CHAPTER II ENGLISH LEARNING STRATEGIES IN KUMON...

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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


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


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


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


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



101 – 110 History of Chocolate

111 – 120 Dreaming of Flight

121 – 130 The Prince and the Pauper 1



151 – 160 New York 1

161 – 170 New York 2

171 – 180 Treasure Island 1



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




51 – 60 Black Beauty 1



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



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.

CHAPTER II ENGLISH LEARNING STRATEGIES IN KUMON...

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