ENGLISH LANGUAGE TEACHING AND

LEARNING AT ENGLISH CAFÉ CHAPTER

SEMARANG

THESIS
Submitted in Partial Fulfillment of the Requirements
for Gaining the Degree of Bachelor of Education
in English Language Education

By:
LAILATUL KHUSNA
Student Number: 1503046108

EDUCATION AND TEACHER TRAINING FACULTY

WALISONGO STATE ISLAMIC UNIVERSITY
SEMARANG
2019
 THESIS STATEMENT

I am a student with the following identity:

Name : Lailatul Khusna
Student Number : 1503046108
Department : English Language Education

certify that this thesis is definitely my own work. I am completely

responsible for the content of this thesis. Other researcher’s opinions
or findings included are quoted or cited in accordance with ethical
standards.

Semarang, 20 December 2019

Researcher,

Lailatul Khusna
NIM.1503046108

ii.
 KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI WALISONGO
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Semarang 50185
Telp.7601295 Fax. 7615387

RATIFICATION
Thesis with the following identity:
Title : ENGLISH LANGUAGE TEACHING AND
LEARNING AT ENGLISH CAFÉ CHAPTER
SEMARANG
Name of Student : Lailatul Khusna
Student Number : 1503046108
Department : English Language Education
had been ratified by the board of examiners of Education and Teacher
Training Faculty Walisongo State Islamic University Semarang and can be
recieved as one of the requirements for gaining the Bachelor Degree in
English Language Education.
Semarang, December 27 th 2019
THE BOARD OF EXAMINERS
Chair person, Secretary,

Dr. Raharjo, M.Ed, St. Dra. Hj. Ma’Rifatul Fadhilah, M.Ed

NIP. 196511231991031003 NIP. 19620803 198903 2003
Examiner 1, Examiner 2,

Dr. Siti Tarwiyah, M.Hum. Muhammad Nafi Annury, M.Pd.

NIP. 19721108 199903 200 1 NIP.19780719 200501 1007
Advisor 1, Advisor 2,

Dr. Hj. Siti Mariam, M.Pd Sayyidatul Fadlilah, M.Pd

NIP. 19650727 199203 2 002 NIP. 19810908 200710 2 001
iii

.
ADVISOR NOTE Semarang, 20 December 2019

To
The Dean of Education and Teacher Training Faculty
Walisongo State Islamic University Semarang

Assalamu’alaikum wr. wb.

I inform that I have given guidance, briefing and correction to

whatever extent necessary of the following thesis:

Title : ENGLISH LANGUAGE TEACHING AND

LEARNING AT ENGLISH CAFÉ CHAPTER
SEMARANG
Name of Student : Lailatul Khusna
Student Number : 1503046108
Department : English Language Education

I state that the thesis is ready to be submitted to Islamic Education and

Teacher Training Faculty Walisongo State Islamic University to be
examined at Munaqasyah session.

Wassalamu’alaikum wr. wb.

Advisor 1

Dr. Hj. Siti Mariam, M.Pd

NIP. 19650727 199203 2 002

.
iv
ADVISOR NOTE Semarang, 20 December 2019

To
The Dean of Education and Teacher Training Faculty
Walisongo State Islamic University Semarang

Assalamu’alaikum wr. wb.

I inform that I have given guidance, briefing and correction to

whatever extent necessary of the following thesis:

Title : ENGLISH LANGUAGE TEACHING AND

LEARNING AT ENGLISH CAFÉ CHAPTER
SEMARANG
Name of Student : Lailatul Khusna
Student Number : 1503046108
Department : English Language Education

I state that the thesis is ready to be submitted to Islamic Education and

Teacher Training Faculty Walisongo State Islamic University to be
examined at Munaqasyah session.

Wassalamu’alaikum wr. wb.

Advisor 2

Sayyidatul Fadlilah, M.Pd

NIP. 19810908 200710 2 001

v.
 MOTTO

‫َي ٍء َخلَ ْقنَاهُ بِقَ َد ٍر‬

ْ ‫إِنَّا ُك َّل ش‬
Verily, all things have we created in proportion and measure.
(Al-Qomar : 49)1

1
Arif, Rifhan et. al. Al- Quran Tiga Bahasa, (Depok: Al-Huda,2009),
p.1066.

vi.
 ABSTRACT

Title : ENGLISH LANGUAGE TEACHING AND

LEARNING AT ENGLISH CAFÉ CHAPTER
SEMARANG
Name of Student : Lailatul Khusna
Student Number : 1503046108

Keywords : Assessment, Café, English, Learning.

There are so many English courses in Indonesia taught English with

unique way, one of them is English Café. This study discusses
materials, methods, and assessment used in English teaching learning
at English Café chapter Semarang. The aims of this study are to
describe the materials, to describe the method, to explain the way
teacher assesses the students’ competence at English Café chapter
Semarang. This research used a descriptive qualitative design that uses
three techniques of collecting data. Those are observation, interview,
and documentation. The result of this study shows the teaching
materials cover the vocabulary, conversation, and grammar is related
to the learners’ need. The course book is used as complementary
materials with exercise and tips. The teaching method used is
grammar translation method, direct method, and communicative
language teaching. Meanwhile in assessment, the teacher (chef) uses
assessment in form of informal assessment to measure students’
achievement in English.

vii.
 DEDICATION

This thesis is dedicated to:

1. My beloved parents (Mr. Marwan and Mrs. Nafsiyah).
2. My lovely sibling sisters and brothers (Faizatul F,
Nurkholisah, Yazid A, Helmi R, N. Afifah, A. Ardani).
3. All of Marwan’s family members.
4. All of my teachers who have educated and taught me with
great sincerity and genuineness.

.
viii
 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,
Alhamdulillah, all praises unto Allah who always gives his
mercies and blessing so that the researcher can finish in creating this
thesis. Shalawat and salam may be granted to our great prophet
Muhammad SAW who has guided and acquainted Islam as the right
way.
The researcher realizes that he could not complete this thesis
without support, cooperation, help, and encouragement from many
people. Therefore, by the honor of this, the researcher wants to say
grateful to the honorable:
1. Dr. Hj. Lift Anis Ma’shumah, M.Ag. as the Dean of Education
and Teacher Training Faculty.
2. Sayyidatul Fadlilah, M.Pd. as the Head of English Department.
3. Dra. Nuna Mustikawati Dewi, M.Pd as the guardian lecturer
during study in UIN Walisongo Semarang.
4. Dr. Hj. Siti Mariam, M.Pd and Sayyidatul Fadlilah, M.Pd as my
advisor for giving guidance and helpful corrections during the
consultation of this thesis.
5. All of my lecturers of English Education Department of
Walisongo State Islamic University Semarang, who have given
insight and experience during my study.
6. My beloved family especially for my parents (Mr. Marwan and
Mrs. Nafsiyah), and my big family team (sist Izah, bro Aziz, sist

ix.
 Lilis, bro Andi, bro Helmi, Fifi, Ardani, Zuhdi, Ama, Ivanna,
Nela, Upi, Alya ) who always support me emotionally and
materially with pray, love, patient and always beside me when I
was down.
7. Mrs. Hj. Muniroh and Mrs. Hj. Muthohiroh as the Mom in PP.
Rodhotut Tholibin who always support me with pray and advice.
8. The manager, Tutor and members of English Café chapter
Semarang who help me in collecting data for the research.
9. My friends, PBI C 2015 lucky me could conduct the process of
studying in class with you all. My friends in Pp.Roudhotut
Tholibin especially Nurul, Azizah, and Mala who always
motivates me. My friends, Walisongo English Club especially
who were in bro Inung period and ikhy period. I am sorry cannot
mention one by one.
10. My friends, Bejo Family (Viara, Mae, Ufah, Marlina) may we still
can continue our story.
Finally, the researcher realizes that this thesis is still far from
being perfect, therefore, the researcher will accept happily
constructive criticism in order to make it better. The researcher hopes
that this thesis would be benefical for everyone. Amin.
Semarang, 20 December 2019
Researcher,

Lailatul Khusna
NIM. 1503046108

. x
 TABLE OF CONTENT

PAGE OF TITLE ...................................................................... i

THESIS STATEMENT ............................................................ ii
RATIFICATION ....................................................................... iii
ADVISOR NOTE 1 ................................................................... iv
ADVISOR NOTE 2 ................................................................... v
MOTTO .................................................................................... .. vi
ABSTRACT ............................................................................... vii
DEDICATION ........................................................................... viii
ACKNOWLEDGEMENT ....................................................... ix
TABLE OF CONTENT ............................................................ xi
LIST OF TABLE ...................................................................... xiv
LIST OF APPENDICES ........................................................... xv
LIST OF PICTURES ................................................................ xvi

CHAPTER I : INTRODUCTION
A. Background of the Research ....................... 1
B. Research Questions .................................... 4
C. Objectives of the Research ......................... 4
D. Scope of the Research ................................ 5
E. Significances of the Research ..................... 5

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Previous Researches ................................... 7
B. Literature Review…. .................................. 12
1. The Basic Principles of Teaching Language 12
2. The Principles of Materials Development 15
3. Teaching Methods ............................... 19
4. Learning Assessment ...................... 25
a. Informal Assessment………..... 26
b. Formal Assessment……. .......... 26

xi .
 5. Type of Education System ............... 26
a. Non-formal Education………… 26
b. Formal Education……………… 28
c. Informal Education……………. 28
6. English Café .................................... 29
a. History…………………...……. 30
b. Vision and Mission……...…….. 31
c. Curriculum………………….…. 31
d. Focus of Learning …………… 32
e. Learning Program……………... 33

CHAPTER III : RESEARCH METHOD

A. Design of the Research ............................... 35
B. Source of Data ............................................ 35
C. Techniques of Data Collection ................... 35
1. Observation......................................... 36
2. Interview ............................................. 36
3. Documentation………………………. 38
D. Data Analysis ........................................ 39
1. Data reduction ................................ 40
2. Data Display .............................. … 40
3. Conclusion ................................ …. 41
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Findings & Discussion ............................ 42
1. Material Taught in English
Learning at English Café Chapter
Semarang .............................................. 42
2. Analysis of Material Taught at
English Café chapter Semarang
…………............................................ 45

. xii
 3. Methods Used in English Learning
at English Café Chapter Semarang ... 47
4. Analysis of Methods Used in
English Learning at English Café
Chapter Semarang................................ 49
5. Assessment Used at English Café
Chapter Semarang................................ 50
6. Analysis of Assessment Used at
English Café Chapter Semarang ........ 51

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ................................................. 52
B. Suggestion .................................................. 53

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

.
xiii
 LIST OF TABLE

Table 3.1 Interview Guideline with Manager

Table 3.2 Interview guideline with chefs
Table 3.3 Questionnaire guideline
Table 3.4 Documentation guideline
Table 4.1 the materials taught in Beginner level.
Table 4.2 Materials taught in intermediate level.
Table 4.3 Materials taught in Advance level

.
xiv
 LIST OF APPENDICES

Appendix 1. Interview instrument

Appendix 2. Transcript of interview
Appendix 3. The letter of HAKI
Appendix 4. Interview guide for new chef
Appendix 5. Application form for new member
Appendix 6. Stipulation of member
Appendix 7. Letter of Pra Research
Appendix 8. Letter of advisor appointment
Appendix 9. Letter of Research
Appendix 10. Sample of materials taught at EC
Appendix 11. Material 1
Appendix 12. Material 2
Appendix 13. Sample of Exercise

xv
.
 LIST OF PICTURES

Picture 1. The researcher and the manager of EC Semarang

Picture 2. The researcher interview the chef 1
Picture 3. The researcher interview the chef 2
Picture 4. The researcher interview the chef 3
Picture 5. The modules of teaching at EC
Picture 6. Sharing and discussion program
Picture 7. The chef and members of EC

xvi
.
 CHAPTER 1
INTRODUCTION

This chapter discusses about background of the research,

research questions, objective of the study, scope of the study, and
significant of the study.
A. Background of the Research
English is known as a global language used in International
standard today. Everything issue in the world today such as
economic, education, social commerce, technology, healthy and
others printed in English language. Certainly, there are some
reasons why English should be. According to Crystal, there are two
factors that force English as a global language. First, influence
from the expansion of British colonial power, which peaked
towards the end of the nineteenth century. Second, it is because of
the emergence of the United States as the leading economic power
of the twentieth century. 1
Indonesia itself has taken a part to teach English in the
curriculum of formal education system since long time years ago.
Related to Dardjowidjojo cited in Allan Lauder, English was first
taught to Indonesians in 1914 when junior high schools were
established.2 Although English taught in Indonesia since more

1
David Crystal, „’English as a Global Language”, Second Edition,
(New York: Cambridge University Press, 2003), p. 59.
2
Allan Lauder, „‟ The Status and Function of English in Indonesia: a
Review of Key Factors”, Journal of Makara, Sosial Humaniora, (Vol. 12,
No. 1, 2008), p. 9-20.

1
 than one century, it does not indicate that English ability of
Indonesians people is good. In fact, the average final score of
English national examination 2018 is less than 55.00.
The problem is English learning taught in classroom that may
occur only twice a week is not enough. Even less teaching methods
used are not interesting for students to learn English. Therefore, the
proper method, materials, expert teacher is needed to help students
learning process succeed. Moreover, the learning time also has to
be more. It does not mean that the duration of each learning is long
time. But, the distance of one learning and next learning is not too
long.
Nowadays, mostly adult or who has graduated from senior
high school learn English. Everyone begins realize that English
language is a need to face the world today not only to pass the
national examination. Besides that, in Islamic view, keep learning
is something suggested. Anyone who has knowledge will be place
on higher degrees.

. .........         .....

“Allah will raise up, to (suitable) ranks (and degrees),

those of you who believe and who have been granted
(mystic) knowledge.”3 (QS. Al-Mujadalah: 11)

3
Abdullah Yusuf Ali, “ The Meaning of Holy Qur’an: Complete
Translation with Selected Notes”, (UK: The Islamic Foundation, 2009), p.
570.

2
 Learning itself has meaning a process undertaken by teacher
who has been programmed in order to teach students to achieve the
purpose of learning as specified in accordance with instructions
curriculum prevailing. In the process of learning, requiring teachers
to create a conducive atmosphere of learning that students can
learn in an active manner. 4 So, in the learning process needs
supporting factors in order to make learners feel comfort and then
understand the materials easily.
Learning English is important language for today. Many
reasons make everyone learn this language, for the simple reason
like to be able to speak with foreigner until for the crucial need
such as to fulfill job requirement that almost all of it contains
English language ability as the criteria. Therefor fun English
teaching-learning is needed in order to make students feel enjoy in
learning English process. Nowadays, there are so many English
courses in Indonesia offering various ways to mastering English in
short duration with fun teaching-learning. One of those is English
Cafe.

English Café is one of English non formal education that has

been located in around 50 big cities in Indonesia. One of those is
in Semarang Central Java. It has unique English teaching concept

4
M. Nafi Annury. (2016). Students‟ Language Learning Styles: An
Ethnographic Case Study at Uin Walisongo Semarang.Vision: Journal for
Language and Foreign Language Learning, 5(1), 133-146. doi: http://dx.doi.
org/10. 21580/vjv5i1863. Accessed on 15 January 2019.

3
 because everything is managed in the style of café and absolutely
the place of English teaching process is in cafe. Beside that English
Café has its own handbooks contain the materials learning
appropriate with the level programs. Moreover, the participant of
English learning program here is not only college students but also
the employees of companies.
Based on the explanation above, the researcher is interested in
describing the English teaching learning process at English Café,
This research entitled “English language teaching and learning at
English Café Chapter Semarang”.

B. Research Questions
There are three questions in this research. They are as follows:
1. What materials are taught at English Café chapter Semarang?
2. What methods are used in English teaching and learning at
English Café chapter Semarang?
3. How does teacher assess students‟ achievement at English Café
chapter Semarang?

C. Objective of the Study

The objectives of the study are:
1. To describe the materials taught at English Café chapter
regional Semarang.
2. To describe the method used in English Café chapter regional
Semarang.

4
 3. To explain the way teacher assesses the students‟ competence at
English Café chapter regional Semarang.

D. Scope of the Study

The focus of this research is English learning teaching
practice in the centre of English Café chapter regional Semarang
located on Legend Café at Tri Lomba Juang Street No.5,
Mugassari, Semarang, in terms of teaching materials, teaching
methods, and learning assessment.

E. Significant of the Study

The result of the study is expected to give advantages as follows:
1. Theoretically
The researcher wishes that this result of the study will give
larger knowledge about English teaching learning process at
English Café chapter regional Semarang for writer, teacher,
and readers.
2. Pedagogically
a. The English Teachers
The researcher expects that this result of the study might be
useful for improving quality of English teaching learning
process.
b. The English Students
The researcher expects that this result of the study can be
useful to make the students more interested to learn
English.

5
 c. The Writer
The researcher can get many useful experiences in the
future as an English teacher. In addition, the result can be
used to improve the researcher‟s knowledge and skill in
English teaching learning.
d. English Café
The researcher hopes may this study help English Café to
promote it as recommended English learning course
especially at regional Semarang and Indonesia in generally.
e. The other researcher
By doing this research, the researcher expects that this
result can be reference to other researcher to do the new
research in the future.

6
 CHAPTER II
REVIEW OF THE RELATED LITERATURE

This chapter presents previous researches and literature review

A. Previous Researches
This research is not the new one. Therefore the researcher
used some previous research as supporting research. They are as
follows:
1. The previous research was conducted by some people that was
edited by Garold Murray and Naomi Fujishima and published
become a book in 2016 with the title “Social space for language
learning: stories from the L-café”, a café at Okayama university
which is created as a place where Japanese students could
practice their English language skills in relaxed environment.
This research found out that the café is not merely a place to
learn languages but a place to generate a learning atmosphere
among students even though it does not look like a learning
environment such as classroom and library. 1
The similarity of the study above and this study is the
object of study that is Café which is used to learn foreign
language. Beside that the research design that used is also
qualitative descriptive and the data collected by observation,

1
Garold Muray and Naomi Fujishima, “Social Space for Language
Learning: Stories from the L-Cafe”(United Kingdom: Palgrave Macmillan,
2016)

7
 interview, and documentation. Meanwhile the difference of this
study is on the specific object. The previous research was
conducted the research at L-café In Japan, whereas the
researcher of this study conducted at English Café chapter
Semarang Indonesia.
2. The previous research was written by Ana Ainu Nikmatin
(123221024), Education and Teacher Training Faculty of State
Islamic Institut Surakarta by the title “A Descriptive Study of
the English Vocabulary Teaching Learning Process of Deaf
Children”. The purpose of this study is to describe the process
and the problems of teaching learning english vocabulary of
deaf children. This study used qualitative approach because the
data are descriptive in the form of written and spoken. It was
conducted at SLB-B YPPS Donohudan Boyolali in academic
year 2015/2016.
The data was collected by some techniques, there are
observation, interview, and documentation. The result of this
study is in the process of teaching learning English vocabulary,
teacher using material which is used in second grade of
Elementary School for teach 8th and 9th grade of Junior Deaf
High School. Pictures and white board used by teacher as the
teaching media. The problem faced during English vocabulary
teaching learning process are: lack of media used, difficulty to
make students interested with the lesson, need a long time to

8
 make students understand, and students are difficult to
pronounce the vocabularies. 2
The similarity of the study above and this study is the
research design, that is qualitative descriptive and the data
collected by observation, interview and documentation.
Meanwhile the differences between this booth study is the
object and the subject of the research.
The strength of this study is carrying out the problems of
teaching learning English. But unfortunately, there are only few
students whom became object of observation so the finding is
no more accurate.
3. Another previous research related with this study is the research
that has been done by Siti Mualiyah (1112014000054), thesis
for Islamic State University of Jakarta. The title is “Teaching
Speaking (An Expository Study at Speaking Class of Training
Class Program at Basic English Course in Kampung Inggris
Pare). She investigated and described the activities of English
speaking class there. The objective of the study was to find the
description about the processes of the teaching speaking in

2
Ana Ainu Nikmatin, “A Descriptive Study of English Vocabulary
Teaching Learning Process of Deaf Children In SLB-B YPPS Donohudan
Boyolali in Academic Year 2015/2016”, Thesis, (Surakarta: Bachelor Degree
of State Islamic Institute Surakarta, 2017)

9
 Training Class program at Basic English Course in Kampung
Inggris Pare.3
The similarity of the study is the object of study is similar
in type of Non formal education. Beside that the research design
is also similar that is descriptive but there are differences in the
data collected, this study used some techniques, there are
observation, interview, field note, documentation, and
instrument. Meanwhile the researcher used three of those,
observation, interview, and documentation.
The strength of this study is the instrument used for data
collecting. Beside that the researcher had ever taken course in
the place of this study, so result of this study more proper
because the researcher did participant observation
unintentionally. But this study still has weakness that was not
attach specifically about the type of educational system in the
theoretical framework.
4. Another research related with this study is journal research that
has been done by Muhammad Hilman Agost Dermawan, State
Univeristy of Yogyakarta. Research of Jurnal Pendidikan Luar
Sekolah, the title is “Pengelolaan Program Kursus Bahasa
Inggris pada Lembaga Kursus English Café Yogyakara”
published in 2018. The objectives of this study was to interpret

3
Siti Mualiyah, “Teaching Speaking (An Expository Study at
Speaking Class of Training Class Program at Basic English Course in
Kampung Inggris Pare)”, Thesis, (Jakarta: Bachelor Degree of State Islamic
University Jakarta, 2017)

10
 the management of English course program at English Café
Yogyakarya, beside that this research was also to describe and
interpret the factors that affect the management of English
course program at English Café Yogyakarta.
This research was qualitative and used case study method.
The data were collected by observation, interview, and
documentation technique. The techniques used in data analysis
are data reduction, data presentation, and conclusion. The
technique of data validation used triangulation by source and
technique. The subjects of this research are CEO, general
manager, chef, and member of English Cafe Yogyakarta. 4
The result of this research showed that the management of
English course program at English Café Yogyakarta conducted
by using several steps which are planning the administration
and the learning program; organizing the management by
creating organizational structure and job description;
implementing the program by using private, regular, and online
program; coordinating through regular meeting and
accountability report and evaluating the programs. Supporting
factors are using café concept, flexibility in learning process,
utilization of telecommunication media, good service from the
staff and chef. Meanwhile the inhibiting factors affect the

4
Muhammad Hilman Agost Dermawan, “ Pengelolaan Program
Kursus Bahasa Inggris pada Lembaga Kursus English Café Yogyakarta” ,
Jurnal Pendidikan Luar Sekolah, ( Vol.VII, No.2, 2018)

11
 management are inadequate facilities and there is no legal
entities form relevant agencies.
The similarities of the study are the subject of study that is
English Café but the place of study is different. This study
conducted in Yogyakarta meanwhile researcher conducted in
one of English Café Semarang. Another similarity is the data
collecting technique used are by observation, interview, and
documentation.
The differences of the study are the object of study. This
study focuses on management of the course. Meanwhile
researcher focused on teaching and learning program. Therefor
the research questions are absolutely different.

B. Literature Review
1. The Basic Principles of Teaching Language
English becomes the main language used in the world of
science, economic, healthy, policy, education, technology, etc.
around the world today. In English language teaching
learning, teacher may use ways or methods that proper to
teach. Beside teacher also must to keep in mind the capability
and capacity of students. Effective teaching of a language is
based on certain principles. Here are the basic principles for
teaching the language effectively5.

5
Elizabeth, “ Methods of Teaching English”, (New Delhi: Discovery
Publishing House, 2014), p. 15-20.

12
 a. Imitation
It is especially true in the case of small children. Whatever
students see all around them, they imitate those things in
the same way. In the language teaching learning according
to Douglas Brown imitation is one of the important
strategies a child uses in the acquisition of language. 6
b. Practice and Drill
All aspect of language learning that are listening, speaking,
reading, and writing can be acquired after a lot of practice
because learning a language is more a matter of skill rather
than of knowledge. 7
c. Oral approach
Language is more connected with ears and tongue than
with eyes. So, in the teaching of English, oral work should
be given topmost priority.8
d. Selection and gradation
Selection may be done by teacher, in respect of
grammatical items, vocabulary and structures. Gradation

6
Douglas Brown, “Principles of Language Learning“, (USA: Pearson
Education, 2006), P. 49.
7
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”, (New Delhi: Discovery Publishing House, 2012), P. 16.
8
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”,…….., P. 17.

13
 means putting the language items in order of presentation.
Gradation involves grouping and sequence. 9
e. Motivation or interest
The general poor standard of students in English is due to
the lack of interest. So, here teacher has to use interested
ways in teaching in order to make student interest and
enjoy in learning.10
f. Natural way of teaching learning
Natural process of learning the language should be
followed. Listening and speaking should precede reading
and writing.11
g. Language should be learnt in context and situation
Language taught to students to make they are able to use in
their day to day life situations. 12
h. Adoption of multiple line of approach
In this approach, there should be oral work and after that
the students may be asked to write a few sentences on
certain topic in their note books.13

9
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”, ……., P. 17.
10
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”,…….., P. 18-19.
11
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”,…….., P. 19
12
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”,…….., P. 19
13
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Te

14
 i. Balanced approach
The teacher should see that the different aspects of those
are fully taken care of listening, speaking, reading, and
writing should be equally emphasized. 14
In teaching language, teachers have to pay attention to
the way they teach the language. Because teaching a language
is so different with other subject that only focus on
understanding the material, meanwhile in teaching language
consist of four skills they are listening, speaking, writing, and
reading, and those are integrated one each others.
2. The Principles of Materials Development
Teaching material is a key component in language
teaching. It is important roles of teaching. It is a resource of
what will be taught and learned, source of activities for
learner practice and communication interaction, reference
source for learner on grammar, vocabularies, etc. source of
stimulation the ideas for classroom activities, syllabus, also
learning support.15

aching English”,…….., P. 20
14
Elizabeth & Digumarti Bahaskara Rao, “ Methods of Teaching
English”,…….., P. 20
15
Jack, C. Richard, “ Curriculum Development in Language
Teaching”, (USA: Cambridge University Press, 2011), p.251.

15
 According to Brian Tomlinson, good language teaching
materials should have the following characteristic: 16
a. Materials should achieve impact.
Impact is achieved when materials have a noticeable effect
on learners. It is when the learners‟ curiosity, interest, and
attention are attached.
b. Materials should help learners feel at ease.
Feeling at ease can be achieved through a „voice‟ which is
relaxed and supportive, through activities which encourage
the personal participation of the learners, through materials
which relate the world of the book to the world of the
learner and through the absence of activities which could
threaten self-esteem and cause humiliation.
c. Materials should help learners to develop confidence.
Building confidence through activities which try to „push‟
learners slightly beyond their existing proficiency by
engaging them in tasks which are stimulating, which are
problematic, but which are achievable too.
d. What is being taught should be perceived by learners as
relevant and be useful.
Perception of relevance and usefulness can be achieved by
relating teaching points to interesting and challenging
classroom tasks and by presenting them in ways which

16
Brian Tomlinson, “ Material Development in Language Teaching”,
Second Edition, (Cambridge: Cambridge University Press, 2011), p. 2.

16
 could facilitate the achievement of the task outcomes
desired by the learners.
e. Materials should require and facilitate learner self-
investment.
Materials can help learners to invest interest, effort, and
attention in the learning activity by providing them with
choices of focus and activity, by giving them topic control
and by engaging them in learner centered discovery
activities.
f. Learners must be ready to acquire the points being taught.
The readiness of learners can be achieved by materials
which create situations requiring the use of various features
not previously taught, by materials which ensure that the
learners have gained sufficient mastery over the
developmental features of the previous stage before
teaching a new one, and by materials which roughly tune
the input so that it contains some features which are
slightly above each learner‟s current state of proficiency.
g. Materials should expose the learners to language in
authentic.
Materials can provide exposure to authentic input through
the advice which they give, the instructions for learners‟
activities and the spoken and written texts they include.
h. The learners‟ attention should be drawn to linguistic
features of the input.

17
 The learners become aware of a gap between a particular
feature of their Inter language and the equivalent feature in
the target language.
i. Materials should provide the learners with opportunities to
use the target language to achieve communicative
purposes.
Learners should be given chances to use language for
communication rather than just to practice it in situations
controlled by the teacher and the materials.
j. Materials should take into account that the positive effects
of instruction are usually delayed.
Materials should recycle instruction and provide frequent
and ample exposure to the instructed language features in
communicative use.
k. Materials should take into account that learners have
different learning styles.
Learning material activities should be variable and should
ideally cater for all learning styles.
l. Materials should take into account that learners differ in
affective attitudes.
The one who is writing learning materials should be aware
of the inevitable attitudinal differences of the users of the
materials.
m. Materials should permit a silent period at the beginning of
instruction.

18
 Materials should not force premature speaking in the target
language and they should not force silence either.
n. Materials should maximize learning potential by
encouraging intellectual, aesthetic, and emotional
involvement that stimulates both right and left brain
activities.
Content of the materials should not be trivial or banal and
it stimulates thoughts and feelings in the learners. The
activities are also not too simple and too easily achieved
without the learners making use of their previous
experience and their brains.
o. Materials should not rely too much on controlled practice.
p. Materials should provide opportunities for outcome
feedback.
It is because feedback which is focused first on the
effectiveness of the outcome rather than just on the
accuracy of the output can lead to output becoming a
profitable source of input.
3. Teaching Methods
Before stepping further about teaching methods, the
researcher explained the differences between approach,
method, and technique first. Those terms have different
meaning but most of people suppose those are only different
terms in one meaning.

19
 Approach, method, and technique are also known as
Anthony‟s three terms. Approach is something that reflects a
certain model or research paradigm. This term is the broadest
of the three. Meanwhile method is a set of procedure. It is
more specific than an approach. A technique is a classroom
device or activity and those represents the narrowest of the
three.17
A more recent framework about language teaching
methodology has been proposed by Richard and Rodgers in
2001. They use method as the most general and overarching
term. Under method, they have the terms approach, design,
and procedure. Their use of the term approach is similar to
Anthony‟ use, but their concept is more comprehensive and
explicit. It includes theories of the nature of language
(including units of language analysis) and the nature of
language learning with reference to psychological and
pedagogical principles. The design portion of Richard and
Rodger entails the curriculum objective and syllabus types.
The term procedure for Richard and Rodgers refers to

17
Marianne Cecle-Muria, “ Teaching English as a Second or Foreign
Language”, third edition, (np: Heinle & Heinle Thompson learning, 2001),
p.5-6.

20
 techniques, practices, behaviors, and equipment observable in
the classroom.18
In other words, B. Kumaravadivelu gives definition that
method is expert‟s notion derived from an understanding of
the theories of language, language learning, and language
teaching. It is also reflected in syllabus design and textbook
production.19
Here are the some methods used in language teaching:
a. Grammar Translation Method
The key elements of Grammar Translation by Kelly
citied in Marianne20
1) Instruction is given in the native language of students.
2) There is little use of the target language for
communication.
3) The focus is on grammatical parsing. That is the forms
and inflections of words.
4) There is early reading of difficult texts.
5) A typical exercise is to translate sentences from the
target language into the mother tongue.

18
Marianne Celce- Muria, Donna M Brinton, & Marguerite Ann
Snow, “ Teaching English as a Second or Foreign Language” Fourth
Edition, (United State of America: Sherrise Roehr, 2014), p. 2-3.
19
B. Kumaradivelu, “ Understanding Language Teaching: from
Method to Postmethod” , (London: Lawrence Elrbaum Associate, 2006),
p.162.
20
Marianne Celce- Muria, Donna M Brinton, & Marguerite Ann
Snow, “ Teaching English as a Second ….”, Fourth Edition, p.5.

21
 6) The result of this method is usually an inability on the
part of students to use the language for communication.
7) The teacher does not have to be able to speak the target
language fluently.
b. Direct Method
Its goal is to use rather than to analyze a language,
had begun function as a viable alternative to grammar-
translation. Here are the key features of direct method 21:
1) No use of the mother tongue is permitted.
2) Lessons begin with dialogue and anecdotes in modern
conversational style.
3) Actions and pictures are used to make meanings clear.
4) Grammar is learned inductively.
5) Literacy texts are read for pleasure and are not analyzed
grammatically.
6) The target culture is also taught inductively.
7) The teacher must be a native speaker or have native-like
proficiency in the target language.
c. Audio-Lingual Method (ALM)
The features of audiolingual method 22:
1) Lessons begin with dialogue.

21
Marianne Celce- Muria, Donna M Brinton, & Marguerite Ann
Snow, “ Teaching English as …”,Fourth Edition, p.5.
22
Marianne Celce- Muria, Donna M Brinton, & Marguerite Ann
Snow, “ Teaching English a s…”, Fourth Edition, p.6.

22
 2) Mimicry and memorization are used, based on the
assumption that language leaning is habit formation.
3) Grammatical structures are sequenced and rules are
taught inductively (through planned exposure)
4) Skills are sequenced: first listening and speaking are
taught; reading and writing are post-poned.
5) Accurate pronunciation is stressed from the beginning.
6) Vocabulary is severally controlled and limited in the
initial stages.
7) A great effort is made to prevent learner errors.
8) Language is often manipulated without regard to
meaning or context.
9) The teacher must be proficient only in the structures,
vocabulary, and other aspect of language that he or she
is teaching. Since learning activities and materials are
carefully controlled.
d. Communicative Language Teaching (CLT)
Communicative language teaching is a broad method
to teaching that resulted from a focus on communication
as the organizing principle for teaching rather than a focus
on mastery of the grammatical system of the language.
Communicative language teaching or CLT was a response
to changes in the field of linguistics in the 1970s, as well
as a response to the need for new approaches to language
teaching in Europe as a result of initiative by groups such

23
 as the Council of Europe. Linguistics moved away from a
focus on grammar as the core component of language
abilities to a consideration of how language is used by
speaking in different context of communication. The
capacity to use language appropriately in communication
based on the setting, the roles of the participants, and the
nature of the transaction refers to communicative
competence.23
e. Suggestopedia
Suggestopedia or desuggestopedia is a method
developed by the Bulgarian psychiatrist-educator Georgi
Lozanov. The objectives of Suggestopedia are to deliver
advanced conversational proficiency quickly. It bases its
learning claims on student mastery of prodigious list of
vocabulary pairs and, indeed, suggests to students that is
appropriate that they set such goals for themselves. 24
f. The Silent Way
The silent way is the name of a method of language
teaching devised by Caleb Gattegno. It is based on the
premise that the teacher should be silent as much as

23
Jack, C. Richard, “ Curriculum Development in Language
Teaching”, (USA: Cambridge University Press, 2011), p.36.
24
Jack C. Richard & Theodore S. Rodgers, “ Approaches and
Methods in Language Teaching”, Second Edition, ( Cambridge: Cambridge
University Press, 2001). P. 100-102.

24
 possible in the classroom but the learner should be
encouraged to produce as much language as possible. 25
g. Total Physical Response (TPR)
Total Physical Response is a language teaching
method built around the coordination of speech and
action; it attempts to teach language through physical
(motor) activity. TPR is developed by James Asher, a
professor of psychology at San Jose State University,
California, it draws on several traditions, including
developmental psychology, learning theory, and
humanistic pedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy Palmer 1925.
TPR reflects a grammar-based view of language.
Asher states that most of the grammatical structure of the
target language and hundreds of vocabulary items can be
learned from the skillful use of the imperative by the
instructor.26
4. Learning Assessment
Assessment is an ongoing process that encompasses a
much wider domain. Whenever a student responds to a
question, offer a comment, or tries out a new word or
structure, a teacher subconsciously makes an assessment of

25
Jack C. Richard & Theodore S. Rodgers, “ Approaches and
Methods in …”,p.81.
26
Jack C. Richard & Theodore S. Rodgers, “ Approaches and
Methods in…” , p. 73.

25
 the students‟ performance, knowing that their responses are
being measured and evaluated.27
Here are the kinds of assessment:
a. Informal assessment
Informal assessment is embedded in classroom tasks
designed to elicit performance without recording results
and making fixed judgment about a student competence.
Example of this continuum are marginal comments on
paper, responding to a draft of an essay, advice about how
to better pronounce of word, a suggestion for a strategy for
compensating for reading difficulty, and showing how to
modify a students‟ note-taking to better remember the
content of a lecture.
Informal assessment also can take a number of forms,
starting with incidental, unplanned comments and
responses, along with coaching and other impromptu
feedback to the students. Examples include saying “Good
Job!”, “Nice”, or putting emoticons on some homework.
b. Formal assessment
Formal assessments are exercises or procedures
specifically designed to tap into a storehouse of skill and
knowledge. They are systematic, planned sampling

27
H. Douglas Brown, Language Assessment: Principles and
Classroom Practices, (USA: Person Education, 2003), p. 4-6

26
 techniques constructed to give teacher and student an
appraisal of student‟s achievement.
5. Type of Education System
In accordance with the Law of Republic of Indonesia
number 20 year 2003 regarding National education system,
article 13 paragraph 1 asserts that education‟s track consist of
formal, non-formal, and informal education that could be
complementary and enrich each other.
Here are the definition of three forms of education by
International Standard Classification of Education (ISCED)
2011 printed in UNESCO Institute for Statistic (UIS) 2012
reprinted in Out of School Children Initiative 2014.28
a. Non-formal Education
Education that is institutionalized, intentional and
planned by an education provider. The defining
characteristic of non-formal education is that it is an
addition, alternative and / or complement to formal
education within the process of lifelong learning of
individuals. It is often provided guarantee the right of
access to education for all. It caters to people of all ages
but does not necessarily apply a continuous pathway-
structure; it may be short in duration and/ or low intensity,

28
Mari Yasunaga, (2014), “Non Formal Education as a Means to
Meet Learning Needs Out-Of –School Children And Adolescents”
(UNESCO),P.7.

27
 and it is typically provided in the form of short course,
workshops, or seminars.
Non-formal education mostly leads to qualifications
that are not recognized as formal or equivalent to formal
qualifications by the relevant national or sub-national
education authorities or to no qualifications at all. Non-
formal education can cover programs contributing to adult
and youth literacy and education for out of school children,
as well as programs on life skill, work skills, and social or
cultural development.
b. Formal Education
Formal education is Education that is institutionalized,
intentional, and planned through public organization and
recognized private bodies and in their totality constitutes
the formal education system of a country. Formal
education programs are thus recognized as such by relevant
national education authorities or equivalent authorities, e.g.
any other institution in cooperation with the national or
sub-national education authorities. Formal education
consists mostly of initial education. Vocational education,
special need education, and some part of adult education
are often recognized as being part of formal education

28
 system. Usually, formal education with an established
curriculum and within designated areas. 29
c. Informal Education
Informal education means forms of learning that are
intentional or deliberate but are not institutionalized, it is
consequently less organized and structure than formal or
non-formal education. Informal learning may include
learning activities that occur in the family, workplace, local
community, and daily life, on a self-directed, family-
directed, socially-directed basis.
Related to the Law of Republic Indonesia article 26
paragraph 4 “ Unity of Non formal education consists of
institutional course, institutional training, group of study,
center public learning acivities, and religion learning
gathering, etc.”30 and English Café includes of institutional
course, therefore English Café is a kind of Non formal
education.
6. English Café
English Café is one of Non formal educational course in
Indonesia that offering and serving English learning program.
The first course is in Yogyakarta established on 2012 and now
it is known as center of English Café. At this time, English

29
Theodore G. Zervas, “Formal And Informal Education During The
Rise Of Greek Nationalism”, (USA: Springer Nature, 2017), p. 10.
30
Law of Republic Indonesia Number 20 Year 2003, National
Education System, Article 26, Paragraph (4).

29
 Café has spread in 50 big cities of Indonesia and it has more
than 118 chapters. In Semarang, there are 4 chapters of
English Café and researcher is going to take research in
English Café located on Legend Café at Tri Lomba Juang
Street No.5, Mugassari, Semarang. It is the first English Café
established in Semarang and it is as the center of English Café
chapter Semarang.
This course is very different from others because it is
designed like café systematically. Here the learners are helped by
tutor namely chef to learn English suitable with the level chosen.
Beside that the cover of handbook‟ course also designed by
cooking theme namely Recipe Secret and certainly the place of
its course is in café.
English Café just got reward on February 2019 as the best
English course with educational quality from Nusantara Platinum
Award. This event was held by Bangun Indonesia Dengan Cinta
(BIDC) foundation.
a. History
English café chapter Semarang was established on
September 2017. It was opened by a regional manager chapter
Semarang named Devi Linggarsari after got training program
of English Café management for about a month in the Center
of English Café Yogyakarta. Before English Café was
established in Mugassari Semarang, it was ever opened in
Gunung Pati Semarang by different manager in about last of

30
 2015. But, it had to close in early of 2017 because the
manager got scholarship abroad and there was no one to
handle it.
Devi established English Café in Mugassari after she
assured that there was no English Café in Semarang that time.
Then, she decided to open English Café in Legend Café after
considered many things such as place, menu price, location,
and others. Firstly, she made Memorandum of Understanding
(MOU) with the manager of Legend Café Semarang for six
months as trial, and because of new members‟ interest here
have increase day by day, so she lengthened the Memorandum
of Understanding (MOU) per six months until now.
b. Vision and Mission
Vision: To be the best English course in the world.
Mission:
1) To be an English Course which bases on every sub
district..
2) To assure that every student can speak English
3) To reduce unemployment rate up to 1000 in numbers.
c. Curriculum of English Cafe
Curriculum at English Café is called “Secret Recipe”.
Learning system which is adapted by this curriculum is
basically imitating children‟s speaking process in the earliest
years old. This curriculum becomes the basic of arranging
materials in course‟s book and applied in all of programs level
at English Café except TOEFL in order to make members

31
 learn English differently with what they did in formal
education. The members not only learn material without
understanding using in daily, but the members will practice
directly. Members also were supported to dare speaking
through personal approach by chefs. Secret Recipe was
arranged to focus on speaking and mastering vocabularies
first. If members have dared to speak and were built their
selves confident in speaking English, detailed grammar
material will be taught inside step by step. There are
assignments and tips in each of Secret Recipe menu which are
hoped can be help students in learning process. There is list of
vocabularies also in the last part of module which have to be
learnt and be understood by members.
d. Focus of Learning
1) Beginner level; focus on speaking, vocabulary, and
encouragement.
If members have dared to speak English and their
vocabulary have increased, although their grammar still
can be called standard, the goal of this level also still can
be called completed. Basically, the goal of this level is just
dare to speak. In this level, members are also taught about
pronunciation, part of speech, word order, and so on. So,
although the members in this level have not been able to
use grammatical orders correctly, the chef can correct it for
a while in this level.

32
2) Intermediate level; focus on speaking, vocabulary, and
basic grammar.
In this level, beside mastering vocabulary more and
members have be able to speak English with good
pronunciation, here members are also hoped to apply basic
tenses such as simple present, past, and future in their
speaking. Besides that, in this level the members are also
taught some topics of speaking, expression, and basic
modal. After the members finishing intermediate level, the
members are hoped not only able to arrange sentences
correctly, but they are hoped to be able to distinguish using
tenses in speaking.
3) Advance level; focus on detailed grammar and grammar
for speaking.
In this level, after the members have gotten the goal of
beginner and intermediate level, the members are given
material about using continued tenses such as perfect tense,
modal, conditional sentences, gerund & to infinitive, and
so on. The focus one is not on keeping in mind the formula
of all of the tenses, but on how the members understand in
using all of them in speaking English. Because of the
material of this level is grammar for speaking, so the goal
of this level is the members can be able to use English
either orally or written correctly with complex topics not
only daily English.

33
 4) TOEFL
This level focuses on TOEFL materials. The goal of
this level is to make the members master TOEFL materials,
and then they can reach high score of TOEFL.
e. Learning Program
In teaching English process, English Café has special
programs used to make students/ members easy in acquiring
the materials. These programs are used in beginner,
intermediate, and advance level program. They are as follow:
1) Daily Talk
Daily talk is the main program used in English Café
chapter Semarang. This program focuses on speaking.
Here, one member and the tutor talk something by face to
face. The topics that they talk usually are about daily
activities, new issues, and so forth.
2) Material Improvement
Once in Two meetings material improvement is
conducted. The material includes materials which are
attached in course‟s book (Secret Recipe). So, each
member with others has different material improvement. It
is based on what material they have gotten and then
continuing what next chapter will be learned.
3) Sharing and Discussion
Sharing and discussion are conducted in every
Saturday. All of members of English Café gather in
certain café and then they discuss certain topic.

34
 CHAPTER III
RESEARCH METHOD

This part presents design of the research, data sources,

techniques of data collection, and data analysis.
A. Design of the Research
This research is descriptive qualitative research where the data
is analyzed using sentence. Here, the researcher described and
explained the teaching learning at English Cafe chapter Semarang
in form of writen. It is related to Creswell that one of the
characteristic of qualitative is data for description analyzed using
text analysis.1

B. Sources of Data
The primary sources of this study are from:
1. Manager of English Café chapter Semarang.
2. Tutor/ chef of English Café chapter Semarang
3. The course’s files or documents.

C. Techniques of Data Collection

In collecting data, researcher used three techniques. They are
observation, interview, and documentation.

1
John W. Creswell, ” Educational Research: Planning, Conducting,
and Evaluating Quantitative and Qualitative Research ”, Fourth Edition ,
(USA: Pearson Education, 2012), p. 16.

35
 1. Observation
Observation is one of the data collection technique used in
qualitative research. According to Creswell, observation is the
process of gathering open-ended, first -hand information by
observing people and places at a research site. 2 In this
research, the researcher used participant observation where
the researcher mixed up with participants’ activities.
2. Interview
According to Esterberg’s opinion which is cited by
Sugiyono defined interview as a meeting of two persons to
exchange information and idea through question and
responses, resulting in communication and joint construction
of meaning about a particular topic. 3 The researcher
conducted interview with two sources. They were:
a. Manager of English Café chapter Semarang
The researcher asked information to a manager of
English Café chapter Semarang about history, vision,
mission of English Café, English learning program which
is offered, the way to register to be student of English
Café, and how English Café recruits their tutors.

2
John W. Creswell, ” Educational Research: Planning,... (USA:
Pearson Education, 2012), p. 213.
3
Sugiyono, “ Metode Penelitian……..” (Bandung: Alfabeta, 2009),
p. 231.

36
 Table 3.1 Interview Guideline with Manager
No Data Questions
1. History of English Would you like to tell me, the
Café chapter Semarang history of English Café
chapter Semarang?
2. Learning program at How many programs do
English Café chapter English Cafe offer?
Semarang
What is the most popular
program at English Café
chapter Semarang?

3. Learning Materials at How did the materials

English Café chapter arrange?
Semarang
Could you tell me about the
materials for each program?
4. Chefs at English Café How do you recruit teachers
chapter Semarang or chef of EC chapter
Semarang?
How many chefs are there in
EC chapter Semarang?
5. Learning evaluation at Is there any evaluation to
English Café chapter chefs of English Café chapter
Semarang Semarang?

6. Members of English How to register as member of

Café chapter Semarang English Café chapter
Semarang?

What benefits does English

Café chapter Semarang offer
to its members?

37
 b. Tutor/ chef of English Café chapter Semarang
The researcher asked information to three tutors/ chefs
about material taught to students, the method used in teaching
learning process, and how teacher/ tutor assess students’
competence.
Table 3.2 Interview guideline with chefs
No. Data Questions
1. Experience of the How long did you teach at
chefs English Café chapter
Semarang?
2. Teaching method What are the methods used in
used at English Café English Language Teaching at
chapter Semarang the English Cafe?
How do you implement the
methods used in English
Language Teaching at English
Cafe?
What problems do you face on
implement the teaching
methods in EC?
3. Learning assessment How do you assess the
at English Café members’ competence of
chapter Semarang English Café chapter
Semarang?
4. Chefs’ hope to What are your hopes to
members of English members of EC chapter
Café chapter Semarang?
Semarang

3. Documentation
Documents consist of public and private records that
qualitative researchers obtain about a site or participant in a

38
 study, and they can include newspapers, minute of meetings,
personal journal, and letter. These sources provide valuable
information in helping the researcher understand the central
phenomena in qualitative studies.
Documents represent a good source for text (word) data
for qualitative study. They provide the advantage of being in
the language and words of the participants, who have usually
given thoughtful attention to them. They are also ready for
analysis without the necessary transcription that is required
with observational or interview data. 4
Table 3.4 Documentation
Data Checklist
No. Document
Any No
1. Registration Application form
for Chefs
Application form
for members
2. Material learning Course book
3. Attendace Attendance list

D. Data Analysis
According to Bogdan cited in Sugiyono, Data analysis is
the process of systematically searching and arranging the
interview transcripts, fieldnotes, and other matterials that
researcher accumulates to increase researcher’s own

4
John W. Creswell, ” Educational Research: Planning, Conducting,
and Evaluating Quantitative and Qualitative Research ”, Fourth Edition ,
(USA: Pearson Education, 2012), p. 223.

39
 understanding of them and to enable researcher to present what
researcher has discovered to others.5 The steps are as follows:
1. Data Reduction
Reducing the data means resuming, choosing the main
of data, focusing on the important things, looking for the
theme and pattern. By doing so, the reduced data gives clear
explanation, and it is easier for the researcher to collect the
next data, and look for it if it is needed.6
So, it means the researcher summarized and chose the
things which are basic, focusing the things which are
important and remove the unnecessary one.
2. Data Display
The reduced data is presented in form of brief
description. In this research, the researcher presented the data
with the past narrative. It is based on Miles and Huberman
(1984) in Sugiyono about this that the most frequent form of
display data for qualitative research data in the past has been
narrative text.7

5
Sugiyono, “ Metode Penelitian Pendidikan: Pendekatan Kuantitatif,
Kualitatif, dan R&D “,(Bandung: Alfabeta, 2015), P. 334.
6
Sugiyono, “Metode Penelitian Pendidikan…” ,(Bandung: Alfabeta,
2015), p. 338.
7
Sugiyono, ” Metode Penelitian Pendidikan…” ,(Bandung: Alfabeta,
2015), p. 341.

40
3. Conclusion/ Verification
The researcher draw a preliminary conclusion of the
data gained which is related to the objectives of this research:
the materials used, methods used, and assessment used at
English Café chapter Semarang. The data had been related
several theories and previous study about teaching language
as the verification before the preliminary conclusion is finally
generated.

41
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher would like to describe English

teaching and learning at English Café chapter Semarang.
A. Finding and Discussion
After conducting the research about English language teaching and
learning at English Café chapter Semarang, the researcher found
several findings. They are as follows:
1. Material taught in English learning at English Café
chapter Semarang
English Café chapter Semarang is one of chapter
English Café of English Café Yogyakarta, so all of concept,
material, method, assessment, and rules here are totally
similar with the centre of English Café Yogyakarta. English
Café has four programs of learning level and absolutely each
level program has different material with others. The four
level programs are beginner, intermediate, advance, and
TOEFL.
a. Beginner
This level focuses on speaking, vocabulary, and
encouragement. Basically, the goal of this level is only
dare to speak, so the members on this level called
completed if they have already dare to speak English

42
 although the using of grammar is not proper yet. Most of
the members of English Café are in this level.
Table 4.1 The materials taught in Beginner level.
No. Chapter Material
1. Chapter 1 The Alphabet in English
Pronunciation
Punctuation
Greeting
Introduction
2. Chapter 2 Family
Introduction to the English part
of speech
3. Chapter 3 Job and Profession
Pronoun
Subject Verb Agreement
4. Chapter 4 Describing People
Noun
Adjective
5. Chapter 5 Describing Thing
Noun Phrase
6. Chapter 6 Hobby
Verbs
7. Chapter 7 Number
Time
8. Chapter 8 Food
Health
9 Chapter 9 Country
Special Days around the world
Myth and Superstitions
10. Chapter 10 Gesture around the world

43
b. Intermediate
This level focuses on speaking, vocabulary, and basic
grammar. Besides mastering many more vocabularies and
members have able to speak English with proper
pronunciation, here members are also wished to apply
basic tenses such as simple present, past, and future in
their speaking. Moreover, members in this level are also
taught some topics of speaking, expression, and basic
modal. The materials taught in this level as follows:
Table 4.2 Materials taught in intermediate level.
No Chapter Material
1. Chapter 1 Introduction
The Present Simple Tense
2. Chapter 2 Modal Verb
Modal and Direction
3. Chapter 3 Suggestion
Request
4. Chapter 4 Complaining and Apologizing
5. Chapter 5 Preference
Question Word
6. Chapter 6 Let’s talk about the Past!
7. Chapter 7 Preposition Combination
8. Chapter 8 Let’s talk about the Future!
9. Chapter 9 Procedure
10. Chapter 10 Giving and Responding to
Compliment

44
 c. Advance
This level focuses on the continued material or deeper
tenses and grammar for speaking. The materials taught in
this level as follows:
Table 4.3 Materials taught in Advance level
No Chapter Material
1. Chapter 1 Present Continuous Tense
2. Chapter 2 Past Continuous Tense
3. Chapter 3 Present Perfect Tense
4. Chapter 4 Present Perfect Continuous Tense
5. Chapter 5 Modal Verb
6. Chapter 6 Passive Voice
7. Chapter 7 Degree of Comparison
8. Chapter 8 Gerund

d. TOEFL
This level focuses on learning TOEFL. The members
in this program get course’ book which contains or
discusses all about TOEFL materials.
2. Analysis of Materials taught at English Café chapter
Semarang
After the researcher finding the materials taught at
English Café chapter Semarang as written above, then the
researcher analyses the finding of each level as follows:
a. Beginner
The materials taught in this level are appropriate with
basic learners’ need. The materials such as alphabet,
pronunciation, part of speech, introduction and other basic

45
 materials are taught in this level. The focus one of this
level is on speaking with ignoring grammar first. So, for
basic learners who are usually doubt of grammar, they
still have confident to speak without feeling doubt.
Moreover, the course book on this level is also available
some spaces to exercise or practice what members have
gotten. So, it is so helpful for basic learners.
b. Intermediate
This level is higher than beginner level and the
materials taught here is absolutely more difficult. This
level is not only focusing on speaking but also start to
recognize basic grammar. However, English grammar is
also important. So, grammar also needs to be taught to
learners.
The materials taught here such as simple tense and
basic modal are appropriate with members’ need which
have got basic speaking in the beginner level.
c. Advance
The highest level in English Café named advance.
Grammar taught specifically in this level. The materials
taught in this level are appropriate with members’ need
which has gotten basic grammar in the previous level.
d. TOEFL
Basically, TOEFL does not include level program.
But, it is a program which focuses on TOEFL materials

46
 only. The course book of this level is on process to be
distributed. It is still in the centre of English Café
Yogyakarta. So far, the chefs taught TOEFL with
materials that they have.
Based on the researcher’s analysis above and the
theories of characteristics of material learning, the materials
taught at English Café chapter Semarang can be called as
good material for teaching students.
3. Methods used in English teaching learning program at
English Café chapter Semarang
Depending on the researcher’s observation, English
teaching learning process in English Café chapter Semarang
usually used casual approach based on the members’ need.
Here are three methods which are usually used by the chefs in
teaching members of English Café chapter Semarang:
a. Grammar Translation Method
The chefs of English Café chapter Semarang used this
method in material improvement program. When they
taught the materials to the members, they used native
language sometimes to make the members understand
easily or to minimize the misunderstanding between the
members and the chefs.
The teacher used this method when teaching
introduction. There was a text of introduction that shown
in course book for beginner on page 22, the text consist of

47
 three paragraphs with some blanks of the word and the
members were asked to fill the blanks with the
appropriate word. Here, the member who did not know
the meaning of the difficult word asked to the teacher and
the teacher give the meaning.
b. Direct Method
This method is used in daily talk & sharing and
discussion program. In these both programs, mother
language is not permitted to be used. So, the members are
forced to speak English in order to make they feel comfort
and then they will be usual to speak English with no
doubt.
This method was used by the teacher when taught
“job and profession”. Firstly, the teacher giving some new
vocabularies about “job and profession” as shown in
course book for beginner on page 51 - 55 (see appendix
11). The teacher taught to the members how to pronounce
the vocabulary correctly and the teacher asked the
members to pronounce it as the teacher did. After that, the
members was asked to mention and pointing what name
of profession and job that are appropriate with the pictures
as shown in course book on page 56-57(see appendix 12).
Then, the teacher asked each member to choice one job
secretly as their profession and they were asked to

48
 describing his/her job orally to others and the others
guessed what job it is.
c. Communicative Language Teaching (CLT)
Communicative Language Teaching method is used
in daily talk and sharing discussion section. In daily talk,
the chef gives questions and the member answers them or
sometimes give question back to the chef and then the
chef answer it. The member and the chef take a talk
naturally such as two people who hold conversation.
Some of them are talking about business, materials in the
school, food, price of public transportation, and so on.
Meanwhile in sharing and discussion section, the chef
gives a certain topic, issue, or problem to the members.
Then, members give their opinion or solution about it.
Members deliver their opinion orally one by one.
4. Analysis of methods used in English teaching learning
program at English Café chapter Semarang
After the researcher finding the result of methods used at
English Café chapter Semarang by direct observation, then
the researcher analyses the finding based on the interview
some chefs and questionnaire spread. the analysis is as
follows:
a. Grammar Translation Method
As previous explanation, once in two meetings is
material improvement. In this section, grammar

49
 translation method used especially in teaching grammar
for intermediate and advance level. This method is proper
because in teaching grammar, mother tongue language is
needed because understanding English grammar for
second language learners has to be clear.
b. Direct Method
This method is used in daily talk & sharing and
discussion program. This method is appropriate with the
goal of English Café itself which grammar is taught
inductively and the focus one is on speaking.
c. Communicative Language Teaching (CLT)
This method is used in daily talk program & sharing
and discussion program. In these program sections,
members and the chefs focus on communication rather
than mastering grammatical. So, it is appropriate with the
goal of English Café that is making the members speak
English.
From the data gained and the researcher’s
observation, it indicates that methods used in teaching
learning at English Café chapter Semarang can be called
appropriate with the theories of learning method.
5. Assessment used at English Café chapter Semarang
In English Café chapter Semarang, there is no formal
assessment which used formal form to measure the students’
achievement. Here, the chefs measure their students’ ability of

50
 English skill by their own assessment. The chef’s assessment
to the members’ achievement consists of fluency and
vocabulary mastering. It can be indicate from members’
ability of speaking.
In the other side, the chefs also give informal
assessment by giving commendation such as saying good job,
you are right, etc. and giving a sign to their written exercise.
6. Analysis of assessment used at English Café chapter
Semarang
Based on the finding that there is no formal
assessment used at English Café chapter Semarang, it does not
mean that there is no assessment there. Assessment is not only
something used assessment form such as at school or other
formal institutions, but there is another kind of assessment
that is informal assessment which is used compliment’
expressions commonly.
Besides that, the chefs of English Café chapter
Semarang use their own assessment to measure the members’
skill. They measure the members’ skill through observing
members’ skill improvement since the members learn at
English Café chapter Semarang for the first time. Moreover,
although the members were not given formal examination,
they were still given written task as exercise.

51
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the important point of the whole discussion

in this research. The conclusion and suggestion are presented here.
A. Conclusion
The researcher had several things to conclude related to the
result of this research. Those things were about the materials
taught, method used, and the assessment used at English Café
chapter Semarang. The conclusion is drawn systematically narrated
to be easily understood.
The materials are taught at English Café chapter Semarang
namely appropriate with the students’ need. The material was
arranged based on the level program. So, it makes students easy to
learn. Moreover, the materials at English Café chapter Semarang
was formed or published in a book form or course book which
make students easy to bring it.
The methods are used at English Café chapter Semarang
commonly namely three methods. Those are Grammar translation
method, direct method, and communicative language teaching.
Mostly, the chefs use casual approach to teach the students
adapting the students’ need.
The assessment are used at English Café chapter Semarang
namely overall Non formal assessment. The assessment through
observing and chefs’ perception of students’ improvement skill

52
 since the students began to learn at English Café chapter
Semarang.

B. Suggestion
After conducting this research, the researcher had two main
points of suggestions for future researcher. First, future researcher
should have prepared well all of the instruments to gain the data.
Secondly, future researcher should have ensured that the object of
the research giving permission to be researched and ensure that the
object of the research give a letter as the receipt of permission.

53
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 APPENDICES

Appendix 1. Interview instument

a. Interview with manager of English Café Semarang
1) Would you like to tell me, the history of English Café chapter
Semarang?
2) How many programs do English Cafe offer?
3) What is the most popular program at English Café chapter
Semarang?
4) How do the materials arrange?
5) Could you tell me about the materials for each program?
6) How do you recruit teachers or chef of EC chapter
Semarang?
7) How many chefs are there in EC chapter Semarang?
8) Is there any evaluation to chefs of English Café chapter
Semarang?
9) How to register as member of English Café chapter
Semarang?
10) What benefits does English Café chapter Semarang offer to
its members?

b. Interview with Chef of English Café Semarang

1) How long did you teach at English Café chapter Semarang?
2) What are the methods used in English Language Teaching
at the English Cafe?
3) How do you implement the methods used in English
Language Teaching at English Cafe?
4) What problems do you face on implement the teaching
methods in EC?
5) How do you assess the members’ competence of English
Café chapter Semarang?
6) What are your hopes to members of EC chapter Semarang?
 Appendix 2. Transcript of interview
No Question Answer
1. Would you like to tell Awalnya saya dapat informasi
me, the history of tentang rekrutmen master franchise
English Café chapter English Café di Yogyakarta.
Semarang? Karena saat itu posisi saya juga
habis resign dari kerja sebelumya
dan saya belum punya kesibukan,
akhirnya saya daftar itu. Saya
awalnya juga nggak tau English
Café itu seperti apa sih. Nah habis
daftar terus lolos kemudian ada
semacam training program tapi
dikarantina sekitar satu bulan.
Disana diajari bagaimana cara
mengelola English Café mulai dari
promosi, cara melayani member
baru dan sebagainya. Selain itu
juga selama karantina tersebut saya
juga dibekali Bahasa Inggris
terutama untuk speaking. Nah pas
posisi saat itu, di Semarang sendiri
sudah ada English Café di Gunung
Pati, tapi tidak lama kemudian
setelah saya ikut karantina tersebut,
saya mendapat kabar bahwa
English Café di Gunung pati mau
tutup soalnya pengelolanya
mendapat beasiswa kuliah di Luar
Negeri. Setelah mendapat kabar
English Café di Gunung Pati positif
tutup. Maka saya berinisiatif buat
buka English Café di Semarang
lagi.
2. How many programs di English Café itu ada tiga
do English Cafe offer? program level mba. Yaitu
Beginner, intermediate, advance,
 dan yang terakhir yang masih baru
itu TOEFL.
3. What is the most Kalo yang paling banyak diambil
popular program at itu Beginner. Jadi kan kita
English Café chapter tawarkan kepada member baru
Semarang? terserah mereka ambilnya mau
level yang mana sesuai keinginan
mereka. Nah kebanyakan member
disini kalo ambil level ya yang
beginner meskipun ada yang sudah
lumayan kemampuan bahasa
Inggrisnya tapi mereka pada ambil
beginner. Seakan-akan mereka
ingin mulai dari awal disini.
4. How do the materials Materi yang ada di course book
arrange? Secret Recipe itu yang nyusun dari
pusat English Café Yogyakarta.
Ada tim yang nyusun materi itu
sesuai dengan kebutuhan level.
5. Could you tell me Ya yang level pertama itu ada
about the materials for beginner, dilevel ini kan fokus
each program? untuk membuat member jadi berani
speak English. Intinya dare to
speak lah nggak melihat dari
grammar tapi lebih ke penambahan
vocabulary. disitu materinya mulai
tentang introduction dan
selanjutnya seperti yang ada di
daftar isi buku ini mba (sambil
menunjukkan buku secret recipe
for beginner). Kalo yang kedua
tetep sama fokus ke speaking
karena speaking adalah fokus
utama English Café. Tapi dalam
level ini mulai ada pengenalan
untuk grammar. Grammar yang
dasar lah seperti tenses. Ketiga
 advance ya. Level ini itu udah
mulai pendalaman grammar kayak
penggunaan modal gitu. Kalo yang
terakhir TOEFL ya fokus untuk
materi TOEFL semua.
6. How do you recruit Sebelumnya kan kita share
teachers or chef of EC infomasi recruitment chef dengan
chapter Semarang? kriteria: maksimal umur 27 tahun,
bisa bekerja dengan tim, memiliki
kemampuan berbahasa Inggris
tentunya, sama easy going
maksudnya mereka adalah orang-
orang yang bisa ditempatkan untuk
mengajar member seusia SD, SMP,
SMA, mahasiswa, dan pekerja
begitu. Itu untuk persyaratannya,
nah untuk langkah-langkah atau
tahapan pendaftaranya pertama isi
formulir dan wajib share info
recruitment ke tiga group
whatsapp. Setelah itu ada tes
tertulis, meliputi pertanyaan-
pertanyaan dalam bentuk essay.
Terus kalo tertulis lolos lanjut ke
tahap wawancara. Wawancara
seperti pada umumnya dan disini
nanti sekalian micro teaching juga
kepada member Engslih Café
langsung. Setelah benar-benar lolos
baru kita kasih tau SOP nya dan
kita pegangin modul. Siap ngajar
7. How many chefs are Disini ada ada sembilan chefs yang
there in EC chapter freelance dan ada tujuh chefs yang
Semarang? standby
8. Is there any evaluation Untuk evaluasi chef, saya
to chefs of English melakukan perorangan melalui
Café chapter penilaian dari member-member
 Semarang? kita. Jadi nanti saya tanya-tanya
kepada para member mengenai cara
mengajar chef bagaimana
bagaimana gitu. Setelah mendapat
jawabannya, kalo ada yang kurang
misalnya, nah saya akan bilang
koreksi tersebut kepada chef yang
dimaksud pada saat pengambilan
salary. Kan pengambilan salary
disini face to face jadi saya akan
ngomong misal ada koreksi dari
siswa begini begini gitu.
Sebenarnya saya juga ingin
melakukan evaluasi bersama dalam
satu tempat gitu, tapi sejauh ini
belum bias terlaksana.
9. How to register as Untuk menjadi member English
member of English Café mudah banget mba. Tinggal
Café chapter datang ke café atau menghubungi
Semarang? nomer yang tertera di akun
Instagram kita nanti ketemu terus
isi fomulir pendaftaran dan
pembayaran. Nanti sekaligus dapet
modul Secret Recipe dimana modul
itu tidak dijual belikan di toko buku
manapun. Jadi yang punya modul
itu hanya member English Café.
10. What benefits does Nah kita kan modelnya paket nih
English Café chapter mba. Paket kursus lima bulan nanti
Semarang offer to its dapet banyak benefit yaitu: menjadi
members? ambassador seumur hidup, dapet
kelas online seumur hidup, garansi
uang kembali 100% kalo gak ada
peningkatan yang dirasa sama
sekali, waktu dan tempat fleksibel,
dapet modul Secret Recipe, dapet
sertifikat.
b. interview with chefs of English Café chapter Semarang
1). Name: Alief Gusti Kurniawan
Position: Chef of English Cafe
1. How long did you Since 2017
teach at English Café
chapter Semarang?
2. What are the methods Casual Approaches
used in English
Language Teaching at
the English Cafe?

3. How do you implement By matching with the needs from

the methods used in each member and using appropriate
English Language approach.
Teaching at English
Cafe?

4. What problems do you There are challenges when the

face on implement the member’ demand are high but their
teaching methods in current ability is still far, and we
EC? only have limited time to improve
that.
5. How do you assess the By direct conversation and casual
members’ competence talks. It assesses the listening skill,
of English Café chapter vocabulary mastery, and level of
Semarang? grammar understanding of the
members. Plus asking directly what
they want to improve/ how much
their last TOEFL/ etc. score/ what
they already know about English.
6. What are your hopes to I hope they found value from EC.
members of EC chapter
Semarang?
2). Name : Rangga Permana
Position : Chef of English Cafe
1. How long did you teach I have thought for more than a year.
at English Café chapter
Semarang?
2. What are the methods I have used various methods of
used in English EFL, especially grammar
Language Teaching at translation, direct method, and
the English Cafe? collaborative learning.

3. How do you implement In the first one or two meetings, I

the methods used in observe my students learning style,
English Language then, I decide which method of
Teaching at English teaching I should use.
Cafe?

4. What problems do you Problem usually arises when

face on implement the students with various levels of
teaching methods in language ability, age, and
EC? occupation are put in the same
class. Different background and
learning style of the students
demand extra efforts from the tutor
to adapt the teaching methods.
5. How do you assess the Assessment for the students
members’ competence includes the four language skills.
of English Café chapter The test is given in both oral and
Semarang? written.

6. What are your hopes to I hope they can communicate well

members of EC chapter in English
Semarang?
3). Name : Yulita Muspitasari
Position: Chef of English Cafe
1. How long did you teach 1,5 years
at English Café chapter
Semarang?
2. What are the methods Fun learning where we mostly
used in English engage the class on
Language Teaching at conversation topics and
the English Cafe? discussion.

3. How do you implement I prepare games such as

the methods used in flashcard or music on listening
English Language and ask students to play along
Teaching at English while learning about new
Cafe? vocab.

4. What problems do you Sometimes students do not

face on implement the have enough vocabularies to
teaching methods in express their ideas.
EC?

5. How do you assess the We assess based on 4 criteria:

members’ competence writing, speaking, listening,
of English Café chapter and reading. All of those are
Semarang? based on their involvement in
the class.
6. What are your hopes to I hope that EC members can
members of EC chapter have a training together.
Semarang?
Appendix 3. The letter of HAKI
Appendix 4. Interview guide for new chef
Appendix 5. Application form for new member
Appendix 6. Stipulation of member
Appendix 7. Letter of Pra Research
Appendix 8. Letter of advisor appointment
Appendix 9. Letter of Research
Appendix 10. Sample of materials taught at EC
Appendix 11. Material 1
Appendix 12. Material 2
Appendix 13. Sample of Exercise
Picture 1. The researcher and the manager of EC Semarang

Picture 2. The researcher interviewed the chef 1

Picture 3. The researcher interviewed the chef

Picture 4. The researcher interviewed the chef

Picture 5. The modules of teaching at EC

Picture 6. Sharing and discussion program

Picture 7. The chef and members of EC

 CURRICULUM VITAE

Personal Details
Name : Lailatul Khusna
Student Number : 1503046108
Place/ Date of Birth : Magelang, 04 February 1997
Address : Koripan 06/04, Dawung, Tegalrejo, Magelang
Mobile Phone : +6283838218049
Email : [email protected]

Educational Background
1. Educational and Teacher Training Faculty of UIN Walisongo
Semarang
2. MAN 1 Kota Magelang
3. MTs Nu Assalam Kudus
4. MI Yakti Dawung

Semarang, 20 December 2019

The Writer,

Lailatul Khusna
NIM. 1503046108