Analysis the method used by English teacher of English private class of AB

Variasi (A study at AB Variasi)

A GRADUATING PAPER

Submitted as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan

(S.Pd) in English Education Department of Teacher Training and Education Faculty State

Institute for Islamic Studies (IAIN) of Salatiga

BY:

SHYNTA TAFSIUL KUSUMA

NIM: 23030170072

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2021
 CHAPTER I

INTRODCTION

This chapter consists of the introduction of the research problem. There are seven issues

in this chapter: background of the study, the problem of the study, objectives of the study,

limitation of the study, the significance of the study, definition of the critical term, and

graduating paper outline.

A. Background of study

Since the emergence of a global pandemic in China in 2020, all human activities have

changed. Most countries affected by the coronavirus disease (covid-19) have implemented

social distancing, a control measure that minimizes contact between susceptible and infected

people. This control is a form of avoidance from the transmission of coronaviruses (Reluga,

2010). These coronaviruses diseases have an impact on various sectors. One of the sectors

affected is education. Therefore, the education sector is encouraged to utilize the advanced

technology to support learning continuity during the pandemic.

In all countries, the Ministry of Education and Culture government has implemented

a learning policy, namely learning from home (Leli, 2021 p.39). The approach given by the

government is to allow the teaching and learning process to continue even though students

and teachers do not meet directly at school. Teachers can still deliver teaching materials, and

students can still receive lessons without leaving the house.

In online learning, there is no face-to-face interaction between teacher and student.

This policy utilizes electronic technology and internet-based technology or ICT to support

continuous learning during the pandemic. By using technology, online learning can reach a
broad and massive group of students. However, online learning strongly refers to the use of

internet-based technology features, so it is highly dependent on the availability of

information technology (Leli, 2021 p.39).

Internet network is the main thing needed when learning online. Teachers and

students can carry out learning simultaneously at the same time but in different places. The

internet network is connected to various applications and platforms, such as WhatsApp,

telegram, zoom meeting, google meet, google classroom, Edmodo, and others. In addition,

the primary device needed to support online learning is a computer or android that is

connected to the internet network.

In essence, the main problem of the students in understanding the subject materials.

Students still need someone competent to be able to help them understand or complete

assignments from school. Because sometimes their parents limited time in accompanying

their children during online learning. Therefore, private tutoring is the solution for students,

especially for English student learners. Tutors in private classes can also be referred to as

informal schools that can still run during the pandemic while adhering to health protocols.

This study took place at AB Variasi private class located in Kalibening, Salatiga. AB

Variasi private class is a non-formal school institution that was established in 2017. The

establishment of AB Variasi private class is based on various problems around it. Parents

who have difficulty accompanying their children to study then look for solutions to learn to

read, count, and complete school assignments with the assistance of non-formal teachers.

Children can learn and focus on one teacher, ask what they are not clear from what they get

at school, bring students and teachers closer psychologically, and instill good attitude values

for children. It can be in the form of greeting and saying good words to the teacher.
 The learning concept used in AB Variasi private class with a private system. Each

child is provided with assistance by one tutor, with one hour of learning according to the

focused subject. They are also given a comfortable place, namely a house designed with

partitions so that each tutor and child can focus on carrying out learning. For learning

support, media in the form of LKS books and package books. In addition to place facilities,

AB Variasi private class also has tutor facilities that are competent in their fields. So that AB

Variasi private class serves learning assistance from PAUD to high school ages. With varied

learning services, one of which is private English class.

Online learning and delivery of material in schools is less than optimal as a result of

education that has been innovated due to circumstances, from face-to-face learning to online

learning. In the current situation of the Covid-19 pandemic, private English classes are in

great demand. So that at home, children are required to understand the material and do

assignments independently. By taking a private lesson, children can get assistance like in a

formal school.

Based on the description above, the researcher finds the research gap caused by the

lack of research on English private class and the actual condition about the importance of

English private class. The researcher assumes that this research has novelty, so the researcher

is interested in conducting this research entitled "Analysis the method used by English

teacher of English private class of AB Variasi (A study at AB Variasi)."

B. Problem of study

Based on the background of the research above, the researcher formulates the

research question are:

1. How is the implementation method that used in private class of English learning

process at AB Variasi?

2. What are the problems found in English learning at AB Variations private class?

C. Objectives of The Study

According to the problems of the research, the main objectives of this research are as

follow:

1. To find out the inplementation of the English learning process at AB Variasi private

class.

2. To find out problems that occur in English learning at AB Variasi private class.

D. Significances of the Study

1. Theoretical benefit

The benefit of this research is to be helpful for the world of education. And also

Information and knowledge about method that used in English private class which

supports the formal education.

2. Practical benefit
 a. The researcher expects that this research can contribute to the development of non-

formal education, Especially English education.

b. For the English tutor, it can be used as additional knowledge about the advantages of

private class.

c. For students, it can be used as a solution for English learning difficulties during the

pandemic.

E. Definition of Key Terms

1. Method

A generalized set of classroom specifications for accomplishing linguistic

objectives. Method tend to be concerned primarily with teacher and student roles and

behaviour and secondarily with such features as linguistic and subject-matter objectives,

sequencing, and materials. They are almost always thought of as being broadly applicable

to a variety of audiences in a variety of contexts (Brown, H. D. 2000).

2. English private class

The English Program is a training facility to improve English language skills

according to student demand. This program is at the request of the students’ personally.

Time, place, and learning materials are tailored to the student's needs (ie.web.id).

3. English Teacher

Teachers, in order to impart this competence learners, should themselves have

language competence to a greater degree than that expected of their learners. They should

also be competent in the teaching of language; we may categorize this as ‘pedagogic

competence’ (Bowers, R., & Council, B. 1987).

F. Organization of Graduating Paper

This graduating paper consists of five chapters. Each chapter will be discussed as follow:

Chapter one is the introduction, which contains a background of the study, the

problem of the study, objectives of the study, significances of the study, definition of the key

terms, and enclosed by an organized of the graduating paper.

Chapter two is a review of related literature. It presents a theoretical study of

English private class, English teaching method, and teacher competence in language

teaching. The literature on this paper is made into a sub-point that can make the research well

understandable. Besides theoretical review, there are previous studies that are relevant to this

research.

Chapter three is a methodology. It discusses the type of the study, setting of the study,

source of data, technique data collection, technique data analysis, and the validity of data.

Chapter four is data presentation and data analysis of the method used by English

teacher of English private class of AB Variasi.

Chapter five is closure as the last part, containing the conclusion and suggestion for

the attachment, bibliography, and appendixes.

 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents a review of the related literature that is relevant to the topic of the

researcher. The theoretical study shows the underlying theories of English private class, English

learning, and learning difficulty.

A. English Private Class

The problem of education arises simultaneously with the existence of humans

themselves in the world (living); therefore, humans are "homo educandum" meaning that

humans are essential creatures who in addition can and must be educated, as well as

human beings can and must educate" [ CITATION Riz19 \l 14345 ]

By nature, children need education or guidance from adults. This biological basis

can be understood from the basic needs possessed by every child living in this world.

Allah Says:

‫واهلل اخرخكم من بطون امهتكم ال تعلمون شيا وجعل لكم السمع واالبصار واالفئدة لعلكم تشكرون‬

"God gave birth to you from your mother's belly in a state not know anything.”
(QS an-Nahl: 78) (Nur Uhbiyati, 2002 p.89)

From the above verse, it can be concluded that every human being born does not

know anything. Humans can find human status as they should be; they must receive an
education. Children can get an education from anywhere. The first education of a child is

parents; parents determine where the child will be taken next.

Thus, the statement above expands the true meaning of education, which currently

human orientation with education is the world of school. Learning does not have to be

limited by educational institutions such as schools. Education is divided into three,

namely formal education, informal education, and non-formal education. Formal

education is a structured, multilevel, tiered education system, from elementary to

university and equivalent, including academic and general-oriented learning activities

[ CITATION Ish12 \l 14345 ]. Informal education is education obtained by a person from

everyday experiences, consciously or unconsciously, from birth to death, for example, in

the family, in the environment, or in everyday experiences [ CITATION Soe92 \l 14345 ].

Non-formal education is "regular education that is consciously carried out but

does not follow fixed and strict rules." Non-formal education is education in which every

organized and systematic activity outside the school system is carried out independently

or is an essential part of a more comprehensive activity, which is deliberately carried out

to serve confident children in achieving their learning goals [ CITATION Sud04 \l 14345 ].

The implementation of non-formal education is not bound by school hours, can be

carried out anytime, anywhere, and depends on the opportunities possessed by

community members. Another opinion about non-formal education is that all forms of

education are organized intentionally, orderly, and planned outside of school activities

[ CITATION Abu91 \l 14345 ]. From the above understanding, it can be concluded that non-

formal education is not a type of formal education and not a type of informal education,

but the learning system outside of school is organized deliberately, orderly, and planned.
Although the learning system is outside of school, it does not mean that it does not lead to

national education goals and the National Education Standards (SNP). However, it still

leads to the educational purposes set by the government of the Ministry of National

Education. One of which includes non-formal education, one of which is a private class.

Private is personal, separate [ CITATION Tim05 \l 14345 ].

Based on this definition, private English classes are additional lessons in English

subjects outside school hours held privately outside of school.

a. Characteristics of Non-Formal Education (Private Class)

The characteristics of non-formal education have a more comprehensive

degree of obedience and uniformity compared to formal education. Non-formal

education has a variety of program forms and content, while traditional education

generally has a uniform program form and content for each unit, type, and level of

education. This difference can also be seen in the techniques used in diagnosis,

planning, and evaluation [ CITATION Nan14 \l 14345 ].

Characteristics of non-formal education, according to Ishak and Ugi (2012),

are:

1) Aims to get skills that will be used. Non-formal education emphasizes practical

learning according to student needs.

2) Student-centered. In non-formal learning and independent learning, students

take the initiative in controlling activities.

3) The implementation time is relatively short, generally not sustainable.

 4) The curriculum is flexible, can be discussed openly and determined by

students.

5) Using participatory learning emphasizes independent learning.

6) The relationship between teachers and students is horizontal. The teacher is a

facilitator, not a teacher. The relationship between the two parties is informal

and intimate; students see the teacher as a resource person, not an instructor.

7) Use of local sources. There are very few educational resources, so local

resources should be used optimally [CITATION Ish12 \p 25 \l 14345 ].

b. The Nature of Non-Formal Education (Private Class)

The nature of Non-Formal education terbagi menjasi 3 as explained by

[CITATION Soe92 \p 84 \l 14345 ]

1) Non-formal education is more flexible

The flexible nature of the above is broad, such as there are no strict

credential requirements for students. The implementation time is adjusted to

the opportunity, which can be several months, a few years, or just a few days.

In terms of goals, non-formal education can be broad in purpose and can be

specified according to needs.

While the teachers also do not need strict conditions, only in the lessons

given he is more than the students, and the method can be adapted to the size of

the class.

2) Non-formal education is more effective and efficient for certain subject areas
 It is effective because non-formal education programs can be specified

according to needs and do not require strict conditions and place. The

implementation can be anywhere, like at home.

3) Non-formal education is very instrumental

It means the education concerned is flexible, easy, and can produce in a

relatively short time.

c. Principles of Non-Formal Education (Private Class)

1) The principle of innovation

The principle of innovation is essential in implementing non-formal

education because every implementation of non-formal education must be an

activity for students and is needed/needed.

2) The principle of determining and formulating non-formal education goals

The formulation of plans for educational programs is an essential and

first step that must be done. Talking about the formulation of strategies means

questioning what minimum demands must be met to carry out their rights and

obligations as humans to have a decent life.

3) The principle of planning and developing non-formal education programs

Planning must be comprehensive. This means that the planned program

or activity must be by the objectives that have been previously outlined;

Planning must be integral planning that includes the types of formal and non-
 formal education programs that are coordinated and motivated so that the types

of education programs do not conflict with each other; Planning must take into

account both quantitative and qualitative aspects in general, while many people

think that in the implementation of non-formal education they tend to get as

many students (students) as possible, the above assumption is undoubtedly

better and more acceptable in the field. Non-formal education must also

improve the quality of student learning [CITATION Soe92 \p 81 \l 14345 ].

B. Method of Teaching English

In teaching English, several things need to be known, namely the method of teaching

English and the stages of learning English. Which will be explained as follows:

a. Grammar-Translation Method

Since, these language teachers have used the first grammar-translation

method, also referred to as the classical method, because it has been used to teach

classical Latin and Greek literature (Chastain, 1988). This method is believed to

help students in reading and appreciating foreign literature. In addition, learning the

target language's grammar can make it easier for students to understand grammar

and speak and write their mother tongue correctly and adequately. The

disadvantage of this method is that students cannot develop fluency in the target

language (Fatima, 2015).

The characteristics of the grammar-translation method are learning grammar

rules and their application in translating text from one language to another.
Vocabulary is delivered using direct translation from the mother tongue,

memorizing, and using bilingual word lists. In addition, teaching is given in the

student's first language.

Richards and Rodgers (2014) summed up the principal characteristics of the

Grammar-Translation Method:

1) The goal of foreign language learning through the Grammar Translation

Method was to read its literature and also to benefit from the 'mental discipline'

and also to benefit from the 'mental discipline' and' intellectual development'

that are the direct results and' intellectual development' that are the immediate

results at this point, emphasize that the language could be learned through its

grammar rules, and further, an application of these rules in translation. This, in

turn, automatically leads one to the conclusion that language learning is

nothing but simple memorization of rules and facts.

2) Reading and writing (which eventually means translation) skills were given a

significant role, whereas the speaking talent was paid little or no attention.

3) Memorization and translation were used as means of learning a language.

Words, however, were taught through bilingual word lists.

4) The sentence as a unit was taken into consideration as a specific part of this

method. The reason was a particular part of this method. The reason was

simply that the grammar was illustrated through the sentence, which later on

was translated.

5) Accuracy was emphasized throughout the method, and a high standard was

demanded.
 6) In this method, grammar was taught through a deductive approach. Rules were

presented, and learners were given a chance to study and practice the rules, and

the practice as we know was dependent more on translation exercises.

7) The mother tongue of the learner was used as a medium of instruction.

According to Prator and Celce-Murcia (1979), the critical features of the

Grammar Translation Method are as follows:

1) Classes are taught in the mother tongue, with little active use of

2) the target language.

3) Much vocabulary is taught in the form of lists of isolated words.

4) Long, elaborate explanations of the intricacies of grammar are given.

5) Grammar provides the rules for putting words together, and instruction often

focuses on the form and inflection of words.

6) Reading of complex classical texts begins early.

7) Little attention is paid to the content of readers, which are treated

8) as exercises in grammatical analysis.

9) Often the only drills are exercises in translating disconnected sentences from

the target language into the mother tongue.

10) Little or no attention is given to pronunciation.

b. Direct Method

The characteristic of the direct method is that it does not use translation steps.

The text is directly translated by connecting the meaning directly with the target
 language. The straightforward way has other names, namely; reformation method,

natural method, phonetic method, and anti-grammar method (Jill Kerper, 2010)

The direct method can be described as intensive learning and the final

target. The learner uses this method as a beginner-level user. In addition to the

middle level by teachers and facilitators in the classroom. Both have the same

activities, namely understanding and focusing on meaning (CJ Dodson, 1983)

c. Audio Lingual Method

In the Audio-Lingual method, there is a principle that the language teacher

speaks like a native speaker to students. By listening and seeing, students are

expected to imitate the model given by the language teacher. In contrastive

analysis, the teacher spoke the most different words between the target and first

languages. Teaching grammar is not by memorizing the rules but by giving direct

examples. This method states that learning a second language is the same as

knowing the first language (Larson, 2002).

The Audio-Lingual method mainly consists of the following features:

1) The teacher reads a dialogue by modeling it. Putting the subject matter in context

has always been motivating, and students stand a better chance of retaining what

they have learned. Students learn the target language within a concrete context

that will enable them to relate what they know to real-life learning environments.

Teachers as role models will encourage and inspire the students to strive for

2) learning the target language.

 3) Students repeat the dialogue. Through repetition, students can use the target

language automatically and fluently as well. In this method, students should

form a habit formation to use the target language with ease. Therefore, the more

they repeat, the easier they will speak the target language without thinking.

4) Some words or phrases are changed in the dialogue. Drills used in this method

will allow the students to have practice. Students can produce speech in the

target language through exercises such as single-slot substitution, multiple-slot

substation, and transformation. Furthermore, these patterns will let them see how

language functions. Students learn how to respond when they practice the drills

(Cagri, 2003)

d. Communicative Language Teaching

Utilization in daily communication is one of the principles of communicative

language teaching. The teacher prepares situations that students in real life will

face. The use of functional-national syllabus is also a principle in teaching

communicative language (Ibid, p.32).

Communicative competence includes the following aspects of language

knowledge:

1) Knowing how to use language for a range of different purposes and functions

2) Knowing how to vary our use of language according to the setting and the

participants (e.g., knowing when to use formal and informal speech or when to

use language appropriately for written as opposed to spoken communication)

3) Learning how to produce and understand different types of texts (e.g., narratives,

reports, interviews, conversations)

 4) Learning how to maintain contact despite having limitations in one's language

knowledge (e.g., using different kinds of communication strategies) (Jack. 2006).

e. Natural Approach

According to Krashen, the thing that underlies successful language mastery is

to take advantage of a natural approach based on one's condition. It can come from

mastering the first language or the second language. The natural approach is based

on understandable and meaningful output rather than grammatically correct.

Examples of activities can be found in Krashen and Terrel's book on the biological

approach. All are designed so that the author can provide comprehensible input on

the essential elements of language acquisition. Krashen suggests that the most

efficient way for entry-level students is to read. By reading, students can get a lot of

new vocabulary (James, 1987 p.16)

According to David (1991 p. 241), this activity involves students' feelings,

opinions, desires, reactions, ideas, and experiences. They include dialogues,

interviews, preference ratings, personal charts, and tables, revealing information

about yourself, and activities using imagination. Although quite varied, all of these

activities focus on meaning rather than form and lower the affective filter. Personal

charts and tables are examples of the affective humanistic movement.

C. Teacher Competence in Language Teaching

Most of the world’s English teachers are not native speakers of English and it is not

necessary to have a native-like command of a language in order to teach it well (Canagarajah,

1999). Learning how to carry out these aspects of a lesson fluently in English is an important

dimension of teacher-learning for those whose mother tongue is not English. There appears
to be a threshold language proficiency level a teacher needs to have reached in the target

language in order to be able to teach effectively. A teacher who has not reached this

threshold level of proficiency will be more dependent on teaching resources (e.g., textbooks)

and less likely to be able to engage in improvisational teaching (Medgyes, 2001). Teachers

with relevant content knowledge should consequentially be able to make better and more

appropriate decisions about teaching and learning and to arrive at more appropriate solutions

to problems than a teacher without such knowledge. The Teacher Knowledge Test developed

by Cambridge ESOL is an example of a recent attempt to provide a basis in relevant

pedagogical content knowledge for entry-level teachers.

1. Teaching skills

The initial challenge for novice teachers is to acquire the basic classroom skills

needed to present and navigate their lessons. Teaching from this perspective is an act of

performance, and teachers need a repertoire of techniques and routines, including

routines and procedures for such things as opening the lesson, introducing and explaining

tasks, setting up learning arrangements, checking students’ understanding, guiding

student practice, making transitions from one task to another, and ending the lesson.

Teacher training involves the development of a repertoire of teaching skills, acquired

through observing experienced teachers and often through practice-teaching in a

controlled setting using activities such as microteaching or peer-teaching.

2. Contextual knowledge

Learning to teach involves understanding the dynamics and relationships within

the classroom and the rules and behaviors specific to a particular setting. Schools have
 their own ways of doing things. In some schools, textbooks are the core of the curriculum

and teachers follow a prescribed curriculum. In others, teachers work from course

guidelines and implement them as they see fit. In some institutions, there is a strong sense

of professional commitment and teachers are encouraged to cooperate with each other. In

others, teachers work in relative isolation. This is reflected in many different aspects of

the way the school functions (Cooke & Simpson, 2008).

The notion of context here is hence a very broad one, since it includes issues such

as the school’s goals and mission, its management style and school culture, its physical

resources, including classroom facilities, media, and other technological resources, the

curriculum and course offerings, the role of textbooks and tests, as well as the

characteristics of teachers and learners in the school. Learning to teach means becoming

socialized into a professional culture with its own goals, shared values, and norms of

conduct. This hidden curriculum is often more powerful than the school’s prescribed

curriculum and teacher learning involves learning to teach within the constraints of the

hidden curriculum.

3. The language teacher’s identity

One of the things a person has to learn when he or she becomes a language

teacher is what it means to be a language teacher. Identity refers to the differing social

and cultural roles teacher-learners enact through their interactions with their students

during the process of learning (Miller, 2009). These roles are not static but emerge

through the social processes of the classroom. The concept of identity thus reflect show

individuals see themselves and how they enact their roles within different settings.

Native-speaker and non-native-speaker teacher-learners may bring different identities to

 teacher-learning and to teaching. Teacher-learning thus involves not only discovering

more about the skills and knowledge of language teaching but also what it means to be a

language teacher.

4. Learner-focused teaching

While teaching can be viewed as a type of teacher performance, the goal of

teaching is to facilitate student learning. The extent to which the focus of a lesson is

teacher rather than learner focused is reflected in the extent to which input from learners

directs the shape and direction of the lesson, the quantity of student participation and

interaction that occurs, the ability of the teacher to present subject matter from a learner’s

perspective, and how the lesson reflects learners’ needs and preferences. It is natural

when teachers frst start teaching to be preoccupied with their own performance as a

teacher, to try to communicate a sense of confidence, competence, and skill, and to try to

create lessons that reflect purpose, order, and planning. Hence, studies of teachers in their

first year of teaching have revealed a transition from a survival and mastery stage where

the teacher’s performance is a central concern, to a later stage where teachers become

more focused on their students’ learning and the impact of their teaching on learning

(Farrell,2009). The challenge is to make sure that such a transition occurs and that the

teacher’s initial teaching experiences do not lead to a style of teaching that sticks, one

that provides a comfort zone for the teacher but that fails to provide learners with the

opportunity to achieve their full potential as learners (Tudor, 1996; Benson, 2001).

5. Pedagogical reasoning skills

 An important dimension of teaching is the teacher’s pedagogical reasoning skills.

These are the special skills that enable English teachers to analyze potential lesson

content (e.g., a piece of realia, a course book lesson, an advertisement, a poem, a photo,

etc.) and identify ways in which it could be used as a teaching resource; to identify

specific linguistic goals (e.g., in the area of speaking, vocabulary, reading, writing, etc.)

that could be developed from the chosen content; and to anticipate any problems that

might occur and ways of resolving them, to make appropriate decisions about time,

sequencing, and grouping arrangements. They can be thought of as the application of

pedagogical content knowledge. Shulman (1987) described this ability as a process of

transformation in which the teacher turns the subject matter of instruction into forms that

are pedagogically powerful and that are appropriate to the level and ability of the

students. Experienced teachers use these skills every day when they plan their lessons,

when they decide how to adapt lessons from their course book, and when they search the

Internet and other sources for materials and content that they can use in their classes. It is

one of the most fundamental dimensions of teaching, one that is acquired through

experience, through accessing content knowledge, and through knowing what learners

need to know and how to help them acquire it.

6. Theorizing from practice

Teacher development involves developing a deeper understanding of what

teaching is, and developing ideas, concepts, theories and principles based on our

experience of teaching (Borg,2006). The development of a personal system of

knowledge, beliefs and understandings drawn from the practical experience of teaching is

known as the theorizing of practice. The belief system and understanding built up in this
 way helps teachers make sense of experience and also serves as the source of the

practical actions they take in the classroom. The theorizing of practice involves reflecting

on teaching experiences in order to better understand the nature of language teaching and

learning. The theorizing that results from these reflections may take several different

forms. It may lead to explanations as to why things happen in the way they do, to

generalizations about the nature of things, to principles that can form the basis of

subsequent actions, and to the development of a personal teaching philosophy (Richards,

1998). Activities in which teachers articulate their theories, beliefs, and principles are an

important component of professional development and journal writing, narratives,

discussion, and critical reflection can all be used for this purpose.

7. Membership of a community of practice

Teacher development involves capitalizing on the potential for learning and

growth that comes from participating in a community of teachers having shared goals,

values, and interests. The school or the teaching context becomes a learning community

and its members constitute a community of practice. A community of practice has two

characteristics:

1. It involves a group of people who have common interests and who relate and

interact to achieve shared goals.

2. It focuses on exploring and resolving issues related to the workplace practices

that members of the community take part in.

Membership of a community of practice in a school provides opportunities for

teachers to work and learn together through participation in group-oriented activities with

shared goals and responsibilities, involving joint problem solving. Collegiality creates
 new roles for the teacher, such as team leader, teacher trainer, mentor, or critical friend

(Richards & Farrell, 2005).

This collaboration can take a number of different forms (Johnston, 2009). For

example, collaboration with fellow teachers focusing on teaching issues and concerns,

such as use of the textbook, development of tests, and course planning; collaboration with

university colleagues through collaborative research or inquiry into issues of shared

interest, such as exploring aspects of second language acquisition or learning strategies;

and collaboration with others in the school, such as working with administrators or

supervisors on issues of concern to the school.

8. Professionalism

English language teaching requires a specialized knowledge base obtained

through both academic study and practical experience, and it is a field of work where

membership is based on entry requirements and standards. There are two different

dimensions to professionalism (Leung,2009). The first can be called institutionally

prescribed professionalism—a managerial approach to professionalism that represents the

views of ministries of education, teaching organizations, regulatory bodies, school

principals, and so on that specify what teachers are expected to know and what quality

teaching practices consist of. There are likely to be procedures for achieving

accountability and processes in place to maintain quality teaching. Such specifications are

likely to differ from country to country. The second dimension to professionalism is what

Leung calls independent professionalism, which refers to teachers’ own views of teaching

and the processes by which teachers engage in reflection on their own values, beliefs, and
 practices. A key to long term professional development is the ability to be able to reflect

consciously and systematically on one’s teaching experiences.

D. Previous Study

The first related study is the journal Ana Ramadhayanti (2018), a BSI University

student journal. This study aimed to determine the ability to understand English vocabulary

and pronunciation in the language of today's teenagers. This research design is quantitative.

The method used is a survey and data collection through distributing questionnaires. The

results showed that understanding each other had a significant and positive effect on online

tutoring methods learning strategies. Meanwhile, pronunciation (pronunciation) is also

influenced by substantial and positive research results on learning techniques with online

tutoring methods. It was concluded that the online tutoring method positively impacted the

ability to understand English vocabulary and pronunciation.

The second related study is the journal I Gusti Ayu Agung Dian Susanthi (2021), a

student journal of Warmadewa University, Denpasar, Bali-Indonesia. The purpose of this

study was to determine the obstacles to learning English and how to overcome them. This

research uses the type of case study research. The technique of collecting data in groups is to

ask about the obstacles experienced when learning English. The study results show that

community service activities positively affect overcoming the challenges faced when

learning English.

The third related study is the journal Ni Made Dita Sintadewi, Ni Putu Juni Artini,

Irwan Febryan (2020), an English teacher education study student and an elementary school

teacher at Triatma Mulya University. The purpose of this study was to analyze the types of
learning difficulties in English experienced by students. This research method is descriptive

qualitative. The research subjects were 22 class V students and class V teachers. While the

data collection procedures used were interviews, questionnaires, and documentation. The

results showed that most of the students still had difficulty learning English. This is because

it is influenced by internal and external factors that are less supportive or adequate. These

factors influence learning difficulties and reveal the efforts that can be made to overcome

learning difficulties in learning English in class V of Elementary School. It can be concluded

that 5th-grade elementary school students still have a problem in learning English lessons.

The fourth related study is a graduating paper from Muhammad Hilman Agost

Dermawan (2017), Yogyakarta State University. This study aimed to identify and describe

the management of the English Course Program at the English Café Yogyakarta Course

Institute. This research is qualitative research with a case study method. The subjects of this

research are the CEO, general manager, chef, and member at English Café Yogyakarta. Data

was collected using observation, interview, and documentation techniques. The results

showed that the management of English Café Yogyakarta had reasonable control, supporting

factors, flexibility, media utilization, and service. So it can be concluded that the English

Café Course Institute can be well managed at Café Yogyakarta.

The fifth related study is Ari Sulistyo's graduating paper (2016), which graduated

from Semarang State University. This study aims to describe the management of learning

English courses, including 1) planning the implementation of learning, 2) implementation of

learning, 3) coaching, 4) evaluation of learning. This research uses qualitative research with

descriptive method. Data collection is done by interview, observation, and documentation.

The informants consisted of one manager, two instructors, and one student. Based on the
study results, it can be concluded that the learning management of the ILP Semarang English

course consists of Planning, Implementation, Coaching, and ILP Semarang has determined

evaluation which is adjusted to the standards set.

From the five previous studies above, as a result that has similarities with the research

variables just in learning English. It proves that there has been no research about a private

class, so this research is different from the previous study. This research also has a gap and a

different reality, namely a gap that proves that the importance of this research is carried out

because seeing the conditions that occur during the current pandemic, private classes are very

helpful in learning English which is difficult and has not been conveyed effectively by

schools. In fact, research on private class is still very rare. So that makes this research unique

and still rarely studied.

 CHAPTER III

RESEARCH METODOLOGY

This chapter presents detailed discussion about the methodology employed in this

research. This includes the type of study, the setting of the study, the source of data, the

technique data instrument, technique data analysis, and data analysis procedure.

A. Type of the Study

Qualitative research is an inquiry project, but it is also a moral, allegorical, and

therapeutic project. Ethnography is more than the record of human experience. The

ethnographer writes tiny moral tales, tales that do more than celebrate culture difference or

bring another culture alive. The researcher’s story is written as a prop, a pillar that, to

paraphrase. (William Faulkner 1967, p. 724)

Qualitative research involves the studied use and collection of a variety of empirical

materials case study; personal experience; introspection; life story; interview; artifacts;

cultural text and productions; observational, historical, interactional, and visual texts that

describe routine problematic moments and meanings in individuals’ lives. (William

 Faulkner 1967, p. 3-4)

B. The Setting of the Study

1. Place of the research

The research was conducted in AB Variasi private class Located at Kalibening

Salatiga Central Java.

2. Time of research

In collecting the data, the researcher spread the Interview with English private

students at AB Variasi. So the researcher conducted interviews after students finishing

their assignment with tutors according to the schedule in September 27th, 2021.

C. Source of Data

The essential data is immediately adjusted from the sample, according to Ary

(1985:23). Individuals, things, and locations can all be data sources for a variety of

inquiries. The data for this study was gathered from the English teacher at AB Variasi

English Private class. The objects of this study were chosen by the researcher focused on

the implementation of English teaching method that used in learning at AB Variasi

English private class. Based on the object above, the subjects of this study were three

teachers of AB Variasi English private class.

D. Technique of Data Collection

1. Interview

Interview is a conversation with a specific purpose by the party, namely the

interviewer as the raiser/giver of the question and the interviewee as the giver of the

answer to that question (Basrowi and Suwandi, 2008: 127). The interview was used as
 a data collection technique in which the researcher wants to conduct a preliminary

study to find the problem to be examined.

Interviews are data collection tools by asking questions verbally to be

answered verbally as well. With interview, researcher can find out more in-depth

things about participants in interpreting situations and phenomena that occur (Ibrahim,

2015: 88). This method was used by the researcher to get data of how are the English

private class support the students in English learning at AB Variasi private class, the

method that used for supporting in delivering material to understanding students that

teacher have given from school in English learning during pandemic at AB Variasi.

2. Observation

According to Bogdan as cited in Lexy J Moleong (2004: 117) defined the

observation is research characterized by social interaction which took quite a while

between researcher and research subjects. The data in the form of field notes were

collected systematically and occurs without interruption. Moreover, observation in a

research defined as focusing attention on an object by involving all the senses to get

data. Observation is direct surveillance using sight, smell, hearing touch, or, if necessary

by taste. The instruments employed in the observation guidelines, tests, questionnaires,

image recordings, and voice recordings (Gulo, 2000).

In this case, the researcher observes directly in the conditions of English

learning process at AB Variasi English private class.

3. Documentation

The researcher collected some picture of student’s book attendance, tutor’s book
 attendance, guiding book, and all related with supporting English learning at AB

Variasi. As Arikunto (2006: 158) documentation means written objects which is gain

the data from written objects such as books, magazines, documents, ordinances, notes

diaries or other documentations.

E. Technique of Data Analysis

1. Data Reduction

The first step of technique data analysis is data reduction. It is the technique

decreasing the information happening over and again. According to Moleong (2006)

reducing the data implies summing up, picking the most thing, that represent considerable

authority in the significant things, tracking down the subject and furthermore the

structure.

In this case, the researcher obtained information from interviews and observation

with the English private students at AB Variasi, which showed the conditions of English

learning at AB Variasi English private class and how English private class support the

English learning at AB Variasi. The researcher only entered the necessary data and

discarded irrelevant data.

2. Data Display

The second step, researcher decided for using data display in data analysis

technique. According to Sugiyono (2012) in qualitative research, data presentation is

often tried of brief description, charts, relationship, between categories, flowcharts, and

therefore like. However, what’s the most frequent to present data in qualitative research is

narrative text. By using data display the researcher can present the result of the research
 easily and can be understood.

3. Conclusion Drawing / Verification

The last step after doing data reduction and data display, the next step was

conclusion drawing or verification. This step made sure the truth data. The data had to be

valid and can be responsible. According to Mile, et al (2014) that data conclusion is only

part of one activity of a complete configuration. The conclusions were also verified

during the research. That verification might be as short as the rethinking that crossed the

mind of the researcher during writing. Conclusion is verified during the process analysis

by rechecking the data, discussing with the information and other informant. After the

data were analyzed, the data were written as a report of research.

F. Validity of Data

In this study, the researcher tried to obtain the validity of the data. The researcher

chose triangulation in order to check the validity of the data. Triangulation refers to the use

of two or more data sources, methods, investigators and approach to analyzing the data.

Moleong (2009: 330) defines “Triangulation is technique of checking the validity of the data

by employing the other data”. It is function for comparing the data. According to Denzin

(1978) as quoted by Moleong, triangulation is a technique to check the validity of the data

through source, methodological, investigator and theoretical triangulation.

Furthermore, the researcher chose the technique triangulation. According to

Sugiyono (2013) triangulation is done by checking data to the same source, but different

techniques. For example, using interview techniques, observation, and documentation as

techniques in checking data. By technique triangulation, the researcher obtained the data was
truly valid and following existing theories and practice in the field.

Among experts in triangulation in the social sciences, there continues to be a

general consensus on the usefulness of the four types of triangulation originally

identifed by Denzin in the 1970s: (1) data triangulation; (2) investigator triangulation;

(3) theory triangulation;

and (4) methodological or method triangulation.

Data triangulation is the use of a variety of data sources, including time, space and

persons, in a study. Findings can be corroborated and any weaknesses in the data can be

compensated for by the strengths of other data, thereby increasing the validity and reliability

of the results. The approach has been used in many sectors to strengthen conclusions about

findings and to reduce the risk of false interpretations.

Methods triangulation is the use of multiple methods to study a situation or

phenomenon. The intention is to decrease the deficiencies and biases that come from any

single method. In other words, the strengths of one method may compensate for the

weaknesses of another. This type of triangulation is very similar to the mixed method

approaches used in social science research, where the results from one method are used

to enhance, augment and clarify the results of another. It is also a variation on data

triangulation, with an emphasis on using data collected by different methods as

opposed to data

collected for different programmers, locations, populations, etc.

Investigator triangulation is the use of more than one investigator, interviewer,

observer, researcher or data analyst in a study. The ability to confirm findings across
 investigators — without prior discussion or collaboration between them — can significantly

enhance the credibility of the findings. Investigator triangulation is particularly

important for decreasing bias in gathering, reporting and/or analyzing study data.

Theory triangulation is the use of multiple theories or hypotheses when examining

a situation or phenomenon. The idea is to look at a situation/phenomenon from different

perspectives, through different lenses, with different questions in mind. The different

theories

or hypotheses do not have to be similar or compatible; in fact, the more divergent they are,

the more likely they are to identify different issues and/or concerns.

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