STUDENTS’ RESPONSES TO ENGLISH LEARNING AT SMP MAITREYAWIRA BATAM

Oey Anton

Abstract


The research objectives are to explore and describe students’ responses to English learning at SMP Maitreyawira Batam, and to make the relations of substantive theory based students’ responses. This research approach is naturalistic by using open questionnaires. The results show some students feel fun, joyful, enjoying, easier, and have self-encouragement in English learning. Some students feel unenthusiastic, bored, get unknowing purpose, and have the complexity in English learning. Researcher also finds nine substantive theories from four grand categorizations show students’ positive responses; namely (1) Understanding English learning causes students feel fun and joyful, (2) Too many English tasks given affect to students’ obstacles, (3) Being able to communicate with foreigners is a need for students, (4) Less practicing makes the complexity in English learning for students, (5) Presenting material (2013 curriculum) makes some students feel easier, (6) The repeating materials affect students feeling bored, (7) More practicing makes students enjoy English, (8) Unknowing the purpose of English learning cause students feel unenthusiastic and bored, and (9) Noisy classroom give students more difficulties in English learning.

Keyword: student response, English learning, substantive theory

 

RESPONS SISWA DALAM PEMBELAJARAN BAHASA INGGRIS DI SMP MAITREYAWIRA BATAM

Abstrak

Tujuan penelitian ini adalah untuk mengeksplorasi dan mendeskripsikan respon siswa terhadap pembelajaran bahasa Inggris di SMP Maitreyawira Batam, dan untuk membuat hubungan antara respon teori berbasis teori substantif. Pendekatan penelitian ini bersifat naturalistik dengan menggunakan kuesioner terbuka. Hasilnya menunjukkan beberapa siswa merasa senang, gembira, menikmati, lebih mudah, dan memiliki dorongan diri dalam belajar bahasa Inggris. Beberapa siswa merasa tidak antusias, bosan, tidak sadar, dan memiliki kompleksitas dalam belajar bahasa Inggris. Peneliti juga menemukan sembilan teori substantif dari empat kategorisasi utama yang  menunjukkan tanggapan positif siswa; yaitu (1) Memahami pembelajaran bahasa Inggris menyebabkan siswa merasa senang dan gembira, (2) Terlalu banyak tugas bahasa Inggris yang diberikan pada hambatan siswa, (3) Mampu berkomunikasi dengan orang asing adalah kebutuhan siswa, (4) Kurang berlatih membuat kompleksitas dalam pembelajaran bahasa Inggris untuk siswa, (5) Penyajian materi (kurikulum 2013) membuat beberapa siswa merasa lebih mudah, (6) Materi yang berulang-ulang mengakibatkan siswa merasa bosan, (7) Lebih banyak praktik membuat siswa dapat menikmati bahasa Inggris, (8) Tanpa mengetahui tujuan dari pembelajaran bahasa Inggris menyebabkan siswa merasa tidak antusias dan bosan, dan (9) Kelas yang bising memberi siswa lebih banyak kesulitan dalam belajar bahasa Inggris.

Kata kunci: respon siswa, pembelajaran Bahasa Inggris, teori substantif


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DOI: https://doi.org/10.24036/komposisi.v19i1.7974

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