-V28-1-ET-E-AU).

In her second semester English class, she modified the syllabus and made the

teaching materials into ESP which was more suitable for her accounting

department students.


87

“Okay I focused more on the specific purpose. It was about

getting a job and being an enterpreneur so of course the material

was about job hunting and for being enterpreneur, so they were

assumed as the people who had company so they acted like

person who had a company so the material was about reporting

the company performance and then describing the activities of

being specific position in a company, handling complains, and

then telephoning and then meeting client, things like that. And

then for the semester 3 it’s about TOEFL” (3-V20-2-ET-E-AU).

Furthermore she stated the reason she modified the teaching materials from the

faculty.

“And why I gave my own material because based on my

experience I got the material from the campus-the General

English was too general” (3-V21-2-ET-E-AU).

From the statements above it was clear that both Ms. Widi and Ms. Vera were

autonomous teachers. It is in line with Benson’s statement (2001: 47) who said

that autonomy is “the capacity to take control of one’s own learning”. Both of the

teachers had shown their autonomy through their effort in modifying the syllabus,

teaching materials and managing the class so that they could fufill their students’

need of English.

2. Awareness

Preparing and designing the materials is important thing to do for teachers.

Therefore before Ms. Widi and Ms Vera taught the students, they prepared what

they would teach to their students. For Ms. Widi, she did the need analysis before

she made the lesson plan and the material. This need analysis was meant to know

her students’s need. It shows that Ms. Widi was aware of her students’ need and

understand that her students needed English which was different from English for

other department students.


88

“I needed to know my class, my students from the very first

meeting. So in the very first meeting, I really observed at that

time what’s going on with my class, what’s going on with my

students, what’s going on with the interaction, the

communication, and also I..because it’s more on speaking yaa as a

teacher we easily found out probably a kind of different or

different in ability” ( 1-W04-1-ET-T-AW).

She was aware that her students was different in ability so she thought how

to make materials which was able to fulfil all students’ need. She was also aware

that the book she got from university was not able to fulfill the students’ need.

Therefore she did the action by modifying the materials.

Ms. Widi’s awareness can also be seen through her effort in encouraging

her students to speak more to express their opinions. So she gave them varied

interesting topics to cover because those topics were quite current topics. They

also talked about green life, global warming and also about culture and tradition.

By giving these topics the students learned to speak English in interesting way.

“In my previous class I would call it so, the focus was on TOEFL

because it almost TOEFL like so I took the materials from

TOEFL book so the focus really different but in my second class,

last semester the focus was on the English for really for

communication. So these students were encouraged to speak, to

express their opinions in the topics vary from quite..ya..quite

interesting topics to cover because those topics are quite current

topics so for example like we talked about green life, about global

warming and also about culture, tradition” (1-W03-1-ET-T-AW).

Ms. Vera also did the same thing in preparing and making the teaching

materials. She was aware that the syllabus from the university was not be able to

meet the students needs. So she did an action by modified the syllabus together

with the head of the department, Mr. Supar. She made the General English to be

more specific so that it was almost like ESP because she understood that her

students needed more than just common General English.


89

“So whenever they used I usually give or I always give or we

always have briefing in the morning, they had to apply in a work

context. Just that. That was the reason.The material from the

campus was okay, definitely okay but I just made it more specific,

in a real context” (3-V21-2-ET-T-AW).

The teachers’ awareness can also be seen from the way they gave

assessments to their students. Assessment is a form to evaluate the process of

teaching and learning process. In assessing the students in term of giving tests or

assignments to get score, Ms.Widi was already well prepared because she and her

assistants had provided the rubric for assessing the students skills and

performance. It shows that Ms. Widi had awareness of her class because she

managed the class well.

“We had a rubric for the assessment. So for the writing we had of

course grammar, and then we have coherence just like what we

were in our studying of faculty. So for the speaking it’s like

fluency and soon so I already gave my assisstant the rubric” (1-

W08-1-ET-T-AW).

While Ms. Vera did it by giving a challenge in the middle of her lessons

besides giving her students tests to encourage them to be more confident. She

wanted the students to show their potentials regardless getting the score from their

teacher or not. But she was aware that giving assessment is an important process

in teaching English therefore she gave score to the students who dare to go in

front of the class. In order to be able to give score to the right students, she was

aware that she needed to know and remember her students’ names.

“Getting to know each other , the teacher and the students, the

names. and then also usually I asked the students to Introduce

their name and also where they come from. Only two important

things. important data” (3-V12-2-ET-T-AW).


90

Her emphasis on the importance of remembering the students’ names shows her

awareness.

“I assessed the students not only through the evaluation last

semester through the test only. Test, evaluation, assessment. So I

assessed the students through their performance, their process,

from the very first meeting until the end of the semester. Every

single thing. I assessed them from their daily performance.Daily

performance included their activeness in the class, whether the

participated a lot or not, whether they participated in group or not.

So that’s why for me remembering the students was important

and I have that kind of skills” (3-V27-2-ET-T-AW).

When Ms. Vera applied a kind of system in her class, she was aware that

she got a power to change these students’s mindset. Therefore she put a

foundation in her first meeting because the first meeting of her English class was

important for her. It was the foundation for the whole semester. She set the goal

together with the students. The goal was about learning process and how to learn

English in her class: “The first was about goal, about learning itself, and also how

to learn English“ (3-V11-2-ET-T-AW). This awareness was needed to maintain

her class well. without this kind of awareness her class would not be easy to

manage. This awareness also applied in her class in order for the students and the

teacher had the same vision to reach the goal of learning English.

From the explanations above, it is clear that both Ms. Widi and Ms. Vera

show their awareness of teaching English to the accounting department students.

Both of the teachers has shown what Lier talked about awareness. Awareness is a

person’s consciousness of the things that he/ she is doing. Lier (2013: p 11) said

that to learn something new one must first notice it. This noticing is an awareness

of its existence, obtained and enhanced by paying attention to perceptual powers

in the rigt direction, making mental ‘energy’ available for processing. Processing


91

involves linking something that is perceived in the outside world to structures

(pattern of connections). Educational settings require awareness of learning

strategies and processes, social awareness of classroom structures, awareness of

learning and teaching styles and so on.

3. Understanding/Empathy

Understanding is defined as a sufficient grasp of concepts, principles or skills

so that one can bring them to bear on new problems and situations, deciding in

which ways one’s present competencies can suffice and which ways one may

require new skills or knowledge (Gardner in Weggins,1998: 83). In managing

such a big class, both Ms. Widi and Ms. Vera had some strategies to handle their

students because they believed and understood that it was not easy. Both of them

tried to understand their students’ feelings and ability in English. They

empathized their students by understanding their situations and helping them to

learn English in an interesting way.

Ms. Widi’s understanding and empathy towards her students’ feeling and

ability were shown by her decision to not giving many tasks to her students. She

thought that if a teacher gave many tasks to her students it indicated that the

teacher was not a succesful teacher. Therefore when the class was ended, she gave

her student only a handout or homework for writing skills. She felt she gave more

burden to her students if she gave a lot of tasks.

“I did believe at that time I was not a successful teacher if I gave

them more burden. To me, homework could be a burden but it

could be not a burden. So my belief at that time that I wish only

giving them homework for the writing skills but not for other

skills. So we really strictly managed the time and also the

allocation of the time” (1-W07-1-ET-T-EM).


92

Being appreciated and given attention are everyone’s needs. Ms. Vera

understood the importance of these things, therefore she gave appreciation to her

students by giving encouragement in the end of the class. She also told them that

they were great students and had done excellent job that day.

“Okay. After that I gave them what do you call it, encouragement

statement. And the most important thing was I always said that

they were great. They did excellent job at that day. That was the

ending of my lesson, the ending of my last word you were really

great, thank you very much for today, OK see you next week. Just

like that” (3-V24-2-ET-T-EM).

Both Ms.Widi and Ms. Vera understood that they had to give more

attentions to their weak students. Therefore Ms. Widi decided to give her weak

students more portion to speak in front of the class and gave them longer time

than their smart friends.

“So at that time we gave more portion to the weak students

because while speaking they needed like pause, break. Their

speaking probably, their fluency was not that high so they needed

time to think about vocabularies probably, to think about

grammar probably so yes we decided to give them more portion,

more time. So the time limitation..yes, it was applicable but not to

that weak students so still we gave them time” (1-W06-1-ET-T-

EM).

It shows that Ms. Widi had empathy and understanding of her students’ situation

at that time and did the action to help them. She understood that teaching was not

merely about transferring knowledge but also how to pay attention to the weak

students and helped all students to improve their English.

Ms. Vera also had the same strategy as Ms. Widi. She gave her weak

students bigger portion to speak in front of the class. She believed that it would

motivate them and made them found out their potentials. She had intention that by

being confident her student would get more score.


93

She also gave feedback to the students after conversation practice which

was a pairwork. The feedback was in the form of written feedback or oral

feedback if the students were really weak in English. She said to the students that

they were great and they actually had good potencial in English. They only

needed more practice. It is a way to show her empathy towards her students.

“Then, for example in a pairwork conversation, I always gave

them feedback in a written form or if the students made a lot of

mistakes I would tell them directly. It seemed waste of time. I

would tell them, you were great. You have potential in English.

But you need to do more practices” (2-V27-1-ET-T-EM).

The explanations above shows that Ms. Widi and Ms. Vera had

understanding and empathy towards their students. Understanding helps one to

judge possible responses that come to mind and rejecting those that are

inconsistent with some of the facts (Cronbach, 1963). An understanding helps

teacher to decide any action and reaction that she/he does because understanding

is a mind representation of the teacher.

The explanations above also show Ms. Widi and Ms. Vera’s belief about

teaching. Teacher’s belief, which is part of experience can inform educational

practice in ways that prevailing study has not and is essential to improve their

professional preparation and teaching practices (Pajaras, 1992). It takes teacher to

determine certain attitude on her/his teaching because she/he has certain belief

about her/his students. In essence, belief is concerned with values (Lonergan,

1958). Belief is expression of values and feelings of people toward something.

4. Self-actualization

Koltko-Rivera (2006: 303) stated that self-actualization is to seek

fulfilment of a personal potential. Both Ms. Vera and Ms. Widi also seeked for


94

their own potentials. They had themselves self-actualized through teaching

English to the accounting department students.

When Ms. Vera entered the classroom for the first time at that time, what

she looked for at that time was her students’ attention. By given attention from her

students, she stated her existance as a teacher or a lecturer. It was important for

her because it was a way for her to go through her students mind. It was easy to

manage the class and transfer her knowledge if she had already know her students

well. It was also a way for her to show her students that she was a capable and

potential teacher.

By being quiet, I looked for, stole the students’ attention. I was

quiet and they saw me, tried to look for who I am. They would

have certain comments just like in the previous class. A funny

experience was happened when I was teaching English in

Management programme, they thought that I was their lecturer

assisstant. But then I cut it down” (2-V6-1-ET-T-SA).

Furthermore, after she got her students’ attention then she began questioned

her students about their purpose in studying English. She tried to open her

students’ minds about it and set the goal together so that they would have the

same vision in learning English. By doing this she tried to dig out her students

potentials which means that she also dug out her own potential as a teacher.

“Okay so you are learning here and you are learning English and

then you are accounting students so let’s make a kind of

connection. So what if you are accounting students,so what if you

are learning English. So setting the goal that you are learning

English here because you need that” (3-V11-2-ET-T-SA).

Besides that, she also dug out her students’ potentials through activities in the

class. By digging out her students’ potentials, she shows her ability in delivering

materials and therefore it shows her self-actualization.


95

“I asked them to jumble the sentences. Then asked them to

analyze the text. After analyzing the text, they wrote which one

for example was describing job, which sentences showed it, and

which tenses used in the text. They concluded it themselves“ (2-

V25-1-ET-T-SA).

She also made the teaching materials by her own and asked agreement

from her superior. By doing this she had self-actualized herself because she had

shown her potential as an English teacher and got trust from the head of the

department.

“So when I taught English 2 class which topic was Job Hunting, it

was the first time I taught Job Hunting. But when I got that

chance from Mr. Supar, he said “Ms. Vera for English class 1,2,3,

I trust you to make them accordingly”. I, at that time made a

bridge, “How if it is like this Sir”. Mr Supar at that time agreed

with me. I felt happy at that time” (2-V28-1-ET-T-SA).

Furthermore, she wanted to give her students more related topics which could

fulfil her students’ need as accounting students at that time. By giving specific

topic but still in line with the syllabus from faculty shows that she wanted to show

her capability in making the teaching materials and her own syllabus. She had

self-actualized herself.

“I just wanted to make the General English into more specific.

Actually we talked about the same thing. Daily routines, but not

my daily routines as a student for example” (3-V21-2-ET-T-SA).

In other side, Ms. Widi was also tried to dig out her students potentials by asking

her students to go in front of the class to talked about their products, which in the

previous meeting she had told them to make very simple products like recycling

products. She had been succeded in digging out her students potentials because

not only her student were able to speak english in front of the class presenting

their product but also because they became so creative in presenting their


96

enviromental friendly products. By being able to dig out her students’ potential

and creativity shows that she as able to dig out her own potential as an English

teacher who was able to guide her students in learning English well. It means she

had herself self-actualized.

“I also asked my students to go in front of the class to talked

about their products because the very..in the very previous

meeting I told them to make very simple products like recycling

so one week after that they came to class bringing their own

products in a..quite green product, very inspiring” (1-W03-1-ET-

T-SA).

Furthermore she had self-actualized herself when her students appreciated

her effort in guiding her students to perform mini drama in English. Her students

feeling of happiness, their willingness and ability to perform the mini drama in

English shows that she was able to dig out her students’ potentials. This also

shows her capability of digging out her own potentials as an English teacher.

“They had like little mermaid but with their own version. It’s

really interesting. And all of the students were really really eager

to do so and they were really happy and they told me: Oh miss to

be honest this is the first time for us to.. you know like perform

the drama, mini play but we called mini play in English that’s the

very first experience” (1-W03-1-ET-T-SA).

Being able to digging out her students potentials shows that Ms. Widi also had

dug out her own potentials in teaching English through mini drama. It means that

she had self-actualized herself.

Her self-actualization also showed in her way of managing the class. She

could use English as the bridge to bring her students local values and local colors

into the classroom through the presentations which were delivered in English. By

letting the students to bring their local tales in the class using English, she dug up

her students potentials in speaking skills and therefore she self-actualized herself.


97

“So really they came to class, bringing with them their own local

values and local colors. But they express everything in English. So

I guess in my class, English, at that time really becoming the

bridge” (1-W11-1-ET-T-SA).

It means she was capable of digging out her students potentials so that they could

perform well in English. By digging out her students potentials she had self-

actualized herself.

From both experiences shows that both of the teachers had themselves self-

actualized. It is in line with what Koltko-Rivera (2006: 303) stated that self-

actualization is to seek fulfilment of a personal potential. Ms. Widi and Ms. Vera

had also reached self-transcendence level. It is in line with what Maslow said as

cited by Venter (2012) that self-transcendence is a person’s ability to obtain a

unitive consciousness with other humans (1964: 1968). The transcended person is

therefore able to view the world and his or her purpose in the world in relation to

other human beings on a more global scale and is aware that they can have an

impact, not just within their own geographical boundaries or culture, but on the

whole world” (Venter,2012: 67).

It means that Ms. Widi and Ms. Vera were able to go beyond themselves,

search their life values, and then go further the boundaries to give impact of their

life to the world. Both of the teachers had got their fullest potentials therefore they

could reach the self-transcendence needs since they knew their own potentials and

spreaded the values of life through their potentials across boundaries. At the end,

their life becomes really useful to the development of human being since they had

reached their highest needs and also helped other people to achieve their own self-

transcendence needs.


98

5. Struggle

Starting the class was important moment for the teachers because it is the first

impression for the students about the class. Therefore Ms. Vera liked it. But she

had to struggle to climb the stairs to teach English on the fourth floor without

taking a lift at that time.

“It was on the fourth floor but I don’t know, I forgot the name of

the room, but on the fourth floor, that is in the meeting room. it’s

a very big room. Usually they used it for the meeting. but the next

semester I begged to the administrator because it’s just too far. I

didn’t have the card to go by lift. and then they moved the class in

two room 52 and 53. That was on the second floor. and also in

semester 3, room 52 and room 51” (3-V14-2-ET-T-ST).

She had to teach last session class which lasted from 2.30. p.m. to 5.00 p.m.

“I taught on the fourth floor. and the fourth floor is kind of far.

and then me as..you know what do you called it part time teacher,

I did not have my card to go through the lift so it’s kind of hard

for me and that time was around 2.30 or 2 p.m. because I

remember I finish around 5. So it was the last session. okay may

be you can check the schedule later in Sanata Dharma. The last

session for the class. may be 2 or 2.30 until 5 or 5.10 or

something.. yeah 5.10.” (3-V15-2-ET-T-ST).

These struggles shows her determination as a teacher which should be

appreciated. Furthermore, her struggle as a determined teacher could be seen in

her struggle of teaching 50 students in a big and no air conditioner room.

“But I really used the microphone but I used the microphone in

my first experience not because of the students, not because of the

number of students but because of the room. The room was not

wide but it’s a kind of long room. It’s not really convinient, and

without air conditioner. So actually for my first experience I did

not do too many action in the class. Firstly because it’s hot.

There’s no air conditioner. And then the class was just e..not big

but long. And the students are 50. So the first thing to do is.. OK..

I asked the students to sit at the front row. I always feel that and

no blank space among them so it’s kind of tight sitting” (3-V16-2-

ET-T-ST).


99

She also had to struggle in managing a big class. She struggled to manage her

class well by creating disguise activities in the classroom so that the students

forget that the room was hot at that time.

The class will be hotter and they experienced that. The class was

just hotter and hotter but I try to like make a kind of disguise

activity so that we forget about the situation. Just like games. And

you know I like making jokes too. I really love making jokes so

whenever the students feel like tired or what, usually I started

with the games. Small games like it’s a very simple one so for

example counting games one, two, three, boom. You know that

games? just that, counting game. They are accounting students.

And then after that grouping . Whenever it did in a group of

course the students would be very busy, they forgot the hot day,

in the hot situation like that. (3-V16-2-ET-T-ST).

While for Ms. Widi, she was challenged to teach a big class. Eventhough

at first she felt it was tiring but in the end she could prove that she could do it.



know a lot of students ..all the students at that time they came from

the same batch” (1-W03-1-ET-T-ST).

It shows her determination as an English teacher who struggled to dig out her own

potential as an English teacher and defeated her feeling of unwillingness.

Her struggle in teaching English to the accounting department students

was also shown when she had a class which was started at 2 p.m. and ended at

5p.m. She felt it was a really really long and tiring class and what made it worse

was that after that class, English class, the students still had more class up to 8

p.m. So it was really challenging thing for her.

“So the class started from 2 up to 5. It was really really long and

tiring and what made it worse is that after that class, English


100

class, still they had more class after that up to 8 p.m. so yes..

really it’s really challenging thing for me” (1-W04-1-ET-T-ST).

Her struggle in teaching English to the accounting department students

was also shown when she felt like it was hard to have a lot of students especially

all the students at that time came from the same batch.



know a lot of students ..all the students at that time they came

from the same batch”(1-W03-1-ET-T-ST).

But then she struggled and encouraged herself and her teaching assisstants to

always bring their very best to class, how to make the class funnier and more

interesting. She meant they were there to create a kind of medium, a place so that

the students were happy studying English with them

“So I encouraged myself and also my teaching assisstants to always

bring our very best to class, how to make the class funnier in more

interesting ..I mean..we were there to create a kind of medium , a

place, a medium so that they were so happy studying English with

us” (1-W04-1-ET-T-ST).

Ms. Widi also struggled to encourage her student to speak more in her class.

She struggled to make the students understand certain vocabularies and asked

them to read and discussed in a group for managing her students activity.

“So we developed their understanding first on certain

vocabularies. Then after that we asked them to read but yaa..after

that they discussed it with a friend for example. So we had like a

group work” (1-W05-1-ET-T-ST).

She also struggled for the weak students to get longer time to speak in

front of the class.

“O ya. So I at that time..My assisstants and I, We were discussing

first. we had a quite long discussion, concerning the “weak

students”. I really..fortunate that I was only very few weak


101

students but still we to address them right so I at that time after

we had a quite long discussion then we decided to give the weak

students more opportunity to speak in front of the class and we

gave them longer time“ (1-W06-1-ET-T-ST).

It shows that she believed that by giving more time to the weak students to speak

in front of the class, the students would speak more and learned to be confident. It

means that Ms. Widi had struggled for her students to be able to learn English

especially in acquiring the speaking skills.

There were a lot of weak students in Ms. Vera’s class at that time. So she

struggled for her weak students in order to be able to speak up their minds in

English by opening additional class for the first time for free especially for her

weak students. In that class she let them playing games that made them speaking.

“Unfortunately, in my previous class I had a lot of weak students.

So it was a special time, my first time, during my experience of

teaching in Sanata Dharma university to give additional lesson to

my students, especially for my weak students. It was free. In this

class I only let them playing games as many as they wanted to

play in order for them to be confident in speaking” (2-V27-1-ET-

T-ST).

It is in line with Mickan (2013: 54) who said that the aim of classroom

activities is for students to experience and observe language in action. Teaching

focuses on development of students’ abilities to make meanings.

Both Ms. Widi and Ms. Vera struggled to create funny and interesting

interaction during the lesson. They thought that the atmosphere helped the

students got motivation for learning English. Here both of them applied the

affective filter hypothesis as suggested by Krashen as cited by Richard and

Rodgers ( 1986: p.133 ). Krashen sees the learner’s emotional state or attitude as

an adjustable filter that freely passes, impedes, or blocks input necessary to


102

acquisition. He identified that there are three kinds of affective that influence

second language acquisition: firstly, he said that learners with high motivation

generally do better. Secondly, learners with self-confidence and a good self-

image tend to be more succesfull. Thirdly, low personal anxiety and low

classroom anxiety are more conducive to second language acquisition. Being

aware of the importance of this method, both of the teachers applied it in their

classroom.

6. Equity

Both Ms. Widi and Ms. Vera treated their students equally. Eventhough not

all of their students were smart students they gave their students opportunity to

practice their English, to speak up in front of the class, to dig out their potential.

Although for the weak students they gave more attention and longer time but in

fact they tried to do their best to treat them equally.

Ms. Widi asked her smart students to be in one group with weak students

so that their weak students would improve together by learning and help each

other. Ms. Widi and her assistants also encouraged the weak students to be

equally participated in the class activities. They always had a groupwork for the

activity in the classroom so the students were divided into different groupworks so

the weak students usually came together or sat together with students with quite

good English proficiency. The activity was like mingling activity. So in dealing

with those weak students, she managed to make them mingle with the students

with quite high sense of English proficiency.

“And also we encourage them to..because we always had a

groupwork so we divided into different groupworks so they

usually came together or sat together with students with quite


103

good English proficiency so..like minggling. So dealing with

those students, those kind of students so I managed to make them

mingle with students with quite high sense of English

proficiency” (1-W06-1-ET-T-EQ).

Ms. Vera believed that she should treated her students as adults who could

share their opinion and ideas. She also did not differentiate the students to the

smart ones and the weak ones. She let them to mingle and participate together in

every activity. It was her effort to treat them equally. She always gave a kind of

equal portion for the practice. She appointed the weak students to be the leader or

to lead the class. She said “ I always gave a kind of equal portion for the practice.

And I appointed them to be the leader or to lead the class” (3-V26-2-ET-T-EQ).

By doing this she wanted to give equal chances to the weak students to speak up

in front of the class. She also did not differentiate the students to the smart ones

and the weak ones. She let them to mingle and participate together in every

activity. It was her effort to treat them equally.

“That’s all. So I would not differentiate the smart students in

English from the weak ones. I would not make the smart students

become the special ones..No. So I usually let them mingle and

participate in every activity dulu” (2-V27-1-ET-T-EQ).

That was why she asked their opinion and feeling about the lesson that had

just learned in the end of the class.

“Firstly I asked the students to sum up. orally. we sum up together

what we learnt previously. and then after that I asked the students

to figure out what things that they might..they should do in the

next meeting. And they tried to get themselves.. oo.. ya.. we had

to do this one, this one” (3-V24-2-ET-T-EQ).

Their experiences shows that they had treated their weak students and

smart students equally. They worked hard to make their weak students

comprehend the materials like other students. They worked hard to make their


104

weak students could keep up with other students. They explored the weak students

and strong students potentials more and more so that they can dig out their best

performance and ability in English.

7. Disappoinment

Although both Ms. Widi and Ms. Vera did not have significant difficulties in

teaching English to Accounting students, but they felt disappointed with the

syllabus made by the faculty. Ms. Vera got a syllabus from the faculty for her

English class. She sometimes followed the syllabus given. There was Introduction

topic in the first meeting completed with the copies of handouts for her students.

But she felt a little bit frustrated because of that. She felt burdensome because

according to the syllabus she had to give material and handouts to the students at

their first meeting directly. She did not like giving many copies of handouts to her

students but in the end they were not used by the students. She was a little bit

disappointed because of that. She agreed with Mr. Supar that at the beginning of

semester at the first meeting the teacher should focus on the introduction of

syllabus and the class foundations or rules.

“I sometimes followed the syllabus given by the faculty. There

was Introduction topic in the first meeting completed with the

copies of handouts for her students. But I felt a little bit...

frustrated because I felt burdensome because I should directly

give the material to the students at their first meeting. I did not

like giving many copies of handouts to my students but in the end

they were not used at all by the students. I was a little bit

disappointed because of that. I agreed with Mr. Supar that at the

beginning of semester, at the first meeting the teacher should

focus on the introduction of syllabus and the class foundations or

rules “ (2-V2-1-ET-T-DIS).


105

She did it because she did not really like using the book from the

university. She thought the book from the university just copy paste from other

books and the authors just re-arranged the units.

“ Became the point where I did not like teaching. If it used one

book at once it would be Okay but the book made by the faculty

was abook which took another book to be copy paste and be

rearranged. Well it was a quite good effort though..the original

book had 20 units but it took only 14 unit” (2-V25-1-ET-T-DIS).

Ms. Widi also thought that the syllabus did not represent the students’

need. Therefore she made modification here and there so that the the textbook

could be used in their class.




T-DIS).

She also felt disappointed with her first class. Her first class was not that

challenging in term of materials because it was really TOEFL. TOEFL had to

deal with listening, structure and reading.

“My first class was not that challenging I mean in term of

materials because it’s really TOEFL. TOEFL had to deal with

..you know..like listening, structure and reading” (1-W03-1-ET-T-

DIS)

She knew that the textbook which topics were too general, could not fulfil the

needs of accounting department students. Because the students were accounting

students they actually needed English for Specific Purposes. They needed English

which was related to business and economics. However the textbook and the

syllabus was made too general so that it was not effective and efficient for digging

out the students’ potentials. She thought that the textbook was not really

appropriate for the students of the accounting department.


106

This feeling of disappointment shows that both of the teachers have one of

lived experience aspect namely feeling. Feeling is a state which is in its entirety in

every moment of time as long as it endures (Pierce, 2004). When a person wants

to know someone’s feeling she/he usually uses feeling questions such as : “ How

do you feel about that?”. The question needs adjective responses expressing

feelings such as: anxious, happy, afraid, confident, and so on (Patton, 2002).

8. Feeling Proud of the Students

Instead of their weak students, both Ms. Widi and Ms. Vera felt proud of their

students. Ms. Widi had never thought that her students could be so creative

despite their lack of English skills. She never thought that her students could have

great ideas about used products and were able to presented them using English in

fron of the class. She also felt proud because her students could play play

performance using English eventhough they were not students from English

department.

“How can a bottle just like mineral bottle suddenly became like

you know pencil case, cosmetic case. To me..it’s really

interesting. In how could like newspaper..used newspaper

suddenly became like bracelet or rings something like that..Oh my

God ..it’s pretty interesting I mean to be honest it was surprising

in a..it was really great that they came up with quite different

ideas. And this class was also great in term of their performance

because I asked them to play play performance so they performed

legends or fables, short stories based on their understanding so I

asked them to ”redifined” again what is meant by short stories,

love stories and also legends and also say for example like you

know European stories like Romeo and Juliet or like Hamlet“ (1-

W03-1-ET-T-FPS).

Ms. Widi also felt proud of her students at that time because they were

really eager to learn, to study English and moreover, they brought with them the

highest spirit to the class eventhough it was 3 credits class.


107

“But most I would say that the students in that class were mostly

great. They speak English really well. Because like 80% of them

got an A or B. Yes..not because I was too easy to give the

mark..no..but because they’re able to show the best performance

in a..they really eager to learn to study and moreover ..they

brought with them the highest spirit to the class so because it

was 3 credits. Can you imagine 3 credits” (1-W04-1-ET-T-FPS).

While Ms. Vera felt proud of her students because they were so

cooperative and enthusiastic in her class eventhough some of them were so weak

in English. She said that they also had a high siprit in learning English.

Furthermore she said that her students were on time to the class and did not like

playing with their mobile phones.

“I’m OK. The students were cooperative and they were so

enthusiastic to join my class. And they were really eager to learn

in my class and they had a very high spirit. I had never found my

students were late or like to nod or put the head on the table or

tried to play with their phone. I had never found that. So I just

called my class was so amazing. So I found..Ok maybe problem

like the audio did not work, things like that. But generally for the

class for the learning teaching process was just fine. The students

always did the homework.They helped one another. Sometimes I

asked the students to lead the class and they did it very well. And

they came to the class on time. No significant problem was in the

class. I was very proud of them. Really “(3-V23-2-ET-T-FPS).

She felt proud because her students respected her by giving her their attention and

spirit of learning English. She was proud because the students had willingness to

help each other as she meant to be.

From the teachers experiences above shows that they had feeling towards

their students. Feeling is a state which is in its entirety in every moment of time as

long as it endures (Pierce, 2004). When a person wants to know someone’s

feeling she/he usually uses feeling questions such as : “ How do you feel about

that?”. The question needs adjective responses expressing feelings such as:


108

anxious, happy, afraid, confident, and so on (Patton, 2002). Feeling proud of the

students indicated that both of the teachers had themselves self-actualized because

they thought that they had succeeded in digging out their students’ potentials. For

them, teaching English was not merely transferring their knowledge to their

students but also how to make the students be able to show the results of their

learning process.


109

CHAPTER V

CONCLUSION, IMPLICATION, RECOMMENDATION

In this final chapter, research result, implication, and suggestions were

presented one by one. The research results sum up the things done in the study

and its findings. The implications elaborate the benefits of the study for English

education related to the findings. The last, the suggestions elaborate the ideas to

conduct further research.

A. CONCLUSION

This research aims to answer the research question: “What is the meaning

of teaching English in the accounting department to the teachers?” The answer of

this question was autonomy, awareness, understanding/emphaty, struggle, self-

actualization, equity, disappoinment, and feeling proud of the students.

The meanings of teaching English to the accounting department students

were found out from the description of lived experience which was narrated based

on the transcription. From the description,the researcher made an interpretation

and it could be concluded that each participant had shared experiences and

individual experiences.

The final conclusion of this research was human being went beyond the

empirical ones in order to find the true meaning of their experience. The teachers

were transcendentally driven to teach English which fulfiled students’ need. In

both of the teachers, Ms. Widi and Ms. Vera’s lived experiences, teaching English

to the accounting deparment students was not the same with teaching english to


110

students from other departments because they had different needs. From their

experiences, each participant had unique experiences in which they taught English

to the accounting department students according to their deepest understanding of

experience as their individual experience. However, they had universal experience

as the shared experience.

B. IMPLICATIONS

This study had implication for all components in education related to the

English teaching in the accounting department. Theoretically, the study added

theory about teaching English in general and teaching English to the accounting

department students in particular. By seeing the experience by the teachers, there

might be better ways in teaching English in the context of teaching English to the

accounting department students. This study may add and complete the existing

theory which is based on the practice in the real field.

Scientifically, this study will give contribution as the lived experience

described and interpreted in building better understanding of the phenomena of

teaching English to accounting department students. This understanding will

change teachers’ beliefs, intentions, feelings and actions. The study will also be

able to be used as the reference and source of information for those who are

involved in educational field of English teaching to accounting department

students.

Practically for teachers who teach in the similar field, they can learn the

lived experience in teaching English in the accounting department from this study.


111

They will probably share the similar experience and reflect to the experience

shared in this study.

C. RECOMMENDATION

Teaching English to the accounting department students needs more

concern from those who are involved in the program, like the department,

language institution, and teachers. The students will be the main focus of the

program besides the material. Therefore, the phenomena open the challenge for

researchers to discover more important and significant findings on the issue.

Accordingly, I will suggest some points for the researchers who want to

conduct further study related to the phenomena. First, the university must pay

more attention to the English class in accounting department students. The

syllabus and the textbook must be changed according to the accounting

department students’ need because each department in university has different

needs. Second, the number of the students in one class of English class must be

reduced to small classes because big classes were not effective and efficient to

learn English.

Third, the researchers are suggested to conduct a study on the phenomena

with the similar participants, teachers with different topic. The researchers can

have more detail topic related to the teacher or the teaching techniques by the

teacher, for example the material collection, the testing, the grading, or others.

Fourth, the researchers can conduct a study with similar participants and

similar topic using different phenomenological approach or method. The example

is grounded theory, case study, or others.


112

The last, I suggest the researcher to conduct a study with different

participant, for example the students. The lived experience theme can be used

with different topic. The students are important to be noticed and they have their

experience which can be used as reflection for teachers, department, government,

and other parties involved.


113

BIBLIOGRAPHY

Agee, J.M. (1996). “I was Kind of Hoping for a Woman”: Issues of Lived

Experience in the Pre-service Cooperating Teacher Relationship. English

Education. Vol.28, No.4. pp.280-302. New York: National Council of

Teachers of English

Alvesson, M & Skoldberg, K. (2000). Reflexive Methodology. New Vistas for

Qualitative Research. London: SAGE Publications Inc.

Benson, P. (2001). Teaching and Researching Autonomy in Language Learning.

Essex: Pearson Education Limited.

Boyd, F.A. (1991). Business English and the Case Method: Reassessment.

TESOL Quarterly, Vol.25, No.4. pp. 729-734. Teachers of English to

Speakers of Other Languages, Inc. (TESOL)

Bradley, B. (2002). Psychology and Experience. Cambridge: Cambridge

University Press

Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education

(5th

ed). London and New York: Routledge Falmer

Cresswell, J.W. (2007). Qualitative Inquiry and research Design: Choosing

Among Five Approach (2nd

ed). London: SAGE Publication,Inc.

Cresswell, J.W. (2012). Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research: fourth edition. Boston:

Pearson Education, Inc.

Cronbach, L.J. (1963). Educational Psychology. New York: Harcourt, Brace &

World Inc.

Cresswell, J.W. (2002). Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches. California: SAGE Publication,Inc.

Dale, E., & O’Rourke, J.(1971). Techniques of Teaching Vocabulary. London:

The Benjamin/ Cunnings Publishing Company.

Dosen-dosen Program Studi Akuntansi Universitas Sanata Dharma. ( 2014).

Panduan Program Studi Akuntansi. 2nd edition. Eds. YP. Supardiyono, Fr.

Reni Retno Anggraini, and FA. Joko Siswanto. Yogyakarta: Program Studi

Akuntansi Universitas Sanata Dharma

Ellis, E.M. (2012). Language awareness and its Relevance to TESL. University of

Sydney Papers in TESOL 7 (1-23) Retrieved from on


114

http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume07/Articl

e01.pdf on 4th October 2016.

Heylighen, F. (1992). A Cognitive Systemic Reconstruction of Maslow’s Theory

of Self Actualization. Behavioral Science, Vol. 37, 1992. Retrieved from

http://pespmc1.vub.ac.be/papers/maslow.pdf, accessed on November 12th,

2015

Hill, C.E. (2012). Consensual Qualitative Research: A Practical Resource For

Investigating Social Science Phenomena. Washington DC: American

Psychological Association

Holiday.A. (2002). Doing and Writing Qualitative Research. California: SAGE

Publication,Inc.

InternationalStudent.com. (2016) What is Accounting. Florida: Envisage

International Corporation. Retrieved from

http://www.internationalstudent.com/study-accounting/what-is-

accounting/,on November 11th

, 2016

Kirk, J. (2004). The Lived Experiences of Women Teachers in Karachi.

Comparative Education Review. Vol.48, No.4, Special Issue on Global

Trends in Comparative Research on Gender and Education. Guest Eds:

N’Dri Assie-Lumumba and Margaret Sutton. 374-395. The University of

Chicago Press. Retrieved from

http://www.jstor.org/stable/10.1086/423360 , on April 13th

, 2015

Koltko, R. (2006). Rediscovering the Later Version of Maslow’s Hierarchy of

Needs: Self-Transcendence and Opportunities for Theory, Research, and

Unification. Review of General Psychology Vol. 10, No.4, 302-317.

Retrieved from

http://academic.udayton.edu/jackbauer/Readings%20595/Koltko-

Rivera%2006%20trans%20self-act%20copy.pdf, accessed on November

15th

,2015

Levin, J., & Steele, L. (2005). The Transcendent Experience: Conceptual,

Theoretical, Epidemiologic Perspective. Explore 1(2) 89-101. Retrieved

from http://www.baylorisr.org/wp-content/uploads/levin_transcendent.pdf

on March 16th, 2016

Lier, L.V. (2013). Interaction in the Language Curriculum: Awareness,

Autonomy, Authenticity. New York: Routledge

Lonergan, B.J.F. (1958). A Study of Human Understanding. New York: Harper

and Row Publishers

Marleku, A. (n.d). Representation-the Production of Meaning Through

Languange. Retrieved from


http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume07/Article01.pdf

http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume07/Article01.pdf

http://pespmc1.vub.ac.be/papers/maslow.pdf

http://www.internationalstudent.com/study-accounting/what-is-accounting/,on

http://www.internationalstudent.com/study-accounting/what-is-accounting/,on

http://www.jstor.org/stable/10.1086/423360

http://academic.udayton.edu/jackbauer/Readings%20595/Koltko-Rivera%2006%20trans%20self-act%20copy.pdf

http://academic.udayton.edu/jackbauer/Readings%20595/Koltko-Rivera%2006%20trans%20self-act%20copy.pdf

http://www.baylorisr.org/wp-content/uploads/levin_transcendent.pdf

115

https://www.academia.edu//1103465/Representation_-

_the_production_of_meaning_through_language on March 11th, 2016

Maslow, A.H. (1979). The Farther Reaches of Human Nature. Middlesex:

Penguin Books.

Merleau Ponty, M. (1962). Phenomenology of Perception. London: Routledge &

Kegan Paul.

Mickan, P. (2013). Language Curriculum Design and Socialisation. Bristol:

Multilingual Matters.

Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis (2nd

Edition).

Thousand Oaks: SAGE Publications

Moustakas, C. (1990). Heuristic Research: Design, Methodology, and

Application. California: SAGE Publication.

Ngan, N.T.C. (2011). Content-based Instruction in the Teaching of English for

Accounting at Vietnamese College of Finance and Customs. English

Language Teaching. Vol.4 Retrieved from:

http://www.ccsenet.org/journal/index.php/elt/article/view/11879/8339 on

3rd

October 2016

Pajaras, M. F. (1992). Teachers Belief and Educational Research: Cleaning Up a

Messy Construct. Review of Educational Research. Vol. 62, pp. 307-332

Patton, M.Q. (2002). Qualitative Research and Evaluation Methods (3rd

ed).

London: SAGE Publications Inc.

Pierce, C.S. (2004). Phenomenology: Definition of Feeling. The Collected Papers

Vol. 1, Principles of Philosophy. Retrieved from

http://www.textlog.de/4298.html accessed on December 11th

, 2015

Pintrich, P. R., & De Groot, E. (1990). Motivational and Self-regulated Learning

components of Classroom Academic performance: Jounal of Educational

Psychology. Vol. 82, pp. 33-50

Richards, J.C, & Theodore, S.R. (1986). Approaches and Methods in Language

Teaching. Edinburg: Cambridge University Press

Schmitt, N. (2000). Vocabulary in Language Teaching. New York: Cambridge

University Press

Suyadi. (2016). English for Specific Purposes for Accounting Students.

International Journal of Innovation and Research in Educational Sciences.

Vol.3, Issue 2. Retrieved from


https://www.academia.edu/1103465/Representation_-_the_production_of_meaning_through_language

https://www.academia.edu/1103465/Representation_-_the_production_of_meaning_through_language

http://www.ccsenet.org/journal/index.php/elt/article/view/11879/8339

http://www.textlog.de/4298.html

116

http://www.ijires.org/administrator/components/com_jresearch/files/public

ations/IJIRES_584_FINAL.pdf on 29th

September 2016

Weggins, G. (1998). Educative Assessment. San Fransisco: Joosey-Bass Publisher

Wilis, P. (2001). The “Things Themselves” in Phenomenology. Indo-Pacific

Journal of Phenomenology. Vol.1, pp. 1-14

Van Manen, M. (1990). Researching Lived Experience: Human Science for an

Action Sensitive Pedagogy. New York: State University of New York

Press.

Venter, H.J. (2012). Maslow’s Self Trancendence: How It Can Enrich

Organization Culture and Leadership. International Journal of Business,

Humanities and Technology, Vol. 2, No. 7, December 2012. Retrieved

from

http://www.ijbhtnet.com/jounals/Vol_2_No_7_December_2012/7.pdf,

accessed on November 12th

, 2015.


http://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_584_FINAL.pdf

http://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_584_FINAL.pdf

http://www.ijbhtnet.com/jounals/Vol_2_No_7_December_2012/7.pdf

117

APPENDICES

Appendix 1. The Transcript of Ms. Widi’s In-depth Interview

Name: Widi (Pseudo name)

Location: Ms. Widi’s room. English Letters Department. Sanata Dharma

University

Day/Date: Thursday/ 31st March 2016

Time: 14.00-15.00 WIB

Role Verbatim Coding

R01 When did you start teaching in accounting

department?

W01 Actually I start it quite..hold on..Four years ago but I

just taught .. like one class.But then I stopped because

I was pretty busy in this department. And I was

assigned to teach again last semester. It’s quite a big

class. Woww

R02 How many students at that time?

W02 My very first class it was like 45 up to 50 students.

But in my last semester class it was about fif..fifty..45

up to 50 students.

R03 And what did you do then?

W03 Well..to be honest it’s pretty hard to manage a big

class with a quite a lot of students in your class but I

managed by having three assisstants. Three teaching

assisstants. All of them are actually my students in

English letters depatment. So I don’t think that it’s

really hard compared to previous experience because

in my previous teaching experience I was just alone

there without any teaching assistant at all.

I had to manage the very big class by myself and I

found like it was too overwhelming for me. You know

like having quite you know a lot of students ..all the

students at that time they came from the same batch

1-W03-1-ET-T-

ST


118

so ..anyway the class I mean the two classes they’re

all overal fantastic. Why I said so because students

from accounting department I would say that they are

great eventhough they realized that they need English

not just for daily communication but also they needed

it because some books also written in English so it is

pretty understandable that they try their very best so

study. In my previous class I would call it so, the

focus was on TOEFL because it almost TOEFL like

so I took the materials from TOEFL book so the focus

really different but in my second class, last semester

the focus was on the English for really for

communication. So these students were encouraged

to speak, to express their opinions in the topics vary

from quite..ya..quite interesting topics to cover

because those topics are quite current topics so for

example like we talked about green life, about global

warming and also about culture, tradition. Say for

example we also talked about legends, stories..stories

from their own homeland for example so..it’s pretty

intereresting any way. You know about sports and

also about job application so it’s really ESP in my

opinion any way. And I...to me..oh well I would like

to say that my second class is more interesting in

terms of their topics and coverage. My first class was

not that challenging I mean in term of materials

because it’s really TOEFL. TOEFL had to deal with

..you know..like listening, structure and reading. But

in the second class..more than that. I mean more than

that because in speaking they had to express their

opinions on a certain thing, on a certain topic and

they needed to speak up in even “I could.. you know

1-W03-1-ET-T-

AW

1-W03-1-ET-T-

DIS

1-W03-1-ET-E-

AU


119

like.. quite modified my class, my materials”. Say for

example in a topic called global warming, green life.

I also asked my students to go in front of the class to

talked about their products because the very in the

very previous meeting I told them to make very

simple products like recycling so one week after that

they came to class bringing their own products in

a..quite green product, very inspiring. How can a

bottle just like mineral bottle suddenly became like

you know pencil case, cosmetic case. To me..it’s

really interesting. In how could like newspaper..used

newspaper suddenly became like bracelet or rings

something like that..Oh my God ..it’s pretty

interesting I mean to be honest it was surprising in

a..it was really great that they came up with quite

different ideas. And this class was also great in term

of their performance because I asked them to play

play performance so they performed legends or

fables, short stories based on their understanding so I

asked them to ”redifined” again what is meant by

short stories, love stories and also legends and also

say for example like you know European stories like

Romeo and Juliet or like Hamlet. But I would like

them to really redifined what is meant by Romeo and

Juliet and if it is possible they had to create their own

version so first they needed to understand first what is

meant by Romeo and Juliet and how they observe

Romeo and Juliet for example. And they also have

like Sampek EngTay. They had like little mermaid

but with their own version. It’s really interesting .

And all of the students were really really eager to do

so and they were really happy and they told me: Oh

1-W03-1-PFT-

E-SA

1-W03-1-ET-T-

FPS

1-W03-1-ET-T-

SA


120

miss to be honest this is the first time for us to.. you

know like perform the drama, mini play but we called

mini play in English that’s the very first experience.

R04 So did you make your own syllabus or did you follow

the sylabus from the university?

W04 Well actually it’s a kind of team teaching so there’s

already syllabus from the university. Anyway as a

lecturer as a teacher we..I myself did that. I modified

here and there..and again it depends on the ..on my

need analysis. I needed to know my class, my students

from the very first meeting. So in the very first

meeting, I really observed at that time what’s going

on with my class, what’s going on with my students,

what’s going on with the interaction, the

communication, and also I..because it’s more on

speaking yaa as a teacher we easily found out

probably a kind of different or different in ability. But

most I would say that the students in that class were

mostly great. They speak English really well.

Because like 80% of them got an A or B. Yes..not

because I was too easy to give the mark..no..but

because they’re able to show the best performance in

a..they really eager to learn to study and moreover

..they brought with them the highest spirit to the class

so because it was 3 credits. Can you imagine 3

credits. So the class started from 2 up to 5. It was

really really long and tiring and what made it worse

is that after that class, English class, still they had

more class after that up to 8 p.m. so yes.. really it’s

really challenging thing for me. So I encouraged

myself and also my teaching assisstants to always

bring our very best to class, how to make the class

1-W04-1-ET-E-

AU

1-W04-1-ET-T-

AW

1-W04-1-ET-T-

FPS

1-W04-1-ET-T-

ST


121

funnier in more interesting ..I mean..we were there to

create a kind of medium , a place, a medium so that

they were so happy studying English with us. I mean

no matter what their background at that time was that

the most important thing is that... not just..yeah I

know syllabus is important. That’s the guidance. But

it doesn’t mean that we cannot modify it. We can

modifiy it. Again it depens on the current situations.

It depends on how we believe. It depends on our

belief because again sylabus is syllabus. But I do

believe that by having such kind of classroom

management or classroom activities then my

classroom at that time was much more interesting.

1-W04-1-ET-E-

AU

R05 And then how did you prepare the materials for

them?

W05 Okay. We got the textbook actually. But again the

textbook was you know like quite yaa.. it needed

modification here and there and additional

information...additional materials. In a..but overall

we still stick to the syllabus and also the textbook but

we modified or added by having more activities. So

we divided in two, say for example the very first one

is the introduction, usually we had ice breaking.

ya...ya.. come on that’s really mainstream . That’s

teacher always do right. and The second one we did

like I think more funny, interesting activities. It’s like

reading but reading in very interesting way. So we

developed their understanding first on certain

vocabularies. Then after that we asked them to read

but yaa..after that they discussed it with a friend for

example. So we had like a group work.

1-W05-1-ET-T-

DIS

1-W05-1-ET-E-

AU

1-W05-1-ET-T-

ST

R06 And then how did you deal with the “weak students”?

W06 O ya. So I at that time..My assisstants and I, We were

discussing first. we had a quite long discussion,

concerning the “weak students”. I really..fortunate

that I was only very few weak students but still we to

1-W06-1-ET-T-

ST


122

address them right so I at that time after we had a

quite long discussion then we decided to give the

weak students more opportunity to speak in front of

the class and we gave them longer time. Say for

example because lot of students and of course we

needed to limit the time. If not then we would be

running out of time right. So at that time we gave

more portion to the weak students because while

speaking they needed like pause, break. Their

speaking probably, their fluency was not that high so

they needed time to think about vocabularies

probably, to think about grammar probably so yes we

decided to give them more portion, more time. So the

time limitation..yes, it was applicable but not to that

weak students so still we gave them time. And also we

encourage them to..because we always had a

groupwork so we divided into different groupworks

so they usually came together or sat together with

students with quite good English proficiency so..like

minggling. So dealing with those students, those kind

of students so I managed to make them mingle with

students with quite high sense of English proficiency.

1-W06-1-ET-T-

EM

1-W06-1-ET-T-

EQ

R07 So did you give them a handout or homework later

on?

W07 Yes. But only for writing. Because I did believe at

that time I was not a successful teacher if I gave them

more burden. To me, homework could be a burden

but it could be not a burden. So my belief at that time

that I wish only giving them homework for the writing

skills but not for other skills. So we really strictly

managed the time and also the allocation of the time.

1-W07-1-ET-T-

EM

R08 And then about the assessment. How did you give


123

assessment to your students?

W08 Okay. For the writing, yes. We had a rubric for the

assessment. So for the writing we had of course

grammar, and then we have coherence just like what

we were in our studying of faculty. So for the

speaking it’s like fluency and soon so I already gave

my assisstant the rubric.

1-W08-1-ET-T-

AW

R09 Back to the students again. Did you think..at that

time, what kind of students. I mean, they were in the

first or second semester?

W0 Very first semester.

R10 And about their English at that time? Are they

advance students or intermediate students?

W10 As I mention earlier, most of them were great in

English but few of them were not at all. So I could

not defined or I could not classify that they were pre-

intermediate or intermediate. But I would say that

most of them already in intermediate level but,

however, few of them, I would say still in very

beginning of level.

R11 So did you put a target at that time?

W11 Not. Not. Probably I don’t know how to define a

target. Probably..hold on. What is meant by target?

Probably just a..as long as they could speak,

understood other people’s discussion, other people’s

utterances. I mean For the students who fell into.. say

the inter level for example, that’s actually my focus.

So I did that by ...as I told you earlier by asking them

to mingle. The target actually I wanted them to be

able to express their opinions. The very basic level

and also to speak up. Because the topic also ..as I

mention earlier, ranging from things which are very

Intention

1-W11-1-ET-T-

ST


124

famous and also..from global warming and soon until

things which are really basic. It’s like for example

tales, legends, and so on. To me, tales are very basic.

They become my students’ foundation because those

tales will defined who my students are. Because those

coming from Medan for example, they probably do

not know Nyi Roro Kidul, for example. So really they

came to class, bringing with them their own local

values and local colors. But they expressed

everything in English. So I guess in my class, English,

at that time really becoming the bridge.

1-W11-1-ET-T-

SA

R12 So how did you make the bridge. How did you deal

with the difficulty?

W12 difficulty of?

R13 Difficulty of teaching, students, materials.

W13 Okay. Not really that hard. Probably because I bought

wonder book assisstance. So my assisstants, my three

assisstants, they were really trained well and to be

honest all of them are outstanding students in this

department so I don’t feel at that time I faced

difficulties or hard time, no. Just how to make those

students at the beginning really could keep up with

other students.


125

Appendix 2. The Transcript of Ms. Vera’s First In-depth Interview

Name: Vera (Pseudo name)

Day/Date: Friday/ March 18,2016

Time: 13.30-14.30 WIB

Place: Psychology Faculty, Gajahmada University


R1 I want you to look back at your past

experience. Pengalaman miss mengajar di

akuntansi yang paling berkesan itu kapan?

V1 yang paling berkesan yang berhubungan

dengan pengajaran?

R2 Iya

V2 Sebenarnya gini..di setiap meeting itu awal

semester itu adalah hal yang pertama paling

berkesan kemudian nanti akhir semester itu

. Tapi kalau akhir semester itu biasanya kita

sudah hectic dengan ini ya..apa itu

namanya..test. Tapi..gini..di titik akhir

semester adalah di waktu dimana kita sudah

sangat mengerti satu sama lain, sudah akrab

banget, sudah kayak saling butuh kemudian

anak itu merasa yang nyaman terus yah kok

udah selesai ya kadang nggak kerasa disitu

mereka ngungkapin, terus kadang-kadang

mereka kasih feedback ke saya tertulis

karena tidak ada di kampus. Di kampus itu

kan modelnya dengan excel sampling itu.

Aku nggak tau yang ditulis disitu apa,

maksudnya pasti berbeda dengan ketika

mereka menulis langsung. langsung di tag

ke saya saat itu juga. Itu berkesan untuk

building my own future, for the next

semester. Dan aku jadi mengerti mereka tu

ternyata nyaman saya ajar. Terus itu untuk

pelajaran umum ya miss. Terus kalo

misalnya awal semester itu jauh lebih

berkesan sih karena aku menerapkan sistem

ya namanya education aku underline banget

kata pengajaran itu bukan hanya teaching

tapi education in the sense of mendidik. Ya

kalo misalnya dapat semester awal semester

satu yang mereka adalah lulusan SMA

mungkin agak sedikit lebih mudah karena

mereka belum punya culture. Ketika

2-V2-1-ET-T-SA


126

mereka sudah semester empat itu mereka

udah culture-nya harus dibangun

kembali..mereka udah menjadi anak kuliah.

Ketika masuk kelas dan akan...saya pribadi

akan membentuk suatu culture

tertentu..bekerjanya lebih dobel karena

mereka kan udah punya culture..e..apa ya

misalnya..santai anak kuliah itu, toh telat

boleh. Baju boleh sembarangan. Terus

materinya bahasa Inggris apa sih. Toh

kemarin misalnya Bahasa Inggris 1 nggak

sama saya, ah kemarin tho seperti ini santai.

Jadi pertama kali itu saya sangat suka

karena mereka pasti “menyepelekan”. Tapi

justru di titik poin itu I got my own power.

Jadi ketika orang menyepelekan dalam arti

bukan menyepelekan dosennya entah mata

kuliahnya entah kuliah itu sendiri itu

menjadi tantangan besar dan itu paling

mengesankan. Nanti kan anak-anak kesan

pertama kan kayak gitu. Terus di meeting

pertama itu soalnya meeting yang paling

penting untuk kita sebagai pendidik

memberi pondasi untuk sampai akhir

semester. Jadi misalnya gini miss, kita di

meeting pertama, saya setuju banget dengan

pak Supar itu selalu mengatakan begini

nanti meeting satu gak usah materi dulu lho.

Pak Supar selalu bilang gitu. Meeting satu

itu silabus dulu aja, pemberian silabus.

Kemudian nanti anak-anak diberi segala

sesuatu yang berhubungan dengan

pengajaran kemudian apa yang akan

dilakukan selama satu semester kemudian

apa yang mereka harus..e..apa..tempuh

dalam ..mereka harus menempuh itu dengan

cara bagaimana, rule dikelas dengan saya

bagaimana. Saya setuju banget itu.

Meskipun kadang-kadang kalo dapat

syllabus from the campus biasanya ngikut

mata kuliah yang dari kampus yang

silabusnya udah dibikinin. Itu meeting satu

pasti sudah ada materi Introduction dan

sudah dengan fotokopian terus saya pribadi

pasti merasa a little bit..frustrated..dalam

hal..apa ya..merasa terbebani

karena..waduh udah langsung materi gitu.

Apalagi saya merasa paling tidak suka

2-V2-1-ET-T-DIS


127

yang namanya fotokopian, membagikan

handout, yang materinya banyak sekali jadi

nggak kepake itu rasanya agak miris. Jadi

disitu saya akan..bukan karena saya

ngikutin pak Supar tetapi saya setuju

dengan Pak Supar bahwa meeting satu ya

udah kita fokus ke silabus dan full ke...

disitu menanamkan pondasi-pondasi. Jadi

sangat menarik sekali. Ketika saya feel

maka begitu. Jadi tu favorite saya adalah

meeting pertama. Nanti entah dari segi

perkenalannya, entah dari segi apa sih rule

nya. Entah bagaimana cara membuat kind

of shock terapy. Enak anak semester atas

karena kalo anak semeter satu akan lebih

mudah seperti itu.

R3 Dari sekian banyak semester satunya

semester satu mana yang paling berkesan?

di tahun 2016 ini atau di tahun 2015?

V3 Kebetulan di aku ngajarnya itu tahun berapa

saya lupa ya..kalau ngomong tahun saya

sedikit lupa karena 3 atau 4 kali. Tapi bukan

tahun 2016 ini dan bukan tahun 2015

kemarin yang semester baru kemarin.

Karena 3 SKS dan . Mungkin tahun

sebelumnya. 2014 ya. semester 1. itu

mereka yang pertamanya yang seperti apa

ya..kayak bingung.

R4 Miss kan bilang kalo mereka itu kayak

bingung, nyepelein. Nah apa yang miss

lakukan?

V4 Saya itu waktu pertama orangnya tidak suka

banyak omong untuk first impression ya.

saya biasanya masuk ke kelas diam.

R5 Apakah anda ingat berapa jumlah

mahasiswa pada saat itu?

V5 Oh banyak...52

R6 52 orang. And then?

V6 Karena Bahasa Inggris 1.. ya ampun Bahasa

Inggris 52, General English lagi. Mana itu

kan fokusnya ke speaking. Terus gimana

gitu kan. Pastikan yang model

...aduh..inikan ..nanti mereka harus gimana.

Awal-awalny gitu. Duluu..duluu banget.

Dulu kalo mikir ya, ketika memikirkan itu

sepertinya gimana gitu. Tapi ketika sudah

masuk kelas itu saya sih bisa sangat enjoy.

saya bahkan tidak punya yang namanya


128

asisten. Bisa mengatur. Ada lah tekniknya

pasti ada gimana caranya. Jadi kalo

misalnya pertama, udah gitu 52, wahh tau

sendiri mahasiswanya udah yang... Justru

dengan diam itu mencari, mencuri

perhatian mereka. Dah diem lalu mereka

akan melihat, mencoba mencari ini siapa.

Kan begitu. Mesti mereka akan punya

komen-komen tertentu seperti yang

kemarin. Pengalaman yang lucu ketika di

managemen dikira asdosnya. Tapi habis itu

saya cut down. Pertama begitu, pasti saya

akan menanyakan yang paling penting

adalah jelas. Nggak langsung introduction.

Saya akan menanyakan hal penting itu

mengapa kamu disini. Dan mereka

akan..study. Study apa? English. Study

what English? Mereka akan menjawab

Bahasa Inggris 1..kinds of funny. Jadi kamu

akan belajar Bahasa Inggris 1. Gampang

tho? Cuma Bahasa Inggris 1. And I wrote

down on the white board: Bahasa Inggris 1.

“Selesai. Pulang”, I said that way. Ya kamu

belajar apa disini. Saya selalu fokus ke

kamu tu tau gak kamu kesini tu untuk apa?

Saya memang tidak suka anak pong pong

blong. Jadi saya tidak mengatakan bodo.

Saya memang tidak fokus ke anak yang

tidak bisa, terus diem miss. Aku gak bisa

nih, kayak gitu. Saya mengatakan kalo anak

itu yang tidak bahasa Inggris ato yang

kurang bisa itu gak masalah tapi dia itu

punya visi misi gitu lho. Kan beda ya.

Nggak bisa yang nggak mau belajar. Dia

harus tau di situ tu kamu ngapain, belajar?

Belajar apa? Bahasa Inggris. Dengan cara

apa? Terus mereka biasanya saya tanya

belajar yang kayak gimana. Belajar apa aja?

Mereka ngomong gini,gini, gini. Itu

kemauan dari mereka. Saya juga tidak akan

menjadi dosen yang nggak fair. Kamu mau

saya apa? Kamu mau saya ngapain?

Jawabnya kan rata-rata teaching you.

Seperti itu. Itu my big secret lho

ha..ha..ha.Because I always asked that

question and then teaching you, teaching

you. help.help.help. And I always say sorry

I will not teaching you.I don’t want to teach

2-V6-1-ET-T-SA


129

you. And I will say I am just facility. I will

help you but firstly you have to help you

first. You have to help yourself first. And

help your friends. And then I will help you

too. Dan itu penting banget. Ketika mereka

tidak mau membantu diri mereka sendiri,

manja dong nanti jadinya. Bantu diri sendiri

itu misalnya apa ya? kalo boleh ya bawa

kamuslah. Masa saya yang harus teach you

all the time. Apa artinya e..misalnya teller?

Itu nggak banget. Karena kamu udah

university level lho. Jadi saya itu di poinnya

adalah membantu bagaimana kamu itu

mandiri disini terus kamu bisanya apa, lha

saya bantuin yang gak bisa itu bagian saya,

gitu. Jangan berharap saya feed you. That’s

a thing that I really avoid being a teacher,

feeding. Memberitahu dengan cara kotbah

mungkin saya sering tapi itupun setelah

mereka do something or produce

something.

R7 Nah pada saat itu apakah Anda

mempersiapkan materi sebelumnya,

malamnya?

V8 What do you mean?

R9 Walaupun anda tahu itu pertemuan pertama

Apakah anda menyiapkan materi atau

tidak?

V9 What do you mean by material?

R10 Handout, lesson plan, may be.

V10 That’s a thing that I avoid you know

ha..ha..ha..

R11 So you avoided it.

V11 I avoided material. Material same with

handout. Remember, I avoid that thing.

R12 So you avoid making handout?

V12 No. I did not say that. I never say that

material is the same with handout.

R13 So in your opinion, apa itu?

V13 No..no I will not give opinion what is

material. But I will say..I will not make a

conclusion. But material for me is not the

same with handout. Definitely not the same.

So if you asked me did you prepare some

materials..sure..I’m teaching. Preparing

materials for sure. But not handout. In the

first meeting time we know each other,

rules and also how the class is going..so I


130

not material same with handout because I

avoid handout. The problem is on the first

meeting I told you the time for us to know

each other. Paperless may be. I don’t want

to be busy with the paper. Just that. And if

you asked me about material ya..material

bisa lho I can prepare with the powerpoint,

misalnya song bisa itu juga namanya

material kan. They can learn something

with that. Nah itu yang harus dimengerti

dari seorang teacher, menurut saya. Pinter-

pinternya kita suatu activity itu menjadi

sebuah lesson buat mereka.Simple lho,

simple sekali. Kalo misalnya ngomongin

apa itu misalnya ngomongin game, wah

simple banget. Cuma suruh buat kelompok

terus nanti disitu kita perkenalan jadi

poinnya itu tidak yang: “Halo my name is

something. I am from..” gitu. Ya aku harus

..mereka. Bahkan kadang-kadang saya

meeting pertama lupa lho untuk..mungkin

melewatkan ya. Namanya Hendro misalnya.

Nama lengkapnya siapa. Itu malah saya

kadang-kadang melewatkan itu. Tapi saya

tau dia siapa. For example gamenya adalah

saya tidak tau kamu nama panjangnya

siapa, saya tahunya nickname ya kalo

biasanya kita panggil. Jadi silahkan duduk

berdasarkan alfabet. Itu kan sebenarnya trik

saya aja. biar saya bisa ngapalin mereka

dengan mudah. Apalagi semester satu.

Mereka belum terlalu kenal dengan

temennya.Dan saya itu memang model

dosen yang tidak terlalu memuja namanya

grouping ato apa itu namanya nge-

gank.Kalo saya itu satu kelas ya satu kelas,

campur baur. Pasti gitu kalo saya. Jadi

jangan harap deh kalo kelas saya bisa nge-

gank. Pasti saya obrak abrik. Jadi memang

di TEYL itu ada sit and ster. Jadi itu

memang saya lakukan disitu. Mereka harus

ster not in the sense of moving aja but ster

with the friends, harus mingle. Karna

belajar itu tidak hanya dari buku, dari temen

deket. Justru dari temen yang pinter banget

ato yang gak bisa banget itu mereka jadi

bisa belajar. Jadi kalo misalnya ada anak

yang pinter banget, dia bersama dengan


131

anak yang kurang bisa. Kadang-kadang

kalo mereka disuruh mencari group,

mereka nggak bakalan deh group yang

sama. Jadi ketika saya memaksa, mau gak

mau. Mau gak mau ini kan lebih pede

untuk, tolong dong dibantu lebih PD.

Oo..caranya gitu. Jadi disitu cara satu sama

lain untuk lebih kuat belajarnya. Jadi disitu

proses belajar mengajar tidak harus

acceptance, dia menerima sesuatu

producing, think. Begitu, bagi saya. Jadi

sebenarnya proses. Many proses happened

in my class. Nanti even in the first meeting.

Jadi tidak hanya sekedar kuliah, doing

something, going home. Itu..it’s impossible

happened in my class.

2-V13-1-ET-T-ST

R14 Apakah pada saat itu Anda juga membuat

assessment?Buat mereka.

V14 Assessment kayak apa tuh?

R15 Assessment pada aktivitas yang mereka

lakukan

V15 Giving score at that time? Nooo..Tapi

bukan assessment, evaluation untuk jangka

panjang. Yang saya tau. Biasanya meeting 1

kan udah kelihatan siapa yang bagaimana

bagaimana. Nah itu evaluation in the sense

of untuk class progress. Nah maka saya.

Dan ketika nanti saya sit and ster. ini

potensi dimana, seperti apa, ini kurang .

Nanti apa sih yang harus saya lakukan for

the next meeting. Itukan evaluation dalam

hal ..karena assessment itu kan there so

many things. Tidak hanya ke student aja ya.

Itu kan diolah prosesnya. Jadi saya memang

fokus ke teaching learning proses juga

disitu. Jadi tau kurangnya dimana lebihnya

dimana. Oh si diapain. Maka kita membuat

materi kadang juga ada yang materi for the

whole semester tapi ada juga materi yang.

Dalam arti begini, untuk kelas yang

misalnya sudah selesai kita ngomongin

tentang introduction terus kelas sebelah

ternyata belum, for the very next meeting

aku harus apa. Apakah harus menambah

material lagi ato next meeting itu aku mo

percakapan ato apa, itu tu memang harus

direvisi setiap minggu. Jadi assessment,

evaluation dalam hal pengertian luas. Tapi

2-V15-1-ET-AW


132

nggak scoring, nggak boleh scoring. Seperti

itu.

R16 Jadi kapan scoring anda lakukan?

V16 Scoring saya lakukan ketika saya selalu

mengatakan students satu ya yang..yang

paling challenges. Misalnya begini kita

udah belajar percakapan. Next meeting saya

akan memberi mereka kesempatan oke

siapa yang mau take my challenge, take my

chance I will give you this. For example for

couples misalnya. Pasangan untuk masuk

ke depan. Perform. saya tidak pernah

mengatakan besok, minggu depan kalian

perform. I always say prepare by yourself.

Yang belum tau nyepelein, “alah besoklah”.

ketika mereka udah maju tek,tek gitu, saya

mengatakan yang maju ini pasti dapat score

khusus namanya daily score dan biasanya

saya kasih bonus misalnya candy lah, coklat

lah, ato apalah. Itu meningkatkan awareness

yang “hahh...dinilai ya, oo..berarti bisa ya”.

Jadi anak tu saya gak perlu nyuruh-nyuruh,

kamu ini ya maju ayo maju maju sapa yang

maju. Saya katakan saya memberi

kesempatan your decision. Saya disitu juga

mengajarkan tentang kebudayaan belajar

yang bukan Indonesia banget, yang kita

selalu feed and asked the students to do.

Yak santi ayo maju. Really. mau itu sunyi

senyap seperti apa. Nggak ada yang maju

saya tungguin. Nggak ada yang maju oke

kita continue. Jadi e.. sepele ya hanya untuk

maju aja. Karena ketika saya menyuruh at

least tidak ada ke-pede-an dari mereka.

Tetapi ketika mereka, “miss saya miss” itu

raising competencenya itu disitu.

Keberanian juga kan bravery. Nah ketika

ada yang maju kemudian nular, “wah aku

gak mau pokoknya besok minggu depan”.

Nah kadang setelah 2 meeting gitu yang

maju itu masih itu-itu aja maksudnya yang

aku tau udah pinter maka aku akan

mengatakan meeting berikutnya. Sekarang

saya memberikan kesempatan yang belum

pernah maju, yang dua meeting kemarin

nggak maju. Nah itu memberikan mereka

(keinginan untuk) maju. Itu salah satunya

untuk scoring ya..scoring yang apa..daily.

2-V16-1-ET-T-SA

2-V16-1-ET-T-ST


133

Kalau untuk lainnya nanti akan ada kuis,

nanti akan ada assignment di rumah, group

project. Saya sering memberikan group

project mid semester.

R17 Nah itu gimana memberikan kriteria ini

bagus ato ini nggak dalam scoring.

V17 kok scoring complicated sekali ya? nggak

bisa dibilang bagus. untuk yang mana dulu.

untuk performance yang mana?

R18 O jadi masing-masing ada sendiri ya

tahapnya?

V18 Iya. Jadi untuk kuis kan jelas. misalnya

tentang apa grammar

R19 Oo..jadi berbagai macam skill yang

diajarkan di kelas miss.

V19 Iya

R20 apa saja skillnya miss?

V20 yang untuk apa?

R21 yang Bahasa Inggris untuk semester awal.

V21 Yang semester awal itu. Jadi gini aja dulu

deh. Untuk bahasa Inggris di Akuntasi

waktu saya mengajar dulu ya itu dengan

stage yang sangat perfect sekali maka saya

pilih yang 2014 kemarin itu adalah salah

satunya adalah saya itu mendapatkan

kesempatan mendesain my own syllabus itu

dari Bahasa Inggris 1, 2, 3. Saya

merencanakan itu dengan pak Supar. Pak

Supar mengiyakan. Jadi Bahasa Inggris 1

itu General English. Bahasa Inggris 2 itu

fokus ke ESP tetapi sebenarnya fokusnya ke

job hunting dan wait..emm..yah Job

Hunting. Tetapi saya kemarin membuat Job

Hunting dan..wait..wait..company profile

seperti itu, Talking about company. Yang

ketiga baru TOEFL. Nah untuk Bahasa

Inggris 1 itukan sebenarnya General

English dalam arti disitu diajarkan skill,

conversation kemudian ada writing juga

kemudian listening. Kalo skillsnya empat-

empatnya ada semua. Tapi meskipun

kalimatnya general tapi tetep saya fokuskan

ke Accounting, maksudnya English

Business begitu. Bagaimana caranya salah

satunya introduction ketika kita introduce

always tell them we are now learning about

English for Business. So there will be no

“Hello, I am a student of Sanata Dharma,

2-V21-1-ET-E-AU


134

I’m semester one. ” You will not say that.

Jadi biasanya ya untuk yang meeting

pertama itu ato meeting kedua.. jadi

sebelum saya mengajar semuanya saya ajak

mereka fokus ke bisnis kemudian kalo

bisnis itu kamu bayangannya kerja dimana.

Jadi mereka harus tau dulu tentang types of

jobs. Kalo di kurikulum yang lama itu

sebenarnya ada ngomongin work tapi itu tu

dunia apa sih work tentang...umum banget.

Describing job itu ada, General English.

Cuman General yang lama itu Describing

Job in general. Saya fokuskan, pokoknya

semua saya fokuskan. Sama materinya

mirip gitu ya, Introduction ada, Describing

job ada, Daily routines ada, tapi semuanya

selalu mengerucut kepada bisnis.

Introduction ya..assume that you are a

manager of company apa, Marketing

manager misalnya. Assume that you are a

teller, assume that you are ..jadi kamu mau

jadi apa yang berhubungan dengan itu. Aku

mau jadi..aku mau jadi appraiser..yah please

seperti itu. Jadi ketika mereka udah

introduction mereka udah langsung

memperkenalkan diri, “Aku pekerjaan ini ,

aku bekerja di perusahaan ini, job desc ku

seperti ini”. Seperti itu. Nanti ketika

ngomongin Daily Routines juga ngomongin

seorang ya..apa ya appraiser misalnya, E

jadi aku setiap pagi ke kantor, kemudian

aku akan mengecek data-data yang masuk,

kemudian aku menelpon ke lokasi untuk

melihat apakah gudangnya itu sudah apa itu

namanya jaminannya atau agunannya sesuai

atau tidak terus nanti saya akan buat laporan

Seperti itu mereka itukan sudah mengerucut

ke bidang ekonominya mereka gitu loh.

Maka kalo ingin disebut General English ya

kita emang General English. Daily routines

itu kan general ya, Present Tense kan.

ngomongin apa subject+verb 1, iya kan

miss.Terus ngomong usually, always,

seperti itu..itu kan general but.. tak bikin

ESP..kenapa ini ESP ato apa. Tapi kalo

yang ESP dalam artian ngomongin business

letter ya benar-benar business letter ato

bacaan tentang ekonomi. Tapi ini nggak.

2-V21-1-ET-E-AU


135

Nggak seperti itu memang. Cuman disitu

saya sisipkan beberapa bacaan. Misalnya

yang berhubungan dengan Accounting atau

bisnis. Seperti itu sih.

R22 Nah ketika ini miss, itu kan tadi udah

memulai kelas ya, terus aktivitas di tengah-

tengah sudah ya. Nah ketika mengakiri

miss..mengakhiri classroom itu apa sih yang

biasanya anda lakukan..bukan biasanya..apa

yang anda lakukan pada saat itu?

mengakhiri kelas, jadi pelajaran udah mau

selesai nih..the lesson at that day. What did

you do at that day?

V22 Sebentar..Maksudnya dalam setiap meeting

ya?

R23 Boleh, pada saat itu lah ya.

V23 Setiap meeting kan maksudnya? bukan pada

akhir semester?

R24 Yang tadi awal semester itu, at that time.

V24 O ya..I mean every meeting of every of my

..karena semuanya sama. Yang jelas saya

akan sum up apa yg dipelajari hari ini..sum

apa gitu ya lebih menanyakan ke mereka,

belajar apa.satu. Yang kedua, kamu merasa

bagaimana dengan pelajaran yang kamu

dapat hari ini. Merasa itu bisa feeling,

karna kamu di kelas bagaimana dan feeling

umum ya. Kedua tentang kuliah yang

dipelajari tadi. Misalnya e...tadi aku capek

banget miss. Ngantuk. Aku merasa seneng,

tapi kalo ngomongin materi aku merasa ini.

Pokoknya mereka harus memberikan a kind

of feedback pada saat itu juga supaya nanti

ya itu..sangu aku untuk the next meeting.

Seperti itu. Aku ngomongin kemudian aku

me-sum up apa yang mereka rasakan. kita

juga memberi feedback untuk mereka.

Misalnya hari ini kalian bagus sekali. Saya

suka dengan ketika kalian percakapan

kalian percakapannya meskipun 52 tapi

semuanya melakukan dengan baik,

misalnya.Tadi waktu percakapan masih

banyak yang ini memakai bahasa Indonesia.

Saya akan memberikan feedback. Jadi for

the next meeting pasti mereka akan lebih

alert. Aku harus ngapalin for the next

meeting. E..kemudian ada assignment ato

apa aku berikan gitu. Biasanya aku kasih

2-V24-1-ET-T-AW


136

penyemangat. Jelas itu penyemangat in the

end of the lesson. Jadi mereka gak merasa

sia-sia melakukan. Jadi tidak sia-sia

mereka.

R25 Sekarang ngomongin buku-buku yang Anda

gunakan miss. Referensi. Pada saat itu apa

sih yang Anda pakai dan bagaimana

menurut Anda. Apakah sudah cukup?

V25 Kalau untuk menyebutkan judul dan

pengarang saya tidak hapal. Tidak master

dalam hal itu. Saya adalah orang pelupa

untuk hal itu. Tapi pasti kalo ditanya e..apa

itu namanya..wait..covernya warna

apa..saya pasti masih ingat ha..ha..Itu

kelebihan saya disitu dan saya kekurangan

saya di situ. E..pasti saya memakai buku-

buku yang berhubungan dengan saya

memakai buku yang akademik dalam arti

yang ini lho..maksudnya buku yang

didesain untuk mengajar. Dan juga buku

yang dijual di Gramed, kan ada itu . Dia

gak untuk mengajar. Misalnya gini English

for Bank teller. Disitu kan hanya

conversation aja. Disitu hanya grammar

thok misalnya. Jadi gak ada step-step untuk

mengajar.Kan buku-buku untuk

pengajaran itu biasanya introductionnya

apa, kemudian selanjutnya conversation.

Kemudian nggak..bisa kebayang nggak

modelnya. Kalo buku-buku yang untuk

pengajaran dan buku yang non-pengajaran.

Jadi buku-buku umum misalnya bahasa

Inggris untuk banking. Jadi disitu hanya

istilah-istilah perbankan,misalnya.Ekspresi-

ekpresi yang dipakai di perbankan. ya

vocab dan percakapan. Kayak gitu. Jadi

sama kayak buku-buku. Kemudian internet

jelas. Kalo ngomongin reference itu tidak

sama dengan buku ya. Saya nggak bisa

menyamakan reference sama dengan buku

dan buku cetak dengan terbitan. Karena apa

..Saya itu mengacu dengan apapun yang

berhubungan dengan Ekonomi. Misalnya ya

Business English ya termasuk koran,

majalah, internet, berita apa ato apa, ada

apa di internet ataupun material-material

yang memang diajarkan untuk diajarkan

Business English gitu ya, aku nyari gitu. Itu

2-V25-1-ET-E-AU


137

reference. Jadi sebenarnya ketika aku

membuat handout, material yang sama

dengan handout itu aku akan membuat my

really own design. Mulai dari title, contoh

percakapan, untuk membuat kotak-

kotaknya, untuk grammar focus misalnya

termasuk exercise, itu biasanya my own.

Tapi mungkin untuk contoh percakapan aku

akan refer to misalnya ada contoh tapi

nanti biasanya aku bisa persis gitu atau e..

ini..aku ambil beberapa yang sama ato aku

hanya curi ide aja kemudian aku bikin my

own conversation. Seperti itu. Jadi

memang..memang agak..gak tau..antara

sombong ha..ha..atau nggak rendah hati

ha..ha..ato apa ya..ha..ha..Atau kalo saya itu

emang kurang pinter untuk memakai

materi-materi yang sudah terbitan begitu,

karena kadang ya aku nggak tau maunya sih

pengarang dan kebetulan banget ini buku

yang disediakan kampus yang istilahnya

gini karena general English itu kan masih

mengacu kepada materi yang dibuatkan

oleh kampus, materi yang sama dengan

handout, ada. Dan itu sebenarnya bener-

bener General English yang diambil dari

buku dan bukunya adalah very very popular

used by some English courses. Jadi

mungkin sih ya anak-anak itu gak make tapi

emang dulu saya sih pernah sekali,emang

gak disitu di Sanata Dharma, ada anak yang

ketika diajarkan mengatakan, “Bu dulu aku

pake buku ini lho waktu kursus”. Itu buat

saya tu jadi titik itu saya yang nggak paling

suka buku mengajar. Dan ini modelnya

adalah buku yang mending ya kalo satu

buku jleng gitu. Ini buku yang diambil buku

yang di copy paste kemudian apa disusun

ulang itu lho..ya itu usaha yang bagus sih

..quite good lah terus nanti diambil

beberapa unitnya aja karena itu dibuku itu

sampe 20 unit itu diambil 14 unit aja.

Seperti itu. Mungkin aku nggak tau

maksudnya orang yang compile itu terus

seperti apa, listeningnya juga rempong.

Kadang saya memang menggunakan

listening itu, sama-sama listening tapi aku

bisa bikin exercise sendiri. Jadi gak mesti

2-V25-1-ET-E-AU

2-V25-1-ET-T-DIS


138

sama dengan yang di situ persis, gitu kan.

Kalo misalnya listeningnya e..ada

percakapan bahkan kadangnya percakapan

saya bikin blank, blank, blank nanti anak

mendengarkan terus ini atau matching atau

saya bikin scrambled..scrambled apa itu

namanya sentences, arranged it into

conversation. Jadi my own idea. Karena aku

mau ngajar jadi aku harus tau apa yang

akan aku lakukan dengan kertas ini. Nah

maka aku mengatakan material is not the

same with the handout tu itu. Mungkin saat

itu, hari itu, mereka gak nerima sama sekali

kertas dari aku tapi mereka belajar

conversation. Lha kok bisa? karena aku

suruh mereka ordered the jumbled

sentences tadi. Dari situ tu mereka

menganalisa. Abis menganalisa misalnya ni

tuh mereka terus menuliskan. Disitu

ngomongin tentang Describing Job

misalnya. Mana yang describing job, terus

sentencenya apa, terus tensesnya apa yang

dipake, misalnya seperti itu. Mereka udah

conclude sendiri. Karena memang aku tuh

orangnya antara itu tadi saya..apa ya

maksudnya memang tidak mau yang

namanya anaknya dikita tadi lho. Salah gak

papa. Saya selalu begitu. Tapi mereka tu

mikir dulu, gitu. Karena saya nggak mau

membuat anak manja. Jadi ketika

mereka..apa itu namanya..sudah conclude

something..nah itu kan berarti mereka, dari

yang tau tau sedikit-sedikit jadi banyak.

Jadi yang oo...berarti anak-anak sudah tau

sekian berarti aku tinggal nambahin yang

belum tau. Seperti itu.Ya udah terus nanti

dari materi atau game-game yang kita

lakukan disitu mereka biasanya conclude.

Mereka membuat kalimat sendiri. Ending-

endingnya kan karena mereka first

conversation mereka membuat conversation

terus. Tiap conversation pun mereka harus

ada writing misalnya describing their own

job tapi dalam bentuk tulisan, writing. Kan

ada conversation misalnya “Hello James

what do you do? “ Oh I am a bank teller”.

“Really. Where do you work?” Kan

conversation tapi kalo mampu terus

2-V25-1-ET-T-SA


139

menuliskan: my name is James. I work in

world bank. Everyday I usually apa. seperti

itu.

R26 Nah tadi kan materinya menarik sekali.

sekarang bagaimana pada saat itu Anda

menghadapi mahasiswa yang lemah bahasa

Inggrisnya? Itu gimana caranya? apakah

anda pada saat itu piye maksudnya

bagaimana menghadapi? What did you do?

V26 Menghadapi ya?

R27 Iya motivate them ato apa ha..ha..ha what

did you do?

V27 Menarik sekali..jadi begini. Sebenarnya

saya memakai materi dan membuat materi,

menyiapkan apa..power point, my own

movies, listening, game..itu semua itu

tujuannya apa supaya semua itu

participate. Hanya itu. Jadi saya tidak akan

membedakan dengan yang pinter atau yang

kurang pandai bahasa Inggris kemudian

saya membuat perlakuan khusus

dulu...nggak. Jadi hal umum yang saya

lakukan adalah justru membiarkan mereka

mingle dan participate in every activity

dulu, gitu. mereka harus mengalami: “oh

nyusun kalimat iki susahe kayak gini”.

Mereka dulu. Biar aja. Begitu dulu. Jadi let

them to be the part of the class , to be the

part of activity.. merasakan dulu mereka

harus meng-experience. Saya itu model

guru yang aku sendiri suka ber-experience

dengan pengajaranku. Mereka harus

mengalami. Apapun itu mereka harus

mengalami. Gitu lho. E..ketika mereka udah

mengalami, “oo..ini sulit ya”. Nah di titik

itu aku akan melihat mana ya kesulitannya

dimana ya. Misalnya kayak gitu. Biasanya

ketika aku sudah tau titik-titik mana..kan

gak gampang ya melihat anak-anak yang

bener-bener sudah kurang bahasa Inggris

gimana itu kan gak gampang. Karena

kadang-kadang diem. Diem tau-tau dia gak

bisa ato diem tapi pinter gak tau lho. Seperti

itu. Maka banyak activities. Mungkin two

third, two three meeting I that time to make

sure that oo this kind of student ya quite in

English. Ya saya memang tidak suka terlalu

judging.First meeting ada yang kurang

2-V27-1-ET-E-AU

2-V27-1-ET-T-EQ


140

sama dengan dia oo dia low bahasa inggris.

Nggak. Karena low itu banyak hal. Bisa low

karena low bahasa inggrisnya 0 kosong, low

karena nggak ada motivasi, low karena

nggak punya duit buat beli buku kek ato

kamus tapi kan banyak. Jadi buat saya

nggak sama dengan dia diem ato gagaguguk

itu sama dengan dia low,nggak. Jadi after

third meeting ya aku udah tau poin-poinnya

dimana. Jelas, I motivate them. But not

motivate in the sense of kamu, kamu kan

ndak bisa jadi kamu..nggakk. jadi motivate

in the sense of challenging tadi. OK so

many things that you have to do in the class

kan. Jadi misal yang kurang-kurang itu pasti

akan saya beri porsi yang lebih besar untuk

melakukan activity atau do something. Pasti

itu. Dan mereka pasti akan menjawab gak

bisa ha..ha..di titik itu saya akan

mengatakan justru itu kamu latihan. Kamu

nggak bisa kok gak mau latih. Kamu bisa.

Kan begitu. Yang sangat menarik

ketika..ini..untuk sharing ya..ini pertama

kali saya kemarin mendengar satu

mahasiswa drop karena bilang gini, “Miss

temen saya mau drop”. “Ngapain?”

“Karena dia nggak bisa bahasa inggrisnya”.

Dalam hati saya maaf ya, secara kasar

mengatakan itu goblok sebenarnya seperti

itu miss. Sorry ya. Bodoh sebenarnya tu

disitu. Kalo kamu memang nggak bisa

maka belajar. Entah nanti nilainya ntar

kamu dapat E, dapat D, atau A kita nggak

tau. Tapi ketika kamu belajar kamu jadi tau

kita dikit kamu harus mengalami dulu

begitu lho. Artinya disini kan memang dia

kan mentality sudah nggak bisa. Tapi kalau

di kelas se low apapun dia, dia pasti oo..gini

ya belajar itu. Nah dititik itu saya anggap

dia emang pintar. Pintar itu ya begitu.

begitu loh. maka student ketika melakukan:

miss I cant. kamu nggak bisa apa? nggak

bisa ngomong Inggris. Maka kamu belajar

ngomong sana. Kemudian malu. Kamu ke

depan sering-sering biar nggak malu. Kan

begitu. Kemudian saya inggrisnya jelek ini

grammarnya. Belajar kalo seperti itu. Nah

disitu aku mengatakan kamu tu pintar


141

cuman perlu banyak belajar dalam hal ini,

ini,ini. Kan orang pintar hanya karena

motivated ato nggak. Nah untuk anak-anak

yang seperti itu ya. Terus ketika biasanya

gini ketika diberi challenge kalo anak-anak

yang tukang cari nilai biasanya saya miss

saya miss.rebutan jawab gitu. Maka saya

ketika untuk hal-hal yang tidak untuk cari

nilai saya Cuma baca percakapannya. Tadi

sudah latihan kan percakapannya. coba sini

baca di depan. Itu saya selalu memilih saya

nggak choosing karena itu kan untuk baca

percakapan nggak perlu siapa yang mau

baca. Karena saya emang untuk anak-anak

yang tadi kurang gitu ya. Saya memang

menyuruh. Tapi bukan karena aku mau feed

them. Karena dalam rangka motivate. Nah

disitu kan mereka pasti dengan

pronunciation yang salah lah, dengan

gagagugu mereka, dengan yang baca..apa

itu namanya..satu kalimat aja setahun. Kan

banyak yang seperti itu. Ya udah itu cara

motivatenya. O bagus sekali. Good. Thank

you. Dan mereka kan bisa ya aku baca. kan

seperti itu. Itu langkah-langkah kecil di

kelas. Kemudian itu saya tu emang agak

selo. Iya karena ketika mereka

membuat..apa ya..e..activity di kelas. Terus

nanti misalnya conversation berdua dua itu

selalu saya beri feedback, tulisan bahkan

kalo yang kurang sekali setelah itu saya

kasih tau. Memang wasting time banget

kesannya. E kamu tu bagus gila kamu tu

sebenarnya punya potensi pinter Inggris

kan gitu. tapi Cuma kurang latihan

gini,gini. Untuk yang low. Jadi ada pos-pos

tertentu kapan saya adalah memotivasi

mereka secara individual, secara lebih

fokus. nggak klasikal. Itu untuk yang lebih

ini ya. Selain itu saya juga kadang-kadang

memanggil mereka. Tapi ini untuk case-nya

sangat jarang sekali. Tapi kebetulan yang

ku bilang yang mengesan tadi yang

kebetulan banget mereka tiga semester

dengan saya itu bener-bener aku pegang ini

memang bener-bener low nya terlalu

banyak. Yang kemarin. memang ya karena

angkatan itu agak banyak maaf..Sanata

2-V27-1-ET-T-EM


142

Dharma itu memang menerima yang

kurang-kurang. itu karena memang banyak

hal ya.Karena kita humanis jadi tidak boleh

menolak mahasiswa especially for the

students from the low family lah. Dari

Eastern part of Indonesia. Seperti itu

memang harus diterima kan. Kebetulan

kemarin agak banyak jadi untuk special, my

first time, selama saya ngajar di Sanata

Dharma university, saya memberi pelajaran

tambahan. Khusus buat mereka. Mereka

gratis tis. Dan kita disitu tu pokoknya

hanya maen game sepuas mereka hanya

untuk apa berani ngomong. Itu khusus,

spesial banget, kemarin. Jadi kalau kamu

tanya yang mengesan itu ya itu, semester

itu, spesial sekali. Tapi yang organized

mereka. saya taunya disitu. Disitu kita

kumpul bareng. Kita ngobrol. Dan memang

saya mengatakan nanti yang aktif memang

tambah. Dalam arti gini, sebenarnya bukan

karna itu tapi mereka termotivasi maka

mereka menjadi lebih PD di kelas. Ketika

menjadi lebih PD di kelas kan mereka kan

otomatis nilainya nambah. Jadi bahasa saya,

“Ayo nanti pasti dapat nilai tambah.” Ya

pasti tho ya karena mereka lebih PD. Jadi

nilai tambahnya seakan-akan dari aku.

Padahal nggak, mereka sendiri. Karena

menjadi lebih PD. Di kelas yang kemarin

itu malu-malu gitu jadi maju di kelas, itu

ada itu. Saya jadi suka banget kelas itu.

Namanya Edo, Gilang, arek itu ya. Ah di

kelas itu yang dulu nggak bisa. Tapi mereka

hajar aja yang sudah semester berikut-

berikutnya, lebih PD, lebih PD seperti itu.

Jadi itu untuk kasus yang my first case ya

dan itu memberi motivasi dalam hal

personal sekali dan saya memang ngobrol,

keluar kita, WA-nan, kita apa gitu, emang

kita lakuin juga. Pokoknya membuat a kind

of personal bridge with them. Mereka

merasa nyaman dengan aku tetapi juga

motivate in the class. Nggak hanya personal

aja. Emang saya nggak terlalu suka

memberi apa itu kind of speech ya, kamu tu

gini,gini terus all the time. Ayo kamu

belajar bahasa Inggris. Aku lebih suka

2-V27-1-ET-T-ST


143

action di kelas. Saya memberi motivasinya

ya dengan cara seperti itu, “Ayo maju”.

Seperti itu.

R28 About the book. Was it prepared by you or

by university?

V28 Dari universitas sebenarnya menyediakan

buku yang didesain waktu itu oleh beberapa

dosen begitu. Ya itu tadi saya mengatakan

terlalu sombong atau bagaimana maka saya

tidak pernah memakai buku itu sama sekali.

Saya memakai buku itu seumur hidup

hanya sekali. waktu itu pertama kali nya

saya mengajar General English di Sanata

Dharma dan mungkin ini akan menjadi

kasus yang terkuak ha..ha..ha..selama ini

ya,ya aja jadi saya tu emang orang

modelnya waktu semester itu jadi anak

manis ya. Masih manis sih. Ini bukunya

gini, gini. Karena nggak tau apa-apa ya

udah. Karena ngelihat banyak lack of the

book, lack and leak ya, kekurangan dan

bocor sana sini ya saya harus nambal. Kok

saya mengatakan itu lack, ya harus nambah

dimana gitu. Maka for the next year and

semester saya menambah-nambah.

Untungnya dari Akuntasi ini cukup

beruntung saya bilang karena saya mengajar

Akuntansi sudah bertahun-tahun di

Psikologi dan TI waktu itu . Bersemester-

semester lebih tepatnya. Mungkin 2 atau 3

tahun ya. Jadi ketika disana udah mateng

dan aku tau apa yang harus aku lakukan.

Kemudian saya juga mengajar di Akuntasi

itu untuk pas awal semester e.. pertama kali

saya ngajar di akuntansi materinya masih

memakai buku itu dengan tambahan saya.

Saya belum bepikir ke ESP karena saya

pikir waktu itu ESP nya itu akan setelah

General English yang benar-benar general

banget, yang ngomongin many things, saya

pikir akan mengacu pada specific ESP yang

akan membuat mereka tu ini ni.. what do

you called it ..equiped them to be ready in a

real world. Kok ya enggak. kayak gitu loh.

Maka setelah itu jumping ke cari pekerjaan,

ternyata Bahasa Inggris II nya, bahasa

Inggrisnya adalah Job Hunting. jadi Job

Hunting adalah maaf mencari lowongan di

2-V28-1-ET-E-AU


144

koran, kemudian menyiapkan dengan

wawancara, kemudian apa sih yang harus

kamu lakukan ketika di . seperti tu kan. ya

saya terus ada sesuatu yang hilang kan

ditengahnya itu. apa, terus mereka kalau

bisa describing job apa mereka bisa

ngomongin, apa mereka bisa jg ngomongin

negotiating, apa mereka jg bisa apa tu

promoting product, karena nggak dibahas di

general english. Nggak ada disitu di bahasa

inggris yang ke II itu. Jadi ketika mengajar

bahasa inggris II yang adalah job hunting

ketika itu saya ketika pertama kali

mengajar job hunting juga okelah saya

masih yang job hunting. tapi ketika

mendapat kesempatan untuk saya , dari pak

Suparnya sendiri ini pokoknya Miss Vero

nanti bahasa inggris I,II, III seperti ini

gimana manut. Wah saya langsung

membuat jembatan. Pak gimana kalo

begini. Setuju sekali. Wah saya bahagia itu.

Maka buku itu kebetulan setelah saya pakai

sekali berikutnya saya modify, hanya

idenya saja yang saya pake misalnya tadi

introduction ada, describing job, describing

places itu ada memang tetapi saya ubah

menjadi describing apa ya o asking and

giving information. Karena disitu yang

lama kan ngomongin giving direction.

Terlalu spesifik ya. Kalo disini asking

giving information itu lebih general. Nah

nati kenapa mereka harus belajar asking

and giving . itu kan general banget. Nggak.

nanti kan disitu banyak fokus dimana

making inquiries sih purposenya. Kamu

membuat pertanyaan kan. kemudian

menjelaskan. saya anggap giving direction

itu tidak perlu diajarkan yang bagaimana-

bagaimanalah di kuliahan karena itu mereka

bisa belajar di inilah sebut SMA. O ya

tambah satu lagi. e saya menganggap ya,

memang ini assumption yang mungkin

salah, karena ini jaman teknologi juga lho.

Ini sudah 2000 berapa sih kok ya kamu

misalnnya satu kata gak tau aja kok mesti

mengandalkan dosen. Masa ya kamu nggak

tau tentang berita-berita atau apa. Kamu

bisa cari di Google maksud saya seperti itu.

2-V28-1-ET-T-SA

2-V28-1-ET-E-AU


145

lain dulu dengan kita waktu misalnya

kuliah itu giving direction diajarkan bener-

bener yang kayak go straight sama dengna

apa misalnya. Sekarang itu sudah masuk ke

asking giving information jadi mereka ya

udah otomatis lah harus tau. seperti itu.

belajar dimana gitu kek. memang jadinya

tingkat tinggi banget bahasa inggrisnya tapi

itu kan hal yang ..apa ya

miss..sederhanalah. kalo kmu gak tau disini

ya cari di les-lesan lah jgn di kelas ini, saya

begitu. di kelas ini sudah aplikatif. kamu

udah apply apa yang sudah kamu tau

kemarin. Nah disitu saya kemudian

membuat materi sendiri yang bener-bener

itu tadi ESP tapi masih general dalam arti

gini miss general saya adalah untuk

skillnya aja deh. Artinya dia memang

masuk ke speaking, ada reading dan

listening. Tapi kalo ESP dia emang

pembahasan semua tentang English

business, bisnis bener-bener. Itu juga ada

complaining. Handling complain gimana.

Handling complainnya yang bener-bener

berhubungan dengan bisnis. Kalo orang

bisnis komplainnya tentang apa aja gitu.

Produknya lah, pengiriman barangnya

telatlah, transaksinya gagal lah.itu mereka

harus tau kalo komplain di bidang ini apa

gitu. Jadi yang terus kita distu juga belajar

tentang vocabulary memang jadinya nggak

fokus 100 % ya miss. kita ngomongin disitu

ada kalimat apa aja e sorry vocabulary

berhubungan dengan bisnis itu apa aja.

Memang begitu ya. Terus gak begitu

fokus.Tapi disitu ya kita gali aja deh ketika

mereka ngomong miss aku mau

complaining di bank, misalnya. Ya udah

mereka terus..dengan begitu mereka terus

mengenal sendiri miss. Otomatis ini lho

miss..uangnya lecek misalnya. Ya udah

mereka jadi mengenal uangnya.uang kertas

ato uang . ini miss ceknya e..kosong.bad

cheque. nah disini bisa mereka otomatis

bisa belajar. itu juga saya sebut sebut

reference lho miss. artinya saya nggak bisa

memberikan semua vocabulary karena

mungkin kan banyak kayak yang aku bilang

2-V28-1-ET-E-AU


146

tadi iya miss banyak sekali. mungkin

mereka yang ngomongin tentang produk

e..online shop misalnya, kok barangnya

belum ini. Ngomongin shipping. Ya kan?

Terus ngomongin apa tu namanya..delivery.

Mungkin berbeda dengan yang di bank tadi.

Jadi disitu mereka belajar otomatis

vocabulary. vocabulary building by

themselves. Dan aku tidak provide yang

100 kata gitu. Karena itu memang nggak

punya waktu juga ya miss.Mau gak mau

disitu memng harus aplikatif.gitu miss.

Terus kalo opinion about the book aku

bilang semua buku itu bagus.Begitu juga

dengan yang diberikan Sanata Dharma itu

juga bagus. Artinya bagus itu apa sesuatu

yang dibuat itu pasti ada tujuannya ya. Kita

nggak tau setiap pengarang masing-masing

bikin apa Cuma bagusnya adalah bagus ato

nggaknya buku adalah tergantung kita yang

baca. Kita bisa mengambil sesuatu atau gak.

Jadi meskipun itu leak and lack many things

here and there tapi aku bisa me... sesuatu.

Oo bisa ya conversationnya bisa seperti ini.

O bisa ya kalo ngomongin dewa octopus itu

seperti ini. Nah itu. Artinya saya tu ketika

baca buku sana sini gak merely tentang . Ide

dibelakang itu yang saya curi miss. itu saya

mungkin sampai sekarang bisa mengajar

dengan kreatif itu mencuri ide itu

he..he..saya pandai dalam hal itu

he..he..Jadi melihat apa sih maunya penulis

ini dibelakang itu materinya kok bisa dibuat

seperti ini . Saya curi-curi ide . I am master

of it. Jadi kalau kenapa saya paling nggak

suka kalo sama orang yang hanya copy

paste saja tanpa membuat new lay out

misalnya tu karena kamu tu gak beride

banget sih gitu.come on take the ideas

ajalah gitu. sekamu ngambil-ngambilnya

apa tu conversationnya yo mbok gambarnya

beda. Misalnya judulnya dibedain. Itu kan

sampe ..apa ya miss namanya layoutannya

itu bener-bener copy paste, sama persis,

font-font itu . buat saya itu aneh gitu.

Jadi..itu satu hal ya..hal lain buat penerima ,

si anak. Ini handout lho, handout dari dosen

gitu. ini gue banget . ketika menajdikan


147

handout dan buku meskipun aku gak selalu

pake itu tiap detil halaman mereka juga . ini

punyaku sendiri.ini lain gitu. gak akan

pernah ketemu ditempat lain. Ya kayak

gitu. Jadi kalo opini about the book ya I

helping a lot di kelas. kan aku sendiri jadi

pasti kan tidak punya because i am from

PBI, kita ngomongin bahasa Inggris umum

dan saya tidak punya pengalaman kerja di

accounting , berhubungan dengan bisnis ato

apa, otomatis memang saya harus belajar

banyak dari referensi yang tadi termasuk

koran tadi ya misssudah saya sebutkan.

They are really helping. That’s all.


148

Appendix 3. The Transcript of Ms. Vera’s Second Interview

Name: Vera (Pseudo name)

Day/Date: Tuesday/ May 10,2016

Time: 14.00-16.00 WIB

Place: Pertamina Tower, Gajahmada University


R1 When did you start teaching in Accounting

Department?

V1 2013 or 2012 I guess..

R2 how many classes did you teach at that time?

V2 my first class.. 2 classes

R3 all of them were semester 1 or second

semester or third semester?

V3 First semester

R4 so all of them..2 classes were in the first

semester. How many students at that time?

V4 50 something..ehmm.. 53 or 55 and the other

class was only 48-49. But you know the

students sometimes in the middle of the

semester, they just dropped out or somewhere

out there.Because you know that new students

..may be they..they tried to enter Sanata

Dharma but in the middle they had another

choice or what and in the beginning they had

53 or 54, but in the end of semester because of

registration something, okay, so they had

around 52 or 51 in the end. But that’s not my

problem, I mean this is not because of my

English class I mean.

R5 Alright, so what did you do then?

V5 What do you mean?

R6 What did you do with that class?

V6 of course teaching.

R7 Just tell me then, what did you do?

V7 Teaching.

R8 And how?

V8 How? How did I teach?

R9 I mean with that kind of big class what did you

do?

V9 Ah, that must be very specific


149

question..Okay..so your question is what did I

do with that big class. Mmm what do you

want to know?

R10 Everything.

V10 Can you make it into specific one?

R11 When you start the class, how did you start the

class first?

V11 Okay, so for me meeting first was not that

kind of a big deal. That is the first. So for me

just kind of ordinary thing. Because before I

had experience already, teaching in

psychology and in science in Paingan. And I

got many students too. So I already experience

with many students. That is the first. So of

course I did not feel nervous. But I really got

excited like another new students. The first

was because new students. They were new

students so I feel (take a deep breath) “OK

meeting new people.” I always like my new

semester because I love meeting new people.

And then for the second thing was new

semester, new material and then you know if I

met new people especially new students, I

liked to have my own vision and mission

because they were still pure, like I wanted to

build something like a culture, my own culture

or culture in university and also English

culture and also what was that learning culture

in the university e..English learning culture in

the university..so many cultures so I ..it was

not only about coming to the classroom and

then studying English..not for sure. But you

must know that you were here not only for

listening to me so the first I asked the students

what was their goal, what they wanted to do at

that time. Like my question was “What do you

want to do here?”, and then you know that

mostly of them say, “I want to study, I want to

study, I want to study”. But I said, “I will not

teach you, I will not teach you, I will not teach

you. Because the question is what do you

want to do and what do you want me to do”. “I

want to learn, I want to study English and I

want you to teach me”. That’s very general

and common answer right. But the problem

was.. So the first thing that I did was setting

the goal with students. The process of


150

learning was not only about “I want to study, I

want to learn and I want you teach me, no. But

this was a kind of process that you are going to

be here for the process. In the process you are

going to do your very best and learning from

your self, learning from others and learning

from the teacher”. The first thing that I had to

do was setting the goal with the students

together, ”That you are learning here not only

about learning english because for me English

is important, English is easy. You can learn

everywhere right? But the most important

point here whenever you came to my class is

how to give meaningful the learning process it

self. You are going to learn from yourself and

also from the other students. You are going to

help me, help yourself, and help the other

students. Mean, I am going to I’ll help you ,

I’m going to help the other friends. We are

going to help one another and I’m going to

learn from you too. So it means that, it’s kind

of fairness here everything that I know I am

going to show it to you everything that you

want from me. I’m going to share it. But if you

have something new if you know something

like that I don’t know before you can share it

to me. I’m a kind of open teacher. I do not

restrict like you must do only this thing. Like

whenever you want to make sentence for

example the context and also about the..what

situation.” They were youngsters. “You can

still do what you want”. They felt like this

class was very enjoyable. Things like that.

That was for my very first experience in

teaching accounting students. And that is the

first. The first was about goal, about learning

itself, and also how to learn English. So I told

them that, “You know that learning English

can be done not only in English class. You

can learn English anywhere. You just rely on

me I rely on you, you are completely wrong .

Just like this one, you are now in modern

era,and learning English you can do through

the video, through movies. You can also make

your own club. You can go to some places in

Yogya for example which provides English

service and others you can learn English

anywhere, even in context like in airport you

3-V11-2-ET-T-AW


151

can learn English. Wherever you go, you see

some English words and then you can learn

English things.” Like that, Okay. So that’s why

I always asked the students to be more

independent. And then the third is about

accounting itself. So I said to the students

that, “Okay so you are learning here and you

are learning English and then you are

accounting students so let’s make a kind of

connection. So what if you are accounting

students,so what if you are learning English.

So setting the goal that you are learning

English here because you need that. If you

think that you are do not need English you

were accounting students, for your future, for

the very next future, do not think that you

have to be in the class”. So it raised their own

awareness that,”O yeah I need to learn English

because...” Okay and I asked them. “Miss

because I want to go abroad”. “For what?”

“For vacation”. “For what?” “I want to

continue my study”. “For what?” “Because I

want to work there. Miss I want to learn

English because I want to work in multi

national company but in Indonesia. Because I

want, because, because...” OK, whenever they

found their reason, I got the point, they got the

point and that was the deal. So that was the

first and for me it’s very important thing to do.

And I did it in every semester. Although that is

in different class I mean the same student in

the different class, different subject. like in

General English whenever I made my game.

In second semester with exactly the same

students I asked them.. what’s that..same

question. Yeah that one.

3-V11-2-ET-T-SA

R12 So that is how you started the class. and then

what did you do after you setting the goals?

V12 Getting to know each other , the teacher and

the students, the names. and then also usually

I asked the students to Introduce their name

and also where they come from. Only two

important things. important data. In..what’s

that..usually we used games. I used games .

The example like I used..was that grouping

no..no..sorry..what’s that I asked them to sit

based on name alphabet. I asked them sit

based on name alphabet. so for example I said

3-V12-2-ET-T-AW


152

to them like this one I don’t know who you

are, I don’t know your name. And this is our

first meeting and I want you to sit based on the

name alphabet ,you know yourself and you

know your friend already, right. I said that

way. and help me to memory. and they will

say based on the name alphabet for example

Aris, Afghan, and after that I asked them to

introduce themselves. So in the first day what I

did to all my classes so far was the same:

setting the goals, and after that getting to know

each other, and then explain the syllabus. But I

had an experience for the Bahasa Inggris 2, I

almost got no time to explain the syllabus but

for me that’s fine. I explained the syllabus for

the next meeting. For the second semester

students in 2015, that is the students in

semester 2, in February 2015. Because on that

day, more we focus on how we dig out

ourselves in the work field. Because for the

second semester students my focus at that

time was about getting a job.

R13 Did you remember in what room at that time?

V13 which one?

R14 the second semester students in 2015

V14 Okay. My first experience ..we started with

my first experience actually. Whenever we

talked about my first experience teaching in

accounting it is in 2014. It was on the fourth

floor but I don’t know, I forgot the name of the

room, but on the fourth floor, that is in the

meeting room. it’s a very big room. Usually

they used it for the meeting. but the next

semester I begged to the administrator

because it’s just too far. I didn’t have the card

to go by lift. and then they moved the class in

two room 52 and 53. That was on the second

floor. and also in semester 3, room 52 and

room 51.

3-V14-2-ET-T-ST

R15 So what time did you teach at that time?

V15 For my first experience you know what can

you imagine this way. I taught on the fourth

floor. and the fourth floor is kind of far. and

then me as..you know what do you called it

part time teacher, I did not have my card to go

through the lift so it’s kind of hard for me and

that time was around 2.30 or 2 p.m. because I

remember I finish around 5. So it was the last

3-V15-2-ET-T-ST


153

session. okay may be you can check the

schedule later in Sanata Dharma. The last

session for the class. may be 2 or 2.30 until 5

or 5.10 or something.. yeah 5.10. But after

that I backed again and then I moved to more

convinient room with the better audio and then

the time at 7 to 9, 9 to 11. Why I said seven

because I know that seven was quite hard to

the students , university students to wake up in

the morning . So I challenged them so that is

part of the learning for them .

R16 So how did you manage the big class?

V16 How did I manage? I had told you that I have

an experience about that. I mean this is not

big deal for me, so big class or small class are

the same. The differences about the big class

you know is that more spaces. I need to walk

more and to speak louder. But I really used the

microphone but I used the microphone in my

first experience not because of the students,

not because of the number of students but

because of the room. The room was not wide

but it’s a kind of long room. It’s not really

convinient, and without air conditioner. So

actually for my first experience I did not do

too many action in the class. Firstly because

it’s hot. There’s no air conditioner. And then

the class was just e..not big but long. And the

students are 50. So the first thing to do is..

OK.. I asked the students to sit at the front

row. I always feel that and no blank space

among them so it’s kind of tight sitting.

Anyway. The class will be hotter and they

experienced that. The class was just hotter and

hotter but I try to like make a kind of disguise

activity so that we forget about the situation.

Just like games. And you know I like making

jokes too. I really love making jokes so

whenever the students feel like tired or what,

usually I started with the games. Small games

like it’s a very simple one so for example

counting games one, two, three, boom. You

know that games? just that, counting game.

They are accounting students. And then after

that grouping . Whenever it did in a group of

course the students would be very busy, they

forgot the hot day, in the hot situation like

that. So what did I do in a big class, ya of

3-V16-2-ET-T-ST


154

course I tried to be so fit so I can speak loudly

that is the first, second strategy is I asked the

students to sit at the front row without spaces

and then grouping. They are very big ya. So

grouping is the best way and then after that in

grouping I never ask the students to group .

Okay make your own group. Things like that.

Yes, sometimes I asked that way but I avoid

the students to find the groups with the people

they like only. Because I need the students to

help one another. And then I always say help

your friend, help your friend. So I see in one

group I also asked the students to..okay. seems

quite weak to be the leader . Okay speak in

bahasa little bit whenever you becoming the

leader at least ask your friend okay with your

homework for example or you read the

instruction. at least you have . whenever the

leader , the weak person spoke in a very

..spoke in a wrong way the other students will

help. things like that. What else grouping ,

games and the actictivity which is not really

textbook . it will kind of boring ya. and then I

have so many activities. And then interviewing

partner. But of course a little bit difficult thing

about monitoring the students but I try so

whenever I have to be fit because I have to

move around the class all the time. Of course

although the class was big but I tried to move

along the class, coming here to one group to

another group, another group and check and

check and check. But whenever the class

moved-my class moved to another room, it’s

easier for me to check the students, to

monitoring. And then for the second and the

third semester students for the next level

usually I asked for the strong students to help

me to check the other weak or to check like

monitoring the other students. So that’s my

strategy.

R17 So what about the material. What did you

prepare at that time?

V17 what did I prepare? what do you mean?

R18 What kind of material did you prepare? the

lesson

V18 which class?

R19 The class that you have mentioned earlier.

V19 What material did I prepare? of course it


155

depends on the objective of my class. Can you

be make it more specific?

R20 Can you tell me what did you teach to the

students at that time? what kind of lesson did

you teach at that time?

V20 Of course I taught them English materials. For

the first semester General English. If you

asked me the materials means the material that

we cannot see. The objectives of the first

semester students were learning about General

English so they focused on speaking and

writing, reading but in a quite general topic,

general themes. Like talking about daily

activity, about the hobbies , talking about

routines , talking about past experiences and

future experience, Okay. And then for the

second semester students that was related to

English ..Okay I focused more on the specific

purpose. It was about getting a job and being

an enterpreneur so of course the material was

about job hunting and for being enterpreneur,

so they were assumed as the people who had

company so they acted like person who had a

company so the material was about reporting

the company performance and then describing

the activities of being specific position in a

company, handling complains, and then

telephoning and then meeting client, things

like that. And then for the semester 3 it’s about

TOEFL. And then if you asked me about what

kind of materials means the physical things

that you asked me. That’s why you confused

me. But if you asked me about what kind of

materials means the physical things the things

that you can see like paper or what, for the

first semester students for my first experience

they had to copy the material from a specific

source. So actually the material means that

paper or that handout that was not made by me

because I just followed what the campus had

already made at that time. But for the very

next semester and also for the very next year

although I taught the same thing, the same

subject, the name was General English but I

thaught in different ways so I made my own

materials and I made my own handout.

3-V20-2-ET-E-AU

R21 So why did you decide to make your own

design at that time? Why did you make the


156

materials by yourself?

V21 In the first meeting I had never given any kind

of paper related to material entitled English

something something or unit one or what. So I

would ask the students to copy the material or

I would make my own handout or I just gave

one piece of paper for the next meeting. So

that‘s for answering the previous question.

And why I gave my own material because

based on my experience I got the material

from the campus-the General English was too

general. Okay we talked about daily activity,

we talked about routine, we talked about past

tense, we talked about future, perfect. We need

that. Whenever we learn English we need that,

right. This is kind of basic things. But they

were at the university level, for me they had to

use the knowledge that they had got in senior

high school. They had to use their knowledge

to improve themselves and to use it. I just

wanted to make the General English into more

specific. Actually we talked about the same

thing. Daily routines, but not my daily routines

as a student for example. But I asked them to

imagine whenever you are becoming a..for

example director, manager, a teller, whenever

you work later in a specific job position.

what’s your daily routine? Of course I just

wake up and then breakfast and go to the

office, of course I know that. But as a.., for

example salesman or as marketing manager

for example, I must come to the office and

then I have to check the previous report and I

have to give briefing usually in the morning.

So whenever they used I usually give or I

always give or we always have briefing in the

morning, they had to apply in a work context.

Just that. That was the reason.The material

from the campus was okay, definitely okay but

I just made it more specific, in a real context.

3-V21-2-ET-E-AU

3-V21-2-ET-T-SA

3-V21-2-ET-T-AW

R22 Did you find any problem at that time with

your class?

V22 No.

R23 Why?

V23 I’m OK. The students were cooperative and

they were so enthusiastic to join my class. And

they were really eager to learn in my class and

they had a very high spirit. I had never found

Feeling

3-V23-2-ET-T-FPS


157

my students were late or like to nod or put the

head on the table or tried to play with their

phone. I had never found that. So I just called

my class was so amazing. So I found..Ok

maybe problem like the audio did not work,

things like that. But generally for the class for

the learning teaching process was just fine.

The students always did the homework.They

helped one another. Sometimes I asked the

students to lead the class and they did it very

well. And they came to the class on time. No

significant problem was in the class. I was

very proud of them. Really.

R24 And then how did you end the class at that

time?

V24 In a specific day? Okay. How I ended. This

was very important. Whenever I want to end

my class. Firstly I asked the students to sum

up. orally. we sum up together what we learnt

previously. and then after that I asked the

students to figure out what things that they

might..they should do in the next meeting. And

they tried to get themselves.. oo.. ya.. we had

to do this one, this one.Okay. After that I gave

them what do you call it, encouragement

statement. And the most important thing was I

always said that they were great. They did

excellent job at that day. That was the ending

of my lesson, the ending of my last word you

were really great, thank you very much for

today, OK see you next week. Just like that.

But previously those other things, summing up

together what we learned in the classroom and

then we discussed together and made a deal.

Not I said you must do this one,this one. But

next week, “Okay, from me you..like this

one..you have to work with this one, this one.

So do you think this one is important or not.

So it means we have to make this one this one

miss”. And then we made a deal for something

for next week. Sometimes, in the end of the

class, I made my own conclusion like for the

class at that day. For example the class did not

get enough practice.So I asked the students to.

today only some students. The smart one like

“Hello I want to practice, I want to practice

miss”. It means that next week I was going to

have, to make a kind of situation so the

3-V24-2-ET-T-EQ

3-V24-2-ET-T-EM


158

students-for those weak students- had an

experience. That’s why I asked the students

like “Ok, next week for you I give chance to

practice.” for example.

R25 And then miss about the assessment for your

class at that time?

V25 I just remember about the problem that you

mentioned. May be the problem that you mean

is about the weak student.Actually for my

weak students at the beginning of course it’s

not easy to differentiate which student was

weak which student was not. OK. But for me it

was not really a big deal. But for me whenever

I dealt with those kind of students, they were

not problem in the class. But they had their

own problem right. So the things that I had to

manage ..sorry...I had to help them, so by

giving them more chances.

R26 And then how did you do that?

V26 Ya of course I gave them more chances to

speak in front of the class. I appointed them.

So in the class I always said this, “OK group

e..OK class now you have to practice at home

so I just invite 5 groups. Only invite 5 groups

so practice in front of the class and I’m going

to give you point”. And you know the result

was a kind of smart students,” me, me, me”.

It’s very fast. So that’s why like what I said

before, in the end of the class. Today only 5

students and those who quite already they did

very good but next week I want this,this,this.

“Okay. Your group, your group, your group I

don’t know who. May be I will give chances

only two or three groups, so you must

practice”. So actually what I mentioned was

about the students who were so quite weak.

The students then,” O ya I need to practice”. I

always gave a kind of equal portion for the

practice. And I appointed them to be the

leader or to lead the class.

3-V26-2-ET-T-EQ

R27 Alright. about the assessment. How did you do

that for your class? what kind of

considerations?

V27 I assessed the students not only through the

evaluation last semester through the test only.

Test, evaluation, assessment. So I assessed the

students through their performance, their

process, from the very first meeting until the


159

end of the semester. Every single thing. I

assessed them from their daily

performance.Daily performance included their

activeness in the class, whether the

participated a lot or not, whether they

participated in group or not. So that’s why for

me remembering the students was important

and I have that kind of skills. Lucky me.

Fortunately. Thanks God I have a good brain-

although I am small-to remember most of the

students. May be one or two I forgot the name.

But I always remember the students. I did

remember that this person was very active,

that person was not. Okay, that was one

participation, for the daily things.Okay. For

the daily performance of course it’s included

on their speaking, writing and sometimes on

listening whenever they asked me question or

not. It was including listening already. And

second, for the daily assessment I usually

helped the students to get what is it..to help

score. You know for the final score, you know

academically they had to submit mid semester

score, final semester score and then quizes and

tugas rumah, or what do they call it tugas-

tugas something, okay, for important points.

Just that. But for me I added with the portfolio,

homework, quiz and then what is that..daily

performance. And I usually put it in a

assignment in the academic in column, things

like that. And then I also tested the students.

Now I’m talking about test. I tested whether

they really know or not. Almost every meeting

I tested them to quizes. I had so many quiz like

quizes like emm..what is it..vocabulary for

example. And then general knowledge. Okay.

General knowledge for example about

structure,Okay. Either written or spoken.

Sometimes I had sentence and they answered.

And then not only quiz but also test. And I

said about the big test. So before they had their

oral test, they had written test, for example. Or

after they had oral test they had the written

test. The written test could be about structure,

making dialogue or making a paragraph. But

usually for the written test it was very

personal. Just question for example. The

question was about daily routines. Although I

3-V27-2-ET-T-AW


160

would grade them through the structure, based

on the structure but the question was just like,

“What do you usually do on Sunday?” for

example. But still ya the context was about job

for example. And they would answer, ”I

usually go to the church” for example. For me

it’s quite imposible for the students to cheat

right. This was to eliminate the cheating.

Because they would, they must give different

answer. Okay. So that’s my way to test.

Mmm.. that was for the written. And then for

the..what do you call it.. mid test, the big

examination, usually ..not usually..I had

written and also oral again and the oral

presentation and then..what

else..interview..and then..what do you call

it..dialogue, practising dialogue. But you know

what, every semester ..I mean every single

subject had different type of test, type of

assessment. For job hunting for example I had

to type all the test. The first was interview and

the second was presentation. The presentation

was about company presentation. And then for

the General English for the speaking the oral

test was about ..what is that..role play. Things

like that.


161

Appendix 4. Surat Keterangan Penelitian


162

Appendix 5. The Syllabus of English Class 2 (Ms. Vera)


ECONOMICS FACULTY - ACCOUNTING STUDY PROGRAM

SYLLABUS BAHASA INGGRIS 2

Lecturer: Vera (Pseudo name)

I. COURSE DESCRIPTION

This course provides opportunities for the students to be more

competent in using English to deal with the broad overview of job

seeking and business world today. The job seeking covers from

researching themselves, analyzing job vacancy/advertisement,

outlining and developing the skills of writing a cover letter and

curriculum vitae and interviewing practice. Business world

discussion includes some knowledge about entrepreneurship and

global economy knowledge provided in reading and performed in

speaking and writing.

II. GOAL

The students are able to recognize their weakness and strength

and understand how to apply a job by practicing to write CV and

have an interview. The students are also expected to be able to

understand the information delivered in the reading passage

through some reading skills and present their own ideas through

speaking and writing.

III. OBJECTIVES

By the end of this course, students are expected to be able to

1. Identify their strengths and weaknesses.

2. Match their potentials capability and experiences to the market

in need.

3. Write an effective and selling Curriculum Vitae and Cover

Letter.

4. Deal effectively with the interview questions.

5. Response the interview questions fluently and

comprehensively.

6. Read some passages.

7. Understand detail information in the passage by analyzing the

aspects of information and answering the comprehension

questions.

8. Building new vocabulary by memorizing new vocabularies

significant to the topic of discussions.

IV. ASSESSMENT

a. Means of Assessment: Written test, Oral test, Portfolio, Quizzes

b. Scoring weight:

Daily performance 15%

Quizzes 15%

Portfolio 20%

Mid 25%

Final 25%


163

V. AGENDA

Meeting Objective Learning

Material

Learning

activities Assessment

1

Syllabus and

Course

Introduction

Goal of study

and Self

reflection

Discussion,

sharing,

individual task

Personal

Statement and

CV

2

Students’ Self

Recognition

Strengths and

weaknesses and

Qualifications

Lecturing,

Class

Discussion,

Individual task

Mind Map of

Strengths and

Weaknesses

3

Students’ Self

Recognition Skills and

experience

Lecturing,

Class

Discussion,

Individual task

Extract of

skills and

experience

4

Researching the

market and

analyzing job

vacancy

Market research

and Job vacancy

Lecturing,

Class

Discussion,

Group task

Report of

Market

Research

5

Writing CV and

Cover Letter

CV and Cover

Letter

Lecturing,

Class

Discussion,

Individual task

CV and Cover

Letter

6

Practicing

interview:

describing

ourselves,

company

background, and

experience.

Before interview

and Common

interview

Questions

Class

discussions,

peer practice

Interview 1

7

Practicing

interview:

describing

transferable

skills and

experience

(Narrative)

Advance

interview

questions

Class

discussions,

peer practice

Interview 2

8 MID TERM TEST

All material

covered from

Meeting1 until

Meeting 6

Oral Test Interview

9

Recount:

understand the

order of events

Passage about

successful

people: history

Class

Discussion,

Individual

Practice, Group

task

Writing about

the keys of

success

10

Scanning Passage about

entrepreneurship

example

Class

Discussion,

Individual

Practice, Group

task

List detail

info.

*ss make

group for

final test


164

11

Main ideas and

supporting ideas

Branding Class

Discussion,

Group task

Completing

the table

12

Describing the

meaning of logo

History of Logo Class

Discussion,

Individual

Practice,

Creating

company logo

13

Apply the

information

acquired about

building a

business.

Project: Our own

business

Group Work,

Self

assessment,

group

assessment.

Self and

group

assessment in

the form of

feedback

14 Present the

business

Our own

business

Group

Presentation

Presentation

15 FINAL TEST

All material

covered from

Meeting 9 until

Meeting 15

Individual Test Written Test


165

Appendix 6. Ms. Widi’s Syllabus of Bahasa Inggris (MKU)

Widi (Pseudo name)


166

Appendix 7. Ms. Widi’s Lesson Plan of Unit 1


167


168

Appendix 8. Bahasa Inggris Textbook (Unit 1)


169


170


171


172


173


174


175


176


177


178


179


180


181


182

Appendix 9. Syllabus for Bahasa Inggris 1 from the University


Documents

THE MEANINGS OF TEACHING ENGLISH TO THE … · beserta perangkat yang diperlukan (bila ada). Dengan demikian, ... Bandar Lampung who have supported me and gave me a chance to continue