Oey Anton


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




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

Full Text:



Applebee, A. N. (1989). The child’s concept of story: Ages two to seventeen. University Of Chicago Press.

B. Kumaradavadivelu. (2003). Understanding language teaching. Brain and Language (Vol. 86).

Blumenfeld, P. C., Marx, R. W. M., Patrick, H. P., Krajik, J., & Soloway, E. (1997). Teaching for understanding. International handbook of teachers and teaching, (January), 819–878.

Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. Addison-Wesley.

Cash, C. S. (1993). Building condition and student achievement and behavior. ProQuest Dissertations and Theses, 158-158 .

Cherubini, L., & Hodson, J. (2008). Ontario Ministry of Education Policy and Aboriginal Learners’ Epistemologies: A Fundamental Disconnect. Canadian Journal of Educational Administration and Policy, (79), 1–33.

Chubb, J. E., & Moe, T. M. (1991). Politics, markets and America’s Schools. British Journal of Sociology of Education.

Clay, T., & Breslow, L. (2007). Why students don’t attend class. MIT Faculty Newsletter, 22(4), 6–7. Retrieved from

Cole, R. W. (2008). Educating everybody’s children: We know what works—and what doesn’t. in educating everybody’s children: Diverse teaching strategies for diverse learners, 2nd Edition (pp. 1–40).

Dainton, S. (2004). Personalised learning. Forum, 46(2), 56–58.

Derewianka, B. (2009). Using appraisal theory to track interpersonal development in adolesent academic writing. In Advances in Language and Education (pp. 142–165).

Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169–194.

Felicia, P. (2009). Digital games in schools: A handbook for teachers. European Schoolnet’s Games in Schools, 44.

Flower, L. (1996). Negotiating the meaning of difference. Written Communication, 13(1), 44–92.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In Handbook of reading research, Vol. III (Vol. III, pp. 403–422).

Hart, J. (2012). Academic language for English language learners and struggling readers: How to help students across content areas. TESOL Quarterly, 46(2), 420–422.

House, J. (2006). Text and context in translation. Journal of Pragmatics.

Jordan, A., Glenn, C., & McGhie-Richmond, D. (2010). The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers’ beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26(2), 259–266.

Lorenzo Galés, M. N., & Piquer Vives, I. (2013). Report and evaluation of the development of CLIL Programmes in Catalonia Introduction: from Catalan immersion to foreign language CLIL. Temps d’Educació, 45, 143–180.

Mahardhani, A. J. (2015). Kepemimpinan ideal kepala sekolah. Jurnal Dimensi Pendidikan Dan Pembelajaran, 3(2), 1–4.

Newmark, P. (1988). A textbook of translation. Text.

Rendón, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–51.

Said, K., Kurniawan, A., & Anton, O. (2018). Development of media-based learning using android mobile learning. Journal of Theoretical and Applied Information Technology, 96(3).

Shernoff, D. J., & Csikszentmihalyi, M. (2009). Flow in schools: Cultivating engaged learners and optimal learning environments. Handbook of Positive Psychology in Schools, (November 2015), 131–145.

Struyven, K., Dochy, F., & Janssens, S. (2010). “Teach as you preach”: The effects of student-centred versus lecture-based teaching on student teachers’ approaches to teaching. European Journal of Teacher Education, 33(1), 43–64.

Unesco. (2014). Practical tips for teaching large classes embracing diversity: Toolkit for creating inclusive, learning-friendly environments specialized booklet 2 A Teacher‛s Guide.

Willis, J. (2007). The neuroscience of joyful education supporting good teaching practices with neuroscience. Educational Leadership, 64, 1–4.



  • There are currently no refbacks.

Copyright (c) 2018 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, a peer-reviewed online journal in languages, literature, and arts education (previously known as Jurnal Bahasa dan Seni).

View My Stats

Creative Commons License
 Visitors since February 2017:

View My Stats


Published by:

Universitas Negeri Padang (UNP)
Address: Faculty of Languages and Arts (FBS) Universitas Negeri Padang. 
Jl Prof. Dr. Hamka Air Tawar Barat, Padang - West Sumatera -Indonesia
Telp/Fax. +62751 7053363
Home page: | e-mail:komposisi.fbsunp @ | cc: havid_a @