APPENDIX 2

INTERVIEW GUIDE

Date : 10th and 25st of November 2017

Place : The Daffodils English Course

Informants : The Owner/Tutor, Officer, and Students

Keterangan : Owner/Tutor: Mrs. Dina Kristiana, S.S. (Sumber 1/S1)

Officer: Mrs. Lila (S2)

Student 1: Dita (SMA N 6 Surabaya) (S3)

Student 2: Novita (Kelas Reguler) (S4)

1. What kind of syllabus is used in this course?

(Desain silabus apa yang digunakan di kursusan ini?)

S1: kami tidak menggunakan silabus dalam pengajaran. Semua sudah

terkonsep namun tidak tertulis. Pembelajaran kasual dan tergantung pada

masing-masing tutor. Jadi tidak ada aturan khusus tentang bagaimana tutor

harus mengajar kelasnya. Yang terpenting adalah inti dan tujuan pembelajaran

tercapai.

S2: tidak ada silabus yang digunakan untuk setiap program.

2. If there is no syllabus, then what is used as the resource as the learning

standard?

(Jika tidak ada silabus, maka apa yang digunakan sebagai suimber ajar?)

S1: for the book, I use the course book and Oxford for the dictionary. For

news and also issues that I would like to give them usually based on what I

google.
 S2: kami menyusun buku untuk setiap program atau kelas. Dan itu dijadikan

acuan atau sumber belajar bagi siswa dan tutor.

3. If a course book is used, does this course use resource-based learning?

Yes. Day by day, we often use that book but sometimes I give them

information that I watch from Youtube because there is a lot of pronunciation

videos.

4. How is the subject matter compiled?

I compile my book by taking from some literatures. It is at the last page of my

book. There is a page about the references.

5. How to manage time allocation if the time provided to learn all subjects is just

two weeks?

We have what we called by some subjects or some discussions that are the

‘must’ and the others are not compulsory. So during two weeks, my goal is to

make them understand how to read dictionary and there are some materials

that if they cannot read the dictionary, I had better not give them the next

material. So, there are also some students who come from one school and this

is a little bit difficult because they are not regular students so I have to teach

with different way or approach. In this class, I cannot give them all subjects. I

have to pick which one I think is important according to their behavior and

their ability.

6. Is two weeks enough for them to learn all subjects?

We cannot say that it is enough when we study things because there is a very

big thing in small one. The fact that students are coming to this course is

because it is not their real destination. They just drop by. So, how can they
 have to study for three or more months if they just have a month or maybe

shorter time? They only have limited time to study. We provide ten classes, so

they will choose what they need.

7. Do the tutors make a lesson plan before teaching?

As I said before, there is no such syllabus, so we should not make a lesson

plan.

8. If there is no lesson plan, how to determine the plan to teach in one period?

We have meeting before starting the new period. We discuss about what

should be taught. It does not matter how the tutors deliver their subjects. The

matter is that the goal of learning must be achieved and every class should

have their different ‘colors’.

9. What is the target of pronunciation program?

Of course the target is that they can read the dictionary because we are not the

owner of the language so even though we ask the teacher to read the

dictionary, they perhaps cannot read it. They just say the words based on what

they believe the words supposed to be. My goal is as long as they understand

that this sound is that sound and that sound is this sound (it means they

understand the different between many sounds in English), I think that is my

goal.

10. What kinds of method are used in pronunciation teaching and learning?

To know about the method used in my class, you had better join my class and

experience it by yourself. I cannot describe it specifically.

11. What kinds of technique are used in pronunciation teaching and learning?
 S1: In my pronunciation class, there will be ear training too. I read some

words and the students have to classify the sounds. Like the pronunciation of

‘double O’ or /oo/ in certain words are different from ‘double O’ or /oo/ in the

other words. For example, the words ‘book’ and ‘door’. So, I tell my students

to listen to the words carefully and group them based on their sounds.

S3/S4: We repeat what Mam Dina says and read the dictionary in turns and

there is a time where we have to classify the words. It is very difficult for me

but it helps me to listen more carefully to the words and get better

understanding.

12. What kinds of media are used in class?

S1: Just book and dictionary. But I also use recording file to help them

understand the proper pronunciation.

S3/S4: We just use module and Oxford dictionary and sometimes Mam Dina

deliver her lesson taken from other media, such as from the movie or video

from Youtube. The aim is to make us get better understanding and relate the

material to the real world

13. How is the evaluation system done in the class?

The evaluation is done directly in the classroom. It means that evaluation is

done when there is a student who makes a mistake in pronouncing a word. I

do not wait until they forget their problems. I show their weakness and ask

them to fix it.

14. What kinds of evaluation tests used?

Phonetics transcription and paragraph reading.

15. How to apply those tests?

So they can compare. This is the example and this is what I can do. By giving

that file, I want to make students understand that sentences have structure.

Many of learners do not even know grammar. They read the paragraph on and

on, without understanding the punctuation, comma, etc. By giving that

recording, I would like them to examine and to listen to it carefully and finally

to give me their version.

16. Does it mean that they have to imitate perfectly?

Most of them are just successful in stopping. To have exactly good

pronunciation for every sound is very difficult. When we talk about intonation,

they can afford it. But when we are talking about every single sound with very

perfect pronunciation, I think it will be my mistake if I ask them to have that.

17. What is the standard to evaluate the students?

As long as they have changed their sounds in some certain mistakes they had

before, I will give them different value. I will see the general performance of

their reading. If this is only one sound that he is changing but the others are

still very awful, I cannot give them good mark.

18. What kinds of difficulties do you find in class?

S1: Students are not the owner of the language, so they will use to speak with

their own sound. As a result, native speaker will say ‘pen’, but they will say

‘pen’ (without paying attention to the correct pronunciation of /p/). They

cannot be American, they cannot be British, but I told them that this is not

necessary to have British or American accent. However, you are still

Indonesian. Be proud of that!

S1: I meet many kinds of students. Some of them only follow their friends.

They don’t have intention to learn. For me, to teach holiday program is more

difficult than regular program. It is because regular class is full of those who

have intention to be capable of mastering or learning pronunciation. So it is

about their mental which influences their aim to come here.

19. So what is your most difficult thing about facing those kinds of students?

The most difficult thing that I find is to clean up their behavior. We have

alphabet in Bahasa Indonesia and the sound of alphabet is exactly the name of

every letter. It becomes the problem when the fact in English, alphabet is just

like ‘naming’ the letter and the name doesn’t represent the sound. So we face

very different situation here. Where vowels in Indonesia are A, I, U, E, O but

there are twenty in English. It will make them little bit confused to set their

mind in understanding this. For example, some of the students have habit of

interpreting that ‘double O’ means ‘U’. It should be ‘flood: /flʌd/’ but they say

/flud/.

20. What kinds of difficulties do you find in learning pronunciation?

S3: Saya ke Pare kan program liburan, Kak. Dari sekolah. Jadi disini buat

liburan saja. Saya milih kelas pronunciation karena pengen bisa. Jadi mulai

dari belajar pelafalan kata per kata baru nanti ke speaking Englishnya. Saya itu

bingung buat membedakan suara-suara alfabet di English.

S4: Susa mengucapkan kata-kata di bahasa Inggris karena lidah orang

Indonesia kan beda sama orang Inggris, jadi harus dibiasakan dulu sebelum

ambil kelas speaking.

S3: Ya kadang merasa tertinggal dari teman-teman yang cepet bisa ngerti

pelajarannya.

S4: Banyak. Contohnya, di English itu kan ada macam-macam cara

melafalkan suatu huruf. Kalau di Indonesia kan missal huruf E ya cuma E,

kalau di English kan macem-macem. Kadang malu Kak sama temen-temen

yang lebih pinter. Yang lebih ngerti daripada saya. Jadi kalau mau jawab

pertanyaan itu takut kalau salah.

22. What do you do to solve those problems?

S1: I overcome my problems by emphasizing them when they are reading

dictionary one by one in turn. In that drilling, I always remind them the

mistake they make. I analyze that some students still read the phonetic

transcription just like reading the alphabet.

S3/S4: I train myself. I also stay at a camp so I can study there too. The most

important thing to do is that we never stop trying to be fluent. In addition, I

used to listen to English songs and to watch Youtube channel that shows

pronunciation learning so I watch it while learning and imitating. (translated)

23. Is there any factor that influences your success in learning pronunciation?

S3/S4: It is about intention. If we have strong intention, we will be diligent to

study. The second one is about concentration on the subjects which are taught

by the tutor. The third one is about environment. If we stay in English area, it

will be good for us because we can study with our friends outside the class.

The other factor is our friends. My friends are so kind. We support each other

to learn English. (translated)

S3: Mam Dina itu lucu, kelasnya serius tapi santai. Beliau bisa buat kita santai

sambil dengerin pelajarannya. Kalau kita bosen, dibecandain. Jadi kita

semangat lagi. Pas di kelasnya itu kaya nggak belajar. Kaya main tapi dapet

pelajaran. Saya suka di kelas Mam Dina.

S4: Bagus. Kita dikasih materi terus langsung praktek. Pagi tadi kita dijaka

praktek baca kamus Oxford. Itu kan susah banget. Mam Dina itu orangnya

sabar. Sudah ahli di bidangnya. Tapi menurutku Beliau sering becanda. Saya

kan nggak faham candaan orang Jawa. Tapi bagus sih buat kita lebih rileks.

25. Knowing that you get good appreciation from your students, what do you

think about that?

S1: Pronunciation is a subject that I very complicated and it needs patience

and also focus. And I cannot get their 100% focus all the time. When one or

two of them start to cause the whole class following him/her/them, I had better

stop. I have to make jokes. And after having fresh joke, I will be back again.

Back to the lesson and make them more serious.