A Naturalistic Study

A naturalistic study: English instruction at English course in kampung inggris,
East Java – Indonesia
Fadilla Oktaviana*
Department of English Education, University of Banten Jaya, Jl. Ciwaru 2, 73, Serang – Banten, Indonesia
*[email protected]
Abtract
This study intended to describe the English instruction at “Able & Final “English Course in
Kampung Inggris Kediri, East Java. This study is naturalistic study that is using qualitative
approach. The result of this study can be concluded into three components. Firstly, the English
instruction “Able & Final “English Course in Kampung Inggris Kediri showed that it carried out
well and success. It is indicated by good implementation from several supporting aspects in
English language learning, such as (a) composing and implementation of curriculum, (b) learning
material (c) learning instruction involves method, strategy, and approach, (d) recruitment and
management of tutor, (e) recruitment and management of student, and (f) implementation and
management of learning evaluation. Secondly, the management of language course at “Able &
Final” English Course in Kampung Inggris – Kediri showed that it carried out well and has good
management. It is indicated by professionally in managing and implementing the several aspects
which support the teaching and learning process, such as (a) The tutors’ recruitment system, (b)
The students’ recruitment system, (c) The learning facilities, (d) The monitoring and evaluation,
and (e) The financial management. The third, the factors that influence the successful language
learner in Kampung Inggris is viewed from internal factor such as self-motivation of students
and the students’ learning strategy; and external factor such as learning opportunities, learning
resources, and the quality of tutor. It can be concluded that the English instruction in Kampung
Inggris gives different and good experience for the students in learning English.
Keywords: English course, English camp, Successful learner, Kampung Inggris

1. Introduction
Education according to the Law of National Education System (2003, P.4) chapter 1 about
public rule on first section is “A conscious and well-planned effort to create an atmosphere of
learning and learning process so that learners actively develop their potential to have spiritual
spiritual power, self-control, personality, intelligence, noble character, as well as skills needed by
him, society, nation and state.”
Education is the right and duty of all nation components; in this case, the components include
government, parents, and society. 1945 constitution section 31 first sentence (2002, P.17) says
that every citizen deserve to get education, while Law of National Education System section 7, 8,
and 9 (2003, p.9) says “Section 7 (1): parents are entitled to participate in choosing educational
units and obtain information about the development of their children's education. (2): parents of
children of compulsory learning age, obliged to provide basic education to their children. Section
8: communities have the right to participate in the planning, implementation, monitoring and
evaluation of educational programs. Section 9: The community has the right to provide resources
support in the provision of education.”
Thereby, all nation components have a duty in educating nation life. In order to educate that
nation life, the government held a National Education System which is entangling the
participation of all nation components including family and society component.
In fact, Indonesian development includes education development which has been running
since we got our independence until now has not given any result. As the example, the result of
HDI (human Development Index) counting in 2000 (Tilaar, 2002, p.48) shows that Indonesian
quality is lower than other nations. It is in level 109 under some South East Asia countries in
1980s the quality such as Brunei Darussalam (level 32), Malaysia (level 61), Thailand (level 76),
and Philippine (level 77), even Vietnam (level 108). In a few word, there should be some
systematic effort to catch Indonesia`s left behind to increase the development of Education in
Indonesia.
Education development in Indonesia is developed through three educational systems, such as
formal, non-formal and informal education. Formal Education includes education which is held
in school. It has a settled position and clear level of education such as the basic, middle, until
high education level. The certificate for each education level is admitted nationally and can be
used as the requirement to continue to the higher level of education or it can be used to fulfill the
requirement for getting a job. In short, formal education always becomes learner and parents`
choice to improve their education requirement.
Non-formal education includes an education which is held by the citizen, while informal
education is the education which is done in the family and environment in the form of
independent activity. The government gives widely opportunity to the society to develop various
forms and qualified education of informal and non-formal education. Nevertheless, most of the
society considers that informal and non-formal education can answer some challenges and
society needs which growth fast. This condition happens because non-formal bureaucracy system
is shorter and more flexible rather than bureaucracy system of formal education. In fact, most of
society will choose qualified non-formal education institute to fulfill their need beyond their
need in formal education. Qualified non formal education institute is showed through some
characteristic such as the ability to answer society`s need, can keep the enthusiasm of consumer,
and can keep its existence for a long time.
Non-formal education has function as replacer, adder, and complement of formal education
to support the concept of long life education. The development of non-formal education is
widely opened for society to fulfill their certain needs. The forms of non-formal education which
are developed by society are very various. A course or institute is one of non-formal education
that is developed by the society, especially citizen.
Nowadays, most of students choose a course or an institution to add their knowledge.
Therefore, the existence of course in many cities and many learners who feel that they need to
add their studying time in the course show that societies need a course. According to the Law of
National Education System section 26, a course is an institute of which has function as an adder
or complement of formal education.
In this research, English course will be discussed deeply to know about its development. In
Indonesia, the development of English course is fast because all life aspects need the ability of
English. The ability of English is not only needed by the students to continue to the higher
education level as consequence from government policy that English become one of the subjects
in the National Education with determined score standard, but also it is needed in others life
aspects such as in applying a job or getting scholarship that is commonly shown by determined
TOEFL score. Based on this situation, English course as non-formal education is very needed by
the society to fulfil their need in improving their English.
This opportunity is seen by people who concentrate on development of English course. It can
be seen that there are several English course which has been stable, qualified, and have some
branches in some big cities in Indonesia such as English First, ELTI, LBPP LIA, BBC, and
others English language course. Therefore, raising the necessity of English course is then
followed up by some people through build such a community of English in an area of East Java
which it is known as the name of Kampung Inggris.
In this case, one of English course in Kampung Inggris which is considered able in
developing English camp is “Able & Final” English course. The existence of “Able & Final”
English course in Kampung Inggris in giving English language learning service until nowadays
was optimal; it shows by the student and consumers’ satisfaction index that the respondent
considers 50% of instructor in “Able & Final” English course has a good service both when he or
she is in the course and when he or she is out of the course (number 5), 100 % of the instructor
has material mastery and good teaching method (number 6), 75% of the respondent feel so glad
by studying in “Able & Final” English course, and 63% of the respondent says their satisfaction
to the English learning need in “Able & Final” English course has been fulfilled.. Therefore, the
researcher interested in analyzing the phenomenon which occured in Kampung Inggris related to
the learning process at “Able & Final” English course.
2. Method
The problem of research emphasizes on collecting the information qualitatively. The
information involves teaching and learning activities occurred on English Course must be
fulfilled. The research focuses are English instruction at “Able & Final” English course, the
management of language course, and factors that influence the successful language learner at
“Able & Final” English course in Kampung Inggris - Kediri. Therefore, this model of research
includes on qualitative research which produces the descriptive data.
This research uses naturalistic study. The research will conduct only at “Able & Final”
English course in Kampung Inggris - Kediri. Moleong (2007, p.5) states that naturalistic inquiry
is based on naturalistic approach and is aimed to investigate and to get deep understanding about
the natural phenomena in an entity context. The entity context means that the research focused
on the English instruction at “Able & Final” English Course– Kediri. The deep understanding is
that the research also investigated factors that influence the successful learner.

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A naturalistic study: English instruction at English course in kampung inggris,

East Java – Indonesia

Keywords: English course, English camp, Successful learner, Kampung Inggris

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