CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
10. Does your family support your career as a teacher?
11. Do you love your current job?
12. Are the supports from school, friends or colleagues and family as well as a love for work become things that make you able to get through the stress that you experience in teaching English?
3. Coding to build description and themes
In the next step researcher used the codes to develop description of teachers‟ stress and resilience. The codes also can be used to develop themes, and the themes may be interconnected to describe the complexity of the phenomenon.
4. Represent and reporting qualitative findings
In the fourth step, researcher reported findings about teachers‟ stress and resilience in narrative discussion form.
5. Interpret the findings
In the fifth step, researcher interpreted the meaning of the research. This step consists of advancing personal views and making comparisons between the findings and the literature.
6. Validate the accuracy of finding
The last step was validate the accuracy of findings. In this step researcher checked the accuracy of the research by doing validation procedures such as member checking, triangulation and auditing. In this research, Triangulation was used by the researcher to validate the findings of the research. The researcher checked about the factors of teachers‟ stress and the key aspects of teachers‟ resilience that was found in observation by interviewing them related what they experienced about the factors of teachers‟ stress and the key aspects of teachers‟ resilience in teaching English.
50 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on what has been found, analyzed and discussed in the previous chapters, the researchers made some conclusions as follows:
1. It was found that there are three factors that contributed to the teachers‟
stress in teaching English at one of vocational high school in Pekanbaru namely personal factor, interpersonal factor and organization factor. The factors that appeared as the stress factors were different for each teacher.
Personal factor was experienced by the English teacher 2. Meanwhile, the English teacher 1 experienced stress because of interpersonal and organization factor.
2. It was also found that there are three key aspects that help English teachers at one of vocational high school in Pekanbaru become resilient.
They are supportive institution, Conducive social network/relationship and Strong Positive Emotion. Supportive institution was found as the key aspects of resilience for the English teacher 1 in the school. Meanwhile, Conducive social network/relationship and Strong positive emotion were found as the key aspects of resilience for the English teacher 1 and the English teacher 2 in the school.
B. Suggestion
The researcher provides suggestions for teacher and future researcher as follows:
1. For Teacher
The researcher suggests both of English teachers can be more aware about the factors of the stress and they can face the various situations that can make them stress in the future. The researcher also suggests the English teachers to find other sources to become resilient so that they will be stronger to face the stress situation in teaching.
2. For Future Researcher
Researcher realized that this research was not perfect. The researcher expects that this research will help the future researcher who wants to conduct a research. The researcher also suggests the future researcher to expands this topic not only about factor of teacher stress and resilient but also in other wide aspects.
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(Panduan Wawancara)
1. Can you please explain about your English teaching Experience?
(Bisakah ibu menjelaskan tentang pengalaman mengajar bahasa Inggris ibu?)
2. Can you please explain how the students’ behavior when you teach in the classroom?
(Bisakah ibu jelaskan bagaimana sikap siswa saat ibu mengajar dikelas?) 3. Have you ever felt insecure about your ability when teaching English?
(Apakah pada saat mengajar ibu pernah merasa tidak percaya diri dengan kemampuan ibu dalam mengajar bahasa Inggris?)
4. How is your relationship with your colleagues in the school?
(Bagaimana hubungan ibu dengan teman teman guru disekolah?) 5. How is the school management in managing teachers’ job?
(Bagaimana manajemen sekolah dalam mengatur tugas guru?)
6. Can you please explain the teacher’s administrative tasks that you have to do?
(Bisakah ibu jelaskan apa saja tugas administratsi guru yang harus ibu kerjakan?)
7. Have the things described above ever made you stressed?
(Apakah hal-hal yang telah dijelaskan diatas pernah membuat ibu stress?)
(Apakah ibu diberikan kesempatan oleh pihak sekolah untuk mengikuti pelatihan untuk meningkatkan kemampuan guru dalam mengajar bahasa inggris?)
9. Do your colleagues support your teaching career?
(Apakah teman-teman guru mendukung karir mengajar ibu?) 10. Does your family support your career as a teacher?
(Apakah keluarga mendukung karir ibu sebagai guru?) 11. Do you love your current job?
(Apakah ibu mencintai pekerjaan ibu saat ini?)
12. Are the supports from school, friends or colleagues and family as well as a love for work become things that make you able to get through the stress that you experience in teaching English?
(Apakah dukungan dari sekolah,teman-teman guru dan keluarga serta cinta terhadap pekerjaan menjadi hal-hal yang membuat ibu mampu melewati stress yang ibu alami dalam mengajar bahasa Inggris?)
Indicator of teachers’ stress The amount of interview questions
Questions number The teacher stress because of personal factors
(teachers have insufficient teaching experience and have low self-efficacy)
3 1,2,3
The teacher stress because of interpersonal factors (teachers have difficulties in maintaining a relationship)
1 4
The teacher stress because of organization factors (teachers stress because of the management of the school or school culture and have many additional works)
3 5,6,7
B. Teacher Resilient
Indicator of teachers’ resilient The amount of interview questions
Questions number Supportive institution (The teacher promoted to
follow teachers’ training seminar)
1 8
Conducive social network/relationship (The teacher is supported by Collegial and family relationship in career)
2 9,10
Strong Positive Emotion (Teacher has positive personality in teaching).
2 11,12
Setting : X TKJ 2’s classroom
Observer : Putri Aulia ( Researcher)
Object : English Teacher 1
Time : 10.55 am up to 11.35 am, February 17, 2022
Length of observation : 40 minutes
Description of activities :
On Thursday February 17, 2022, the researcher did an observation to English Teacher 1 in X TKJ 2’s classroom of one of vocational high schools in Pekanbaru. It started at 10.55 am when the teacher invited the researcher into the classroom and began the lesson. The researcher sat on the seat behind of the class to get the whole view of the class, so the researcher was easy to observe the activities of the teacher and students in learning process. The teacher started the class by praying and checking the attendance list of the students. At 10.57 am, while the teacher checked students’ attendance list, the class situation was noisy, the students were not focus yet to start the class. Then after checked the attendance list the teacher asked students to put their cellphones on the teacher table, students were not allowed to use their cellphones without teachers’
permission. At 11.00 am after the students put their phone, the teacher counted the cellphones, but the amounts of the cellphones were not same as the number of the
Even though the teacher had asked to collect the phone, but there was no students came to the teacher’s table to collect the rest of the phones. After that, she gave her command again to collect the cellphone and gave a little warning to the students. She said “Yang masih belum mengumpulkan hp nya, silahkan dikumpulkan, ma’am tunggu sampai pas jumlah hp nya. Kalau nggak, kita nggak lanjut ke pelajaran”. After that, the students who did not collect their cellphone finally put their cellphone on teacher’s table.
At 11.03 am, the teacher started the lesson, The topic was about recount text. She started to explain the material by asking to the students about the topic, only a few students that gave their opinion and finally it was back to the teacher to explain the topic. At 11.15 am while the teacher was explaining the material, the class situation started quite. There was a student that looked like sleepy. The teacher realized it and asked the student “are you sleepy? Kamu ngantuk?” The student said “ nggak mam” and she asked the student to move his position.
After the explanation about the topic, the class situation started noisy again. At 11.17 am the teacher moved to a task. First the teacher asked some students to read aloud the text and translate it together. Some students cannot read the text fluently and the pronunciation was still low. Most of students cannot translate the text well, only one student can do it, the teacher sometimes gave an example how to pronounce some words and teach how to translate some
class for a while because her phone was ringing. While the teacher took her phone calling, the class situation was very noisy. Two of students took their phone on the teacher’s table but after that they put it back on the teacher’s table. At 11.35 the teacher was back to the class and the class started to quiet again.
The observation was ended.
Setting : X TMC 1’s classroom
Observer : Putri Aulia (Researcher)
Object : English Teacher 2
Time : 12.10 pm up to 12.50 pm, February 9, 2022
Length of observation : 40 minutes
Description of activities:
On wednesday February 9, 2022, the researcher did an observation to English teacher 2 in X TMC 1’s classroom of one of vocational high schools in Pekanbaru. It started at 12.10 pm when the teacher invited the researcher into the classroom and began the lesson. The researcher sat on the seat behind of the class to get the whole view of the class, so the researcher was easily to observe the activities of teacher and students in learning process. At 12.10 pm the teacher started the class by praying and checking the attendance list of the students. At 12.14 pm the class situation was a little bit crowded and there was a student was singing with soft voice. The teacher asked students to submit a previous task that actually should be submitted before the class and the students started to submit it on teacher’s table. The teacher looked a little bit angry because the students did not submit the task on time based on their agreement. She said “kalau miss suruh kumpulkan tugas jam segini, berarti harus dikumpulkan jam segitu juga, untuk
At 12.20 the class situation began quiet. The teacher comes to the topic of the lesson that was about idol. In the beginning of the lesson, she started to explain about the topic by asking the students to mention their idol and asking to the students what will they do if they meet their idol.
She said “ what will you do if you meet your idol?”
Some students answered “ minta tanda tangan miss, take a picture miss, ajak makan miss”
At 12.28 while the teacher was explaining the material, the class started noisy again. There are some students did not focus on the lesson and ignored the teacher explanation. At 12.34 the teacher asked students to open their LKS about a conversation. However there was a student that did not bring his LKS. When the teacher realized it she asked the students “ buku kamu mana?” the student said
“ketinggalan miss” and the teacher asked the students to joined his friend who brought the LKS. After all of situation settled, at 12.38 the teacher asked some students to read aloud the conversation. The teacher realized that students’
pronunciation were not good so she corrected it and gave them the correct pronunciation of some words.
After the students finished their reading, At 12.45 the teacher asked students some questions related to the conversation.
Students : Saka
Teacher : what does olla do in Bandar Lampung?
Students : Saka
Teacher : what does olla do in Bandar lampung? Apa yang olla lakukan di Bandar lampung?
Student 1 :Ooh from Saka
Teacher : ha?
Student 1: eeh..
Teacher : what does olla do in Bandar lampung?
Student 2 : launching!
Student 3 : meet and greet..
Teacher : oke meet and greet with olla’s friend
When the teacher was explaining the conversation, At 12.50 pm, the school bell was ringing that meant the time was over. When the student heard the bell they suddenly being crowded and did not focus to the teacher because they want to go home. The teacher tried to make the class quiet by asking the students to listened to her.
Student 1 : besar miss?
Teacher : terserah mau besar , mau kecil yang penting di print
Students : oke miss
After giving the task, then teacher finished the class.
The observation was ended
Setting : Teacher’s office
Observer : Putri Aulia (Researcher)
Object : English Teacher 1 and English Teacher 2
Time : 10.00 am up to 10.40 am, March 4, 2022
Length of observation : 40 minutes
Description of activities:
On Friday, March 4, 2022, the researcher did an observation to both of English teachers of a vocational high school in Pekanbaru they were teacher 1 and teacher 2 in teacher’s office. It was the second observation for both of teachers. It started at 10.00 am when the break time. At that time, both of the teachers were in a room, and it made the researcher easy to observe both of them at the same time.
The teachers sat on their own seat and did their own activity. Teacher 2 talked to a teacher who sat beside her namely Ma’am A. They were talking about something on ma’am A’s phone. Teacher 1 was talking to a teacher who also sat beside her namely ma’am L. Teacher 1 was a homeroom teacher, she talked about her students to ma’am L. She said “Guru-guru lain lagi menangani laporan anak-anaknya, anak saya juga banyak belum siap laporan.”
together. At 10.20 am, Teacher 1 was watching English material on her phone. At 10.27 am, Teacher 1 were talking with a teacher about she got a responsibility to handle some students who were doing an internship and some of the students were her homeroom students. She told that their students got a problem in Polda where they were doing internship, so she had to handle it. She said “ saya datang ke Polda kemarin, ada anak yang magang disana bermasalah, jadi saya yang harus menanganinya ”
At 10.30 am The Teacher 1 left the teacher’s office. She told to the researcher that she wanted to pick her child up. She said “ma’am permisi ya, mau jemput anak ma’am”. At 10.34 Teacher 2 was talking with Ma’am A about Ma’am A’s students. Ma’am A share about her students to Teacher 2 and Teacher 2 listened it seriously. At 10.40 am, Teacher 1 was back and the bell was ringing.
The break time was over.
The observation was ended.
Interviewer : Putri Aulia (Researcher) Interviewee : English Teacher 1 Time : 08:21 am up to 8.44 am Date : Friday,February 18,2022 Location : XII akuntansi’s classroom Researcher Bismillahirrohmanirrahim,
assalamualaikum,
warahmatullahiwabarakatuh
Keyword Category Theme
Teacher 1 Waalaikumsalam
warahmatullahiwabarakatuh Researcher Selamat pagi ma’am
Teacher 1 Pagi, uti
Researcher Baiklah ma’am, pertama-tama saya akan memperkenalkan diri aa nama saya Putri Aulia, dari jurusan pendidikan bahasa Inggris UIN SUSKA Riau, ehm, pertama-tama juga uti mengucapkan terimakasi kepada ma’am telah meluangkan waktunya untuk melakukan wawancara ini, pada hari ini ehm saya akan melaksanakan
wawancara untuk pengambilan data penelitian saya. Ehm topic dari wawancara ini adalah tentang teacher’s stress atau ehm stress guru dalam mengajar bahasa inggris dan teacher ‘s resilient atau bisa dikatakan ketangguhan guru atau juga bisa dikatakan eehm kemampuan guru dalam menghadapi situasi sulit dalam mengajar bahasa Inggris. Ehm baiklah ma’am, untuk memulai wawancara ini, ehm bisakah ma’am menjelaskan tentang pengalaman mengajar bahasa inggris ma’am selama disekolah ini ?
salah satu siswa dulu, dia dikelas biasa biasa saja, sangat biasa saja, ketika disuruh bikin tugas oke, disuruh ini itu, oke, tapi dia jarang sekali untuk speak up dikelas. Aaaa dan satu hari ketika ma’am minta untuk tugas, bikin tugas speaking, aa dividiokan, di upload di
yotutube, amazingly si siswa ini lancar sekali berbahasa Inggrisnya, pronunciation nya sangat bagus, aa itu mengagetkan sebenarnya, jadi yang ternyata,tidak semua anak yang biasa biasa saja dikelas itu memang sebetulnya biasa biasa saja, dia punya potensi besar ternyata. Jadi sebagai guru sebenarnya harus pandai-pandai mencari aaa metode yang tepat dalam pengajaran supaya
kemampuan anak itu terlihat secara nyata. Itu yang pertama.
Yang kedua, yang tidak terlupakan dari awal mengajar sekali sampai sekarang itu kalau nggak salah tahun pertama ngajar, ada satu siswa yang mungkin dia eee perhatiannya dirumah mungkin agak agak kurang dari orang tua.
jadi sikapnya terbawa kesekolah.
Ketika itu ma’am ngajar didepan kelas sedang berdiri, sedang menjelaskan di depan papan tulis, ma’am kasi feedback ke mereka siapa yang bisa ngasi respon, dia merespon, tapi dengan cara yang berbeda, respon dengan cara mengangkat kaki keatas gitu, apa mungkin karna dia aa itu yang tadi ma’am bilang, kurang perhatian atau mencari perhatian diluar jadi dia mengangkat kaki, jadi karena pengalaman pertama mengajar
sedang berdiri, sedang
menjelaskan di depan papan tulis, ma’am kasi feedback ke mereka siapa yang bisa ngasi respon, dia merespon, tapi dengan cara yang berbeda, respon dengan cara
mengangkat kaki keatas gitu