Published in Jurnal Cakrawala Galuh, Universitas Galuh,

Vol. II, No.01, Juni 2012

TEACHING ENGLISH THROUGH KANGGURU ENGLISH MAGAZINE TO
JUNIOR HIGH SCHOOL STUDENTS
(A Survey Study Conducted at Junior high school, Banjarsari Ciamis)
Yusuf Hidayat
English Education Program, Galuh University
yusufhid@gmail.com

Abstract
This research aims at investigating the implementation of teaching English
through KangGuru English magazine to junior high school students. In this research
the writer addressed a question: to what extent does KangGuru English magazine
influence the junior high school students English ability? To obtain the data, the
writer administered 20 questionnaires to 20 students. The respondents were selected
in a purposive sampling. To interpret the data, the writer employed qualitative design
which describes the data in percentage. The result showed that 10 percents of
respondents answered that KangGuru English magazine has an excellent role in
improving their English. While 70 percents of other respondents thought that
KangGuru English magazine has good role in improving their English ability, and 20
percents remaining argued that KangGuru English magazine has moderate role in
improving their English. Nevertheless, other strategies and kinds of other materials
are needed to improve the students English ability.
Key words: teaching English, KangGuru English magazine, junior high school
students

INTRODUCTION
English as foreign language in Indonesia now becomes a new trend at every
education seminars or events which involved all ages of students. English is learnt by
every student since school up to university level, even it is needed by every student
at postgraduate studies. To get success in learning English, it requires proper
techniques and materials. Those factors are also supported by other factors such as
the overall curricular plan, objective of the lesson, and the classroom management
(Brown, 1994, p. 136).
Learning a language such as English for young learners and adolescents needs
special activities and materials. The activities and materials which frequently engage
them include: game, music, discussions, stimulating pictures, dramatic stories, and
amusing anecdotes such as suggested by Harmer (2001, p. 25). To obtain those
materials both the teacher and the students are going to spend a lot of money. In
every remote area particularly in many areas in Indonesia, it will be the first obstacle
to get the interactive teaching and learning materials to assist the teacher teach and
train his students.
In this situation, every teacher is demanded to be creative and innovative to
seek the cheaper teaching aid or even the free teaching aid. In this case, Australian
government through the Australian minister for foreign affair cooperated with IALF
(Indonesia and Australia Language Foundation) and KangGuru Indonesia provided
free teaching materials for every language learner particularly an English teacher.
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The free materials include English magazine the so called KangGuru English
magazine, its cassettes, CDs, interactive pictures, interactive facebook, and free
download audio at KangGuru Indonesia (KGI) website.
The reasons of discussing the advantages of KangGuru English magazine is
because of three reasons, those are: first, it is free of charge given to all English
learners around Indonesia. Second, the contents of the magazine is simple, therefore
it is proper for the beginner up to the intermediate learners to use this magazine
improving their reading comprehension, building vocabularies, and listening to the
text of every passage of the magazine because the magazine is also completed by its
audio. Third, besides the learners get free English magazine, it also has regular quiz
through email and facebook which support them to explore their simple English
writing and the use of proper English vocabulary. In addition, KGI also supports
every Diknas, school and other education institution such as university and even
English club by delegating KGIs English expert to visit a particular institution free
of charge to get work shop and training activities.
Furthermore, by its existence, high school students or even university students
can get the huge advantages from the magazine to improve every side of their
English. This magazine presents several themes, such as: the readers message,
vocabularies, English idioms, kinds of information related to Australia Indonesia
Partnership (AIP), Australia Development Scholarship, the Joeys Club as topic for
SMP students, different Pond different Fish as comparison of Australian and
Indonesian culture. Regarding to those themes, the learners can select which theme
they like to read and listen. It can make the learners enjoy deepening their English.
But, to get satisfactory result, the activities should be guided and explained by the
instructor or teacher in order to get effective ways in using the magazine
supplemented by the cassettes or CDs as the listening supplement.
This research aims at investigating the influence of KangGuru English
magazine to the junior high school students English ability. This research is focused
on the junior high school students English ability in exploring their reading
comprehension, building vocabularies, and English idioms to the text of each
segment from the magazine. In this research, the writer also aims at finding out the
answer of this question: to what extent does KangGuru English magazine influence
the Junior high school students English ability?
REVIEW OF RELATED LITERATURE
Defining Teaching
Brown (2000, p. 7) argues, Teaching is showing or helping someone to learn
how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand. Furthermore, Rajani
(2011) defines that teaching is a process that improve the student's seeking level
more easily and it might be overcome any situation as an easy way. Dealing with the
aforementioned definitions, the writer then infers that teaching is a process of
helping, guiding, and providing knowledge to improve the students understanding of
knowledge and skills and it is used to overcome any situation in their life easily.
Teaching English
In this part, the writer would like to discuss the term of teaching English. Based
on the definition of teaching aforementioned and Harmers argumentation (2001, p.
52-67), the writer then elaborates that teaching English briefly can be defined as a
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process of helping, guiding, and providing knowledge to improve the students
English skills such as listening, speaking, reading and writing. Generally, English as
a language more focuses on the students ability to communicate both in spoken and
written context.
Models of Teaching English
In this part, the writer would like to highlight the models of teaching English.
In order to get the maximal result, the teacher should use a model or mixing models
to his/her teaching activity in the classroom. In relation to the models of teaching
English, actually there have been many traditional language learning techniques used
for many years. But currently at least there are seven models or techniques which
have had a strong influence on classroom practice used by teachers and trainers, they
are: Grammar-Translation Method, Audio-lingual Method, Direct Method,
Suggestopedia, The Silent Way, Total Physical Response, and Communicative
Language Learning or Communicative Approach (Harmer, 2001, p. 30; Brown,
1994, p. 51-71).
To get understand what are the models of teaching English like, the writer is
going to discuss them in detail as follows:
1. Grammar-Translation Method
This method is also well-known as Classical Method, and used by language
teachers for many years. Grammar-Translation Method is used for the purpose of
helping students read and appreciate foreign language literature. It is also hoped
that the students would be more familiar with the grammar of their native
language and help them to speak and write their native language better.
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
a. The students are taught in the mother tongue, with little active use of the target
language;
b. Long elaborate explanations of the intricacies of grammar are given;
c. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue (Brown, 1994 p. 53).
2. Audio-lingual Method
This method suggested that much learning is the result of habit formation through
conditioning. As a result of this, audio-lingual classes concentrated on long
repetition-drill stages, in which the teacher hoped that the students would acquire
good language habits.
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
a. New material is presented in dialog form;
b. There is little or no grammatical explanation. Grammar is taught by inductive
analogy rather than deductive explanation;
c. There is much use of tapes, language labs, and visual aid (Brown, 1994, p. 57).
3. Direct Method
This method suggested that second language learning should be more like first
language learning, lots of oral interaction, spontaneous use of the language, no
translation between first and second languages, and little or no analysis of
grammatical rules (Brown, 1994, p. 55).
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4. Suggestopedia
This method suggested that the application of the study should use suggestion to
pedagogy. It has been developed to help the students eliminate the feeling that
they cannot be successful and to help them overcome the barriers of learning.
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
a. The teacher attempts to increase the students confidence that they will be
successful learners. The more confident the students feel, the better they will
learn;
b. The teacher should integrate indirect positive suggestions into the learning
situation;
c. Errors should be tolerated, and the leaning of a language should be
emphasized on the content, not form.
5. The Silent Way
This method suggested that it rests on more cognitive than affective arguments for
its theoretical sustenance. While its founder, Caleb Gattegno was said to be
interested in a humanistic approach to education, much of the Silent Way was
characterized by a problem-solving approach to learning (Chamot and McKeon,
1984 in Brown, 1994, p. 62).
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
a. Silence is a tool, it also removes the teacher from the center of attention so
he/she can listen to and work with students;
b. The students can learn from one another. The teachers silence encourages the
group cooperation;
c. Learning is facilitated by problem-solving involving the material to be
learned.
6. Total Physical Response
This method suggested that the students should listen and respond to the spoken
target language commands of their teacher. Asher (1977) as quoted by Brown
(1994, p. 64) stated that children in learning their first language, appear to do a lot
of listening before they speak, and that their listening is accompanied by physical
responses (reaching, grabbing, moving, looking, and so forth).
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
a. Meaning in the target language can often be conveyed through action, and the
students memory is activated through their response;
b. Spoken language should be emphasized over written language;
c. Language learning is more effective when it is fun.
7. Communicative Language Learning or Communicative Approach
This method suggested that learning language is not just learning grammar, but it
also involves the language functions such as: inviting, agreeing and disagreeing,
suggesting, and so forth (Harmer, 2001, p. 32).
The Principles:
This method has some basic principles, but the writer is only going to discuss
some of them.
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a. The target language is a vehicle for classroom communication, not just the
object of study;
b. Learning to use language forms appropriately, is an important part of
communicative competence;
c. The teacher acts as an advisor during communicative activities.
The Concept of KangGuru English Magazine
After highlighting teaching and its supplements, the writer then points out the
concept and ideas of KangGuru as the official name for KangGuru English
magazine.
The name of KangGuru firstly was mentioned by Brownhill who was the
coordinator of Australian program under Indonesia Australia Language Foundation
(IALF) coordinated with The Australian Embassy. He thought that the name
KangGuru is taken from two syllables, those are Kang (Sundanese) means
brother, and Guru, (Sundanese) means teacher. Then, if those two syllables are
united will be the word KangGuru, it means brother teacher (Slamer in KangGuru
magazine, June 2009, p. 4).
Since that time the name of KangGuru was officially applied to be the name of
an institution as so called KangGuru Radio English (KGRE) in 1989. The first trial
series of KGRE had 12 programs, and from the very beginning it had reached all
over Nusantara. KGRE programs were only broadcasted by RRI Jakarta. KGRE had
served all English learners from all over Indonesia by sending them free copies of
English program cassettes, teaching English by radio book, KGRE concordance
book, free KGRE English magazine, stickers and so forth.
After 20 years later KGRE changed its name to be KangGuru Indonesia (KGI).
KGI had improved bigger and bigger. It adds the services by delegating the experts
of English teacher as the trainer to every English teacher in every school and
university all over Indonesia. KGI also support them with distributing a lot of KGI Tshirt, bulletins, and KGI Teacher Guide Package to every SMP and SMA English
teacher, besides giving many quizzes through its facebook and the website. And the
winner is going to get fantastic prizes from KGI and Australia.
As aforementioned, KGI also support Australian government programs, such
as distributing scholarship, Ausaid fund for schools around Indonesia. With its
existence, KGI had supported all Indonesia English learners for more than 20 years.
As the matter of fact, the writer has been joining KGI member since 2001. And in
2009, he was the one of ten honorable guests who was invited by KGI, IALF and
Australian Consulate to come to Bali as KGI headquarter. Therefore KGI has a
famous motto: Good Neighbor Makes Good Friend (see KGI English magazine
special edition on June 2009).
METHOD
Research Design
In this present study, the writer employs a cross-sectional survey design. It was
because the writer administered the questionnaires to 20 students as the population as
suggested by Creswell (2008, p. 388).
Respondents
This research involved 20 respondents; they were junior high school students
(all males). 20 students were from junior high school students. The writer took them
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as the respondents because the students stay at Islamic boarding school therefore it is
easy to be contacted as the respondents. Besides that the writer was well-known by
them as their senior.
Research Site
This research took place at two Islamic Boarding Schools. At first was at AlHidayah Islamic boarding school which is located in Ciulu, Banjarsari. The second
was Muad bin Jabal Islamic boarding school which is located in Cicapar, Banjarsari.
The writer took those Islamic boarding schools as a research site, because he is one
of senior students where he learns Islamic religion sciences.
Data Collection Procedure
The data were gained by administering the questionnaires to twenty students.
Each questionnaire consists of seven questions. These questionnaires were given
during the leisure. Then, after three days, the respondents submitted the
questionnaires to the writer.
Data Analysis
After the data were collected, the writer then analyzed qualitatively.
Nevertheless, quantification was also used to describe the data in percentage.
FINDINGS AND DISCUSSION
Findings
According to the respondents comments on the first question, 100 percents of
respondents answer yes that they have subscribed KangGuru English magazine.
Then, responding to the second question, 20 percents of the respondents have
subscribed the magazine for more than one year, 20 percents of the other respondents
have subscribed the magazine for more than two years. 30 percents of the
respondents have subscribed the magazine for more than three years. And 30 others
respondents have subscribed the magazine for more than 4 years.
In line with the comments on the third question, 20 percents of the respondents
answered yes that they can speak English before subscribing the magazine although
only a little. And 80 percents of other respondents answered no that they cannot
speak English before subscribing the magazine. And the comments on the fourth
question are: 80 percents of the respondents like to the magazine, and they like to
topic as follows: Idiom Inggris, Quick Fix forum, different Pond different Fish, and
the Joeys Club. While, other 20 percents of the respondents like the topic such as: the
entertainment, fashion forum, and KangGuru in the classroom.
Then, the answers for the fifth question are: 10 percents of the respondents
think that KangGuru English magazine has an excellent role in improving their
English ability particularly in improving their vocabularies, and understanding their
reading comprehension. While, 70 percents of the respondents answered that
KangGuru English magazine has good role in improving their English ability
particularly in improving their understanding in English idioms, and understanding
grammar. And 20 percents of other respondents answered that KangGuru English
magazine has moderate role in improving their English ability.
Responding to the sixth question is, 70 percents of the respondents hope that
after having English proficiency, they wish to continue their study to university to
deepen their English. While, 30 percents of the respondents hope that they want to be
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the success people such as to be the entrepreneurships or businessmen. And
regarding to their comments on the last question are: they answered that they can
practice some aspects of English such as: reading comprehension, grammar practice,
and translating the English text into bahasa Indonesia to enrich their vocabularies
from the magazine. All the statements above can be described briefly by the chart as
follows:

The Chart of To What Extent KangGuru

Engish Magazine Can Improve the
Respondents' English Ability

Moderate
20%

Excellent
10%
Excellent
Good
Moderate

Good
70%

Discussion
With regard to the results of this study, it is very important to improve junior
high school students English ability through learning media. One of the media used
in this research is KangGuru English magazine. At first level of junior high school,
the students need interactive and exciting media. Therefore the use of KangGuru
English magazine can raise the students interest to learn English.
The result of the survey shows that the most of the students feel enthusiastic in
studying English through KangGuru English magazine, instead they are keen to learn
how to write letter in English to say thank you to Mr. Kevin R. Dalton as the project
manager of KGI.
Based on the research question addressed aforementioned: to what extent does
KangGuru English magazine influence the junior high school students English
ability? The writer can answer the question based on the result of the research that
ten percents of respondents answered that KangGuru English magazine can influence
excellently to the students English ability. While seventy percents of the
respondents answered that KangGuru English magazine influences well to their
English ability. And the rest twenty percents shows that KangGuru English magazine
influences moderately to the students English ability. In the other hands, the writer
can infer that KangGuru English magazine influences very well to junior high school
students English ability.
CONCLUSION
Based on the findings and discussions of this research, it reports that the most
of junior high school students think optimist that KangGuru English magazine can
make their English better. It is normal, because besides it is free of charge KangGuru
English magazine is also the English magazine published by the native speaker
coordinated by Australian government. KangGuru English magazine influence also
has several topics and segments, such as English for SMP students named the Joeys
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Club, and for non SMP students such as for university students and the English
teacher.
Finally, the writer concludes that strategy to improve English not only use
KangGuru English magazine but also use other media related to the students
condition, location and financial. The writer also recommends that it is also
important for whoever who wants to explore more about this topic to undertake
further researches.
REFERENCES
Brown, H. Douglas. (1994). Teaching by Principles An Interactive Approach to
Language Pedagogy. New Jersey: Prentice-Hall, Inc.
Brown, H. Douglas. (2000). Principles of Language Learning and Teaching, (4th
edition). San Francisco: Longman, Inc.
Creswell, John W. (2008). Educational Research, Planning, Conducting, and
Evaluating Quantitative and Qualitative Research 3rd Edition. New Jersey:
Pearson Prentice Hall.
Harmer, Jeremy. (2001). How to Teach English. England: Addison Wesley Longman
Limited.
Rajani. (2011). What is the Definition of Teaching. Retrieved from
http://www.indiastudychannel.com/forum/79268-What-definitionTeaching.aspx (May 5th 2012).
Slamer. W. (2009). A Little KGI History. KangGuru magazine, June 2009 Edition.
Bali: PT. Dian Rakyat.

The Writer:
Yusuf Hidayat works as a lecturers assistant of English Education Program,
Faculty of Teacher Training and Education Sciences, Galuh University, Ciamis. He
can be reached at: yusufhid@gmail.com.

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