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CHAPTER II
ENGLISH LEARNING STRATEGIES IN KUMON KAPTEN ISMAIL
2.1 The Principles of Kumon Instruction
2.1.1. Students Should Study Worksheets Independently
EFL worksheet is designed in order to the students can learn
independently with read the examples and explanation notes on the
worksheet. The teacher assistant does not teach the students too much,
but the teacher guide the students in order to they can do
independently. To achieve this, the teacher helps to develop the proper
guidance to learn. The teacher ensures that the students follow the
commands contained in the worksheet in order to they can learn
according to the purpose of the worksheet. Then, students have a habit
to: (1) Listening the words and the sentences on the CD attentively, (2)
Understand the meaning and the content with reference to the
translation and illustration, (3) Repeat or read aloud while imitating the
sound on the CD.
When respond to the questions of students as they do the
worksheets and provide guidance when they do the rectification, the
teacher assistant provides guidance that can help develop students'
self-learning ability. Before giving instructions or teach students on
their own are not able to answer or correct his mistake, then the teacher
check the cause so they cannot do and then the teacher provide
appropriate guidance.
2.1.2. Assessment Worksheets
The thinking behind the worksheet assessment on Kumon EFL
program is same with the other subjects. Kumon worksheets
assessment is not intended to evaluate the students' academic ability, it
is different from the test assessment in school. Worksheets are
assessed that students know the mistakes they made and then ask
students to think how to fix these errors. With such the process,
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students will deepen their understanding of the learning focus, which is
the purpose of the assessment Kumon worksheets. It is also the
students who get scored 100 on his sheets feel like given his
congratulations on the results of his perfect work. It can encourage
students to have a great desire and passion to rise to advance to the
next worksheet. Therefore, the assessment in Kumon is considered as
the first phase of counseling.
Therefore the worksheet assessment is not enough to view
simply wrong or true of the students' answers. Worksheet assessment
is an opportunity to examine the students' learning conditions and
determine the necessary guidance to each student. By observing the
types of mistakes that the students make, the teacher can understand
deficiencies in student understanding. Moreover, by looking at whether
or not the neat handwriting of students also can be known about the
motivation and learning conditions on that day. Furthermore, from the
way students write the words, if the student writes a word with no
spacing between the letters, and if the student gives the exact distance
between words, the teacher can determine whether the student has
developed a precise way of learning. Through worksheet assessment,
the teacher can get a lot of information about students, including
student learning.
2.1.3. Students Learn About 30 Minutes Every Day
Kumon worksheets are designed to improve students' academic
skills by learning continuously and to develop the students’
independent learning skills. To maintain concentration and keep
students motivated to continue learning EFL program independently,
then given time to learn the right about 30 minutes each day. If
students learn approximately 30 minutes each day and completed an
average of 200 pieces of work each month, then the student can
complete the worksheets 2400 in a year. Therefore, it is possible for
students to be able to advance more than 4 levels in a year despite the
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student do the worksheets with frequency average of 2.5 times. For
students who have high motivation, not forced to stop learning after 30
minutes. However, for preschool students who just can learn with
concentration and motivation for 10 minutes, do not force it to learn
for 30 minutes.
2.1.4. Students Do Worksheets Systematically
To develop the students reading comprehension abilities,
learning focus is necessary arranged sequentially starting from lower to
the higher level worksheets. Although the focus of the learning
sequence may differ from school textbooks, the worksheets should not
be skipped. The teacher always provides worksheets systematically, so
the students can build their academic ability well.
2.1.5. Asking Students Learning by Measuring the Time
Standard Completion Time (SWP), which is derived from the
idea of Toru Kumon, that the academic ability can be measured by
time, put forward in 1979 as the criteria to provide repetition in
mathematics programs. SWP is used EFL program since the first time
in Japan in 1980 to evaluate the proficiency level of the students and to
determine whether or not repetition.
In comparing the completion time students with SWP, the
teacher ensures that students learn to maintain proper attitude when do
his worksheet. Students also developed his own habit of measuring
time when do the worksheet and the completion time is recorded in the
list of values.
2.1.6. Record the Results of Student Learning
By looking at the record of the value and the first processing
time of one set of worksheets, the teacher looking at the changes the
students' ability for current time. The value list is very useful when
assessing whether students are learning at a right level, and as a
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material consideration whether it is necessary to revise forecasts for
learning. With a look back at changes in students' abilities and learning
conditions at this time, the teacher can be more accurate in checking
the level of student's ability level.
2.2 The Curriculum of Kumon EFL
There are six steps learning in EFL:
1. Level 7A – Level 5A
In this step, the students learn to connect the sound of the words,
phrases and sentences with pictures. So, the students are able to
understand the meaning of what they hear. There are three levels in this
step. The first level is 7A, then the second is 6A, and the third is 5A. In
these levels, the students listen to the CD and repeat words, simple
phrases, short sentences consist of daily words. While they listen to CD,
the students must finger point on the pictures to know where the picture
purpose is. The materials of this step are focused on the students at the
playgroup. After learn this step:
a. Students are able to connect the sound of words, phrases and
sentences with pictures.
b. Students are able to understand the meaning what they hear.
Table 1. The Contents of Level 6A
Number Title Example
1 – 10 How many?
One – five
11 – 20 Six – ten
21 – 30 What Color?
Red, green, yellow, orange
31 – 40 Blue, brown, black, white
41 – 50 Skit 1
51 – 60 Compare the images
Six lemons/ seven lemons
61 – 70 A red shirt/ a green shirt
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2. Level 4A- Level 2A
The materials of this step are focused on the students in
Kindergarten. After learn this step:
a. Students are able to connect the letters in the words, phrases and
sentences with pictures.
b. Students are able to understand the meaning of what they hear, read
and write.
Level 4A is the first level in the second step. In this level, the
students listen to the CD and repeat the daily words and simple sentences.
Then, the students do worksheets by matching pictures with the words or
phrases and read aloud. The students also practice basic elements of
phonic, such as consonant and short vowel. So, the students can know and
read aloud directly from the letters, not from pictures.
Level 3A is the second level in this step. In this level, the students
listen to the CD and repeat the daily words and simple sentences. Then,
the students will copy the words and read aloud. The students also
practice the basic elements of phonic, such as double consonant and
consonant cluster. It help the students to read aloud only look at the
writing.
71 – 80 A big bird/ a small bird
81 – 90 A long pencil/ a short pencil
91 – 100 Skit 2
101 – 110
Compare the images
A tall tree/ a short tree
111 – 120 A new coat/ an old coat
121 – 130 A heavy bag/ a light bag
131 – 140 A thick book/ a thin book
141 – 150 Skit 3
151 – 160 Repeat Fluently A fat cat/ a thin cat
161 – 170 A fast car/ a slow car
171 – 180 Left hand/ right hand
181 – 190 My boots/ your boots
191 – 200 Skit 4
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Level 2A is the third level in this step. In this level, the students
listen to the CD and repeat phrases and sentences. After that, the students
will write the phrases and the sentences, and then read aloud.
Table 2. The Contents of Level 2A
Number Title Example
1 – 10
Completing
Phrases
A red cap
11 – 20 A green ball
21 – 30 A big bus
31 – 40 A long pencil
41 – 50 Skit 1
51 – 60
Completing
Sentences
The dog is running.
61 – 70 The duck is swimming.
71 – 80 The boy is laughing.
81 – 90 The frog is jumping.
91 – 100 Skit 2
101 – 110
Making
Sentences
The house is small.
111 – 120 The pen is short.
121 – 130 The plane is new.
131 – 140 The bag is heavy.
141 – 150 Skit 3
151 – 160
Making
Sentences
The rabbit is in the yard.
161 – 170 The doll is under the sofa.
171 – 180 The girl is eating a cookie.
181 – 190 The woman is reading a book.
191 – 200 Skit 4
3. Level A – Level C
The materials of step 3 and 4 are in the elementary school. After
learn this step:
1. Students master the basics of English expressions used in daily life.
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2. Students become familiar with the basic vocabulary such as personal
pronouns and articles that necessary to make sentences.
Level A is the first level in this step. In this level, the students the
basic expressions used in introducing themselves, describing people,
giving compliments, and expressing wants. In level B, the students learn
about basic expressions as commands, suggestions, and refusing. They
also learn about statements used in speaking about choosing, ability, and
time. In level C, the students learn the statements as warning and
requesting. They also learn about statements used in conversations about
weather, conditions, talking about past time and habits. By learning these
levels, the students improve their vocabulary ability in using verb be,
verb, month, day in a week, adjective and adverb.
Table 3. The Contents of Level A
Number Title Example
1 – 10
Introducing
Oneself
I’m Mike.
11 – 20 I’m a cook.
21 – 30 I’m six
31 – 40 I’m from America.
41 – 50 Story 1
51 – 60
Describing
People
That’s my mom.
61 – 70 She’s eleven.
71 – 80 He’s a doctor.
81 – 90 He’s happy/ She’s not happy.
91 – 100 Story 2
101 – 110
Complimenting
Cool bike!
111 – 120 It’s nice.
121 – 130 This smells good.
131 – 140 I like your shoes.
141 – 150 Story 3
151 – 160 Expressing
Wants
I need a pen.
161 – 170 I want water, please.
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171 – 180 Do you want cake?
181 – 190 Do you want tea or coffee?
191 – 200 Story 4
4. Level D – Level F
After learn this step:
1. Students are able to understand and make simple sentences.
2. Students are able to read and understand a short story consisting of
150-250 words.
In level D, the students will learn the structure of sentences, such
as Subject +Verb + Compliment (SVC) and Subject + Verb + Object
(SVO). The students also read a short story consist of 150 words.
In level E, the students will learn the structures of sentence, such as
Subject + Verb + Modifier (SVM), Subject + Verb + Complement +
Modifier (SVCM), and Subject + V + Object + Modifier (SVOM). The
students also will learn the sentences consist of Simple Past Tense and
Comparison and they also read a short story consist of 200 words.
In level F, students will learn the simple sentence structures about
Subject + Predicate. The sentences consist of modal, auxiliary verb,
present progressive, idioms, etc. The students also read a short story
consists of 250 words.
Table 4. The Contents of Level D
Number Title Example
1 – 10 SVC 1 I am Scott.
11 – 20 SVC 2 We are busy.
21 – 30 SVC 3 She is a doctor.
31 – 40 SVC 4 This is her guitar.
41 – 50 Story 1
51 – 60 SVC 5 Mike is absent.
61 – 70 SVC 6 It is sunny.
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71 – 80 SVC 7 I am not hungry.
81 – 90 SVC 8 Are you busy?
91 – 100 Story 2
101 – 110 SVO 1 I have two brothers.
111 – 120 SVO 2 I like math.
121 – 130 SVO 3 I need novels.
131 – 140 SVO 4 He likes math.
141 – 150 Story 3
151 – 160 SVO 5 We like to play soccer.
161 – 170 SVO 6 I want a new cell phone.
171 – 180 SVO 7 I don’t like coffee.
181 – 190 SVO 8 Do you have any sons?
191 – 200 Story 4
5. Level G – Level I
The materials of this step are in the junior high school. After learn
this step:
1. Students are able to understand and make simple sentences and
sentences that use the infinitive, tenses, and another element of the
grammar.
2. Students are able to read and understand a short story consisting of
300-400 words.
In level G, the students practice and learn to make compound
sentence, complex sentence and the other sentences consist of the difficult
grammar, such as infinitive, passive voice, etc. The students also read
story consist of 300-400 words that will help the students to strength what
they have learned in Learning Focus and the students improve their
ability in reading. The sentences in level F will repeat in level G in
different view grammatically.
In level H, the students learn and practice to make sentence use
gerund or infinitive. They also learn about passive vice. After looking at
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tenses have learned before, the students will learn new tenses, such as
present perfect. The students also read the story consist of 350 words.
In level I, the students will learn the sentences consist of grammar
elements that more complex. The students can make complex sentences
by exercises connect two ideas using relative pronoun and conjunction.
The students also learn sentences consist of conditional clauses, and read
stories consist of 400 words.
Table 5. The Contents of Level G
Number Title Example
1 – 10 Nouns 1 I have many books.
11 – 20 Nouns 2 He is the mayor.
21 – 30 Verbs 1 Ms. Crow is hungry.
31 – 40 Verbs 2 I am not hungry now.
41 – 50 Story 1
51 – 60 Verbs 3 Are these your children?
61 – 70 Verbs 4 I was in New York last night.
71 – 80 Verbs 5 Everyone laughed at the king.
81 – 90 Verbs 6 My friends came to my house.
91 – 100 Story 2
101 – 110 Verbs 7 He was not at the museum.
111 – 120 Verbs 8 Where is the rabbit?
121 – 130 Verbs 9 I am watching a baseball game.
131 – 140 Verbs 10 Mr. Benson let me use his camera.
141 – 150 Story 3
151 – 160 Auxiliary Verbs 1 It will rain this evening.
161 – 170 Auxiliary Verbs 2 I will carry it for you.
171 – 180 Adjectives and
Adverbs 1
Some smaller bats live in cooler
climates.
181 – 190 Adjectives and
Adverbs 2
He is the youngest in my family.
191 – 200 Story 4
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6. Level J – Level L
The materials of this step are in senior high school. After learn this
step:
1. Students have the ability a reading comprehension by open stories and
essays that contain new vocabulary, the expressions and the elements
of grammar.
2. Students are able to read stories and essays consisting of 500-800
words on each ten pieces of worksheet, some of which are taken from
the original books.
In Level J, there are many grammar elements have learn in the
levels before. The story in this level consists of 500 – 600 words in ten
worksheets. The students can connect what they have learn and develop
reading ability more.
In level K, the students achieve the higher step in reading ability by
reading stories and essays consist of 600-800 words in ten worksheets.
Both The Story of Doctor Dollitle and The Witches are short quote taken
from the authentic story. The other hand, there are more challenges
exercises, for example the students introduce about the open questions.
In Level L, the students develop reading comprehension to higher
step by reading stories and essay consist of 700-800 words in ten
worksheets. Two of the stories, The ABC’s of Courage and Friends Who
Met on the Street taken from the authentic story. In this level, the students
continue exercise to answer open questions to ensure their understanding
towards passages given. The other hand, the students also introduce the
resume completing exercise.
Table 6. The Contents of Level J
Number Title
1 – 10 Legend of Britain
11 – 20 Pinocchio 1
21 – 30 Pinocchio 2
31 – 40 Captain cook
41 – 50 Where does money come from?
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51 – 60 The Story of Tea
61 – 70 Ocean Animals
71 – 80 The Wonderful Wizard of Oz 1
81 – 90 The Wonderful Wizard of Oz 2
91 – 100 The Wonderful Wizard of Oz 3
101 – 110 History of Chocolate
111 – 120 Dreaming of Flight
121 – 130 The Prince and the Pauper 1
131 – 140 The Prince and the Pauper 2
141 – 150 The Prince and the Pauper 3
151 – 160 New York 1
161 – 170 New York 2
171 – 180 Treasure Island 1
181 – 190 Treasure Island 2
191 – 200 Treasure Island 3
7. Level M-O
The materials of this step are in senior high school. After learn this
step:
1. Students have a wider reading comprehension by reading a longer
story and essay consisting of 1000 to 1200 words per worksheet / 1
set.
2. Students are able to expand their vocabulary by reading essays about
various topics and the original stories.
In Level M, 150 worksheets consist of authentic stories. In part ‘a’,
the students form sentences understanding and difficult or new
expressions by reading the paraphrases. In part ‘b’, the students ensure
their reading comprehension by completing open questions and story
resume.
In level N, the students are more develop the ability of reading
comprehension by reading stories and essays consist of 100-1200 words
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in ten worksheets. In part ‘a’, the students form understanding of
sentences and new or difficult expressions by reading the paraphrases. In
part III, the students read the explanation by filling in the blank with the
words from the passages. In part ‘b’, the students ensure their reading
comprehension by completing open questions. In part V, the paragraph is
a resume of story in part ‘a’, and passage from worksheets before.
Level O is the last level in EFL program. The students further
develop their ability in reading comprehension by reading the authentic
stories consist of 1000-1200 words in ten worksheets. The students also
develop vocabulary by reading many kinds of stories consist of term of
science, daily expressions, dialect of British and English in 10th
century.
One of the stories, there is a story written by popular author in English
literature. In part ‘a’, the students form understanding of sentences and
new or difficult expressions by reading the paraphrases. In part ‘b’, the
students ensure their reading comprehension by completing open
questions and resume of story in part ‘a’ and passage from previous
worksheets
Table 7. The Contents of Level M
Number Title
1 – 10 The Story of Jazz
11 – 20 The Toothpaste Millionaire 1
21 – 30 The Toothpaste Millionaire 2
31 – 40 The Toothpaste Millionaire 3
41 – 50 The Toothpaste Millionaire 4
51 – 60 Black Beauty 1
61 – 70 Black Beauty 2
71 – 80 Black Beauty 3
81 – 90 The Pyramids of Giza 1
91 – 100 The Pyramids of Giza 2
101 – 110 Matilda 1
111 – 120 Matilda 2
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121 – 130 Matilda 3
131 – 140 Matilda 4
141 – 150 A Colorful Idea
151 – 160 Canada 1
161 – 170 Canada 2
171 – 180 The Diary of a Young Girl 1
181 – 190 The Diary of a Young Girl 2
191 – 200 The Diary of a Young Girl 3
2.3 Learning Media or Facilities Used in Kumon Kapten Ismail
2.3.1. CD Player
The first media used is a CD player. CD player is used for
students to listen a CD before doing the worksheet. CD player is
equipped with a headset that serves to channel sound into the ear.
Students may use a headset or hearing directly from the CD player.
CD player is a form tool to play the CD that can only read and play
audio CD. In Kumon Kapten Ismail, provide two CD players used by
students interchangeably. Those are placed on a long table that is
wide enough so that the student does not need to be crammed with
friends while listening to the CD. CD player is placed quite
strategically beside the desk teacher during oral reading check. So,
after the students are checked, they can listen to the CD directly.
2.3.2. Compact Disc (CD)
The next media is Compact Disc (CD). CD is a round disc
made of metal or plastic-coated material can be electrified, so it is
magnetic. CD also store data.
This CD is placed in the textbook. Every level has a CD. The
students must hear it every day.
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2.3.3. Textbook
Textbook is a guide book contains stories, conversations,
vocabulary related to the material will be studied suitable with the
level of students. The contents of textbook are same with the contents
of the CD. In the textbook there is no explanation of the material will
be studied. But there are only stories and conversations relating to the
material. In the first sheet contained the guide how to looking for the
right track on the CD and the page of CD textbook. So the students
are not confused when using the textbook firstly and do not forget the
next use. Because the teacher only accompanies the first course, then
the student should be able to do it independently. In the first sheet
there are also guides to learn how to use the CD.
Table 8. Referensi CD dan CD Textbook
Nomor
LembarKerja
Story Set Learning Focus Set
Nomor
Trek CD
Halaman
CD Textbook
Nomor
Trek CD
Halaman
CD Textbook
1 – 10
1 1-6
2 7 – 10
11 – 20 3 11 – 14
21 – 30 4 15 – 18
31 – 40 5 19 – 22
41 – 50 (Story 1) – –
51 – 60
6 23 – 28
7 29 – 32
61 – 70 8 33 – 36
71 – 80 9 37 – 40
81 – 90 10 41 – 44
91 – 100 (Story 2) – –
101 – 110
11 45 – 50
12 51 – 54
111 – 120 13 55 – 58
121 – 130 14 59 – 62
131 – 140 15 63 – 66
141 – 150 (Story 3) – –
151 – 160 16 67 – 72
17 73 – 76
161 – 170 18 77 – 80
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The table above found on the second sheet. To find the
proper track, students can see the table and then look for the number
on the worksheet learned that day. After finding the number of his
sheets, the CD will look textbook pages related to the CD track
number in the same row. After finding the specific track number,
students can listen to the CD and follow it.
Each level is divided into four parts consisting of 50 sheets.
The first 40 sheets of each section is a Learning Focus Set, and the
last 10 sheets are Story Set. All set on CD and textbook.
2.3.4. Worksheets
Worksheets are the most important media consists of
exercises. After listen to CD, the students must do worksheets. There
are 200 sheets in every level. There are ten sheets that must do by the
students in a time.
Every worksheet consists of part ‘a’ and part ‘b’. In part ‘a’,
there is number and page of level and the title of subject material will
be studied in the up left side. In the up right side there is a place to
write name, date, and time when the students start listen to CD and
finished the worksheets. Then, there is a box consists of conversations
or short story taken from textbook. This conversation must read aloud
by the students. Then, there is exercises must do by the students,
either incomplete sentences or tracing words. There is a short
explanation about the material will be learned. This part is only in
level D until level I. In part ‘b’ consists of exercises that are able to
fill b the students according the examples in part ‘a’. Every exercise
has an instruction, such as read aloud, complete the sentence, listen
and repeat, trace the words, copy the words, etc.
171 – 180 19 81 – 84
181 – 190 20 85 – 88
191 – 200 (Story 4) – –
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For level 7A-2A, the worksheets are colorful with pictures
to explain every word. Level 7A-5A, there is no exercise. The
students only must read aloud and finger point on the pictures. After
read the words, the students must circle the star besides the
instructions “listen and repeat” and the circle on the little picture in
the corner of worksheets. In level 4A-2A there are writing exercise,
such as trace, copy, and write a complete sentence. For level A until
level O, the worksheets are black and white. In level A until level F,
there are still many pictures in it. Almost of the exercise in the level A
until level C must do according to the pictures. These pictures have
function to guide the students to answer the questions. In level D until
level F the pictures are increase. In level G until level O there is
nothing pictures.
2.4 Learning Strategies are Used in Kumon Kapten Ismail
2.4.1. Learning Independently (Students - Centered)
As the principles of Kumon instructions, EFL worksheet is
designed in order to the students can learn independently with read
the examples and explanation notes on the worksheet. The teacher
assistant does not teach the students too much, but the teacher guide
the students in order to they can do independently. To achieve this,
the teacher helps to develop the proper guidance to learn. The teacher
ensures that the students follow the commands contained in the
worksheet in order to they can learn according to the purpose of the
worksheet. Then, students have a habit to: (1) Listening the words and
the sentences on the CD attentively, (2) Understand the meaning and
the content with reference to the translation and illustration, (3)
Repeat or read aloud while imitating the sound on the CD.
2.4.2. Listening to CD
Listen to CD is the first step must be done by the students
before do worksheets. While the students listen to CD, they must
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repeat and read aloud. Practice listening to CD and repeat
pronunciation of the English will give a good effect for mastery of
vocabulary later. It also aims to improve the students’ understanding
about the materials subject will be studied.
2.4.3. Oral Reading Check (Face to Face)
Oral reading check is one of the learning evaluations that
done by the teacher after the students finished their worksheets. This
strategy aims to know the students’ ability in reading comprehension,
understanding subject materials, and pronouncing words. The teacher
asks the students to retell the story, write some words or sentences,
and tell about the materials subject. It was done by face to face, so
that the students have deeper understanding by asking to the teacher
directly what the difficulties are faced by them.
2.4.4. Drilling by Giving Homework
Kumon presents a learning system that focuses on
exercise/drill by giving homework every day to cultivate the habit and
discipline within the child. The homework must be done as same as
with the class work. The students must listen to CD and do
worksheets systematically. By practice every day and repetitions
study expected the students usually to listening and speaking English.
In this case, the role of parents is needed.
2.5 The Chronology of Learning in the Class
The flow of the class that occurs in the EFL Kumon are first, the
child took the folder book that has been provided, after that students meet
teacher assistants and submit homework has been done in the home, then
discuss it carefully with the teacher assistant. Two-way interaction occurs
when the initial checking by not forgetting the habit of greeting in English.
Checking the beginning is usually called oral reading check.
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After completion of the pre-checking worksheets, teacher assistants
determine what will be given to students at the time. When students felt able
to understand the current and initial checks, then the learning program to be
advanced one step forward, but if there is a mistake or a poor understanding
of earlier material, such material will be repeated.
Furthermore, the students sat down and started working on his
Class Work (CW). Students should listen to the CD in the CD player and was
required to repeat the words that are heard on CD with good pronunciation,
and then proceed with the manufacture of the specified worksheet. Because
lessons are programmed according to their respective capabilities, usually a
child can do the CW smoothly.
After finished, the CW submitted to the teacher for review and
rated. While it examined, children practice with other study aids. After the
worksheet is completed inspected and rated, the teacher noted the results of
the study on "Value List". These results will be analyzed to learn the next
programming. If any part is still wrong, the child asked to fix up all the work
sheets until scored 100. The goal is the child masters the lesson and do not
repeat the same mistakes.
After completed, the student follows verbal exercises. Before going
home, the teacher provides an evaluation of the child's work and tell the next
material twill be done by the student. The learning process at the moment
will end by giving worksheet homework that must be collected when the next
meeting.
2.6 Presentation Stage
In this presentation stage, the researcher took a child as a sample.
She is Kezia. She is 1st grade in Elementary School and she is in Level F.
Kezia come into the class and take her folder book. She greet to Miss Risa.
Kezia : “Hi Miss…”
MissRisa : “Hi Kezia… Have you done your homework?”
Kezia : “Yes Miss.”
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MissRisa : “Good. I will check your homework. Your homework is F
no. 121 and 131. Read aloud this sentence.” (Miss Risa
points the worksheet page 121a.)
Kezia : “I study art. I am interested in painting.”
Miss Risa : “Good. What is it mean?
Kezia : “Saya belajar seni. Saya tertarik pada melukis.”
Miss Risa : “Very good. Now, make your own sentence using “be+
interested in.”
Kezia : “I am interested in English.”
Miss Risa : “How if the subject replaced by She?”
Kezia : “She is interested in English.”
Miss Risa : “Good job, Kezia.”
Miss Risa checks her homework until finish. She gives compliment
if Kezia answer correctly and if her answer is wrong, she gives explanation.
Because Kezia can answer the entire question, Miss Risa gives the class work
page 141.
Miss Risa : “Ok, do your class work now, don’t forget to write your
name and the time.”
Then, Kezia sits on the chair in front of the CD player on the table.
She writes her name and the time in worksheets. After that, she turns on the
CD player and chooses the track on the textbook that suitable with her
worksheets. After the CD player on, Kezia listen to the CD carefully, then
read aloud and finger point on the sentences in the textbook until finish. Miss
Risa looked at her if she done correctly or not.
Kezia move to different chair to do her worksheets. She read aloud
the sentences and the questions in worksheet, then writes the answer carefully
and read the answer aloud. After do three sheets, she found the difficulties
and asked to Miss Risa.
Kezia : “Miss, How does it mean?”
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Miss Risa : “Look at the example in the page before. (Kezia open the
sheet before). Now, read the question again, what is the
answer?
Kezia : “Oh yes. Like this Miss?”
Miss Risa : “That’s right. Good job Kezia. Ok, go on.”
Kezia : “Thank you Miss.”
Kezia do her worksheet until finished. After that, she writes the
time of finish and gives it to Miss Risa for correction. Miss Risa corrects
Kezia’s worksheet. She gives score 100 on the correct answers and gives
check list sign on big mistake, triangle sign on little mistake. Because there
were many mistakes, Kezia must correct it until true and get score 100. After
the corrections finished, Miss Risa check the oral reading and then gives
Kezia the next worksheet for her homework.
Miss Risa : “You are great today, Kezia. This is your
homework… Do at all and don’t forget to listen to
the CD.”
Kezia : “Oke Miss. Bye...”
Miss Risa : “Bye Kezia...”
Based on the discuss above, it can be conclude that the learning
strategies in Kumon Kapten Ismail include of learning independently
(student–centered), listen to CD, oral reading check, and drilling by giving
homework. The curriculum of subject materials divided into seven steps.
They are step 1 (level 7A – level 5A), the materialsof this step are focused on
the students at the playgroup; step 2 (level 4A – level 2A), the materials of
this step are focused on the students in Kindergarten; step 3 (level A – level
C), step 4 (level D – level F) The materials of step 3 and 4 are in the
elementary school; step 5 (level G – level I)the materials of this step are in
the junior high school; step 6 (level J – level L), step 7 (level M – level O),
the materials of these steps are in senior high school. The learning media are
used include of CD, CD player, textbook, and worksheet. The chronology
class includesoral reading check, listening to CD, class work, and written
check.