"A skripsi"
Presented to the faculty ofTarbiya and Teacher' Training
in a Partial fulfillment of the requirements for the Degree of Strata I (SI) in English Education Depaitment
by:
LIN AH
NIJ\1. 103014026961
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ENGLISH EDUCATION DEPARTJVIENT
FACULTY OF TARBIYAH AND TEACHER'S TRAmING
THE STATE ISLAMIC UNIVERSITY (UIN)
"A skripsi"
Presented to the faculty ofTarbiya and Teacher' Training
In Partial fulfillment of the requirement for the Degree of Strata l (SI) in English Education Department
Approved hy: -4"''
-;:::--'/'
v
_Prof. Dr.J-!4}id Harnawid:.;gda,
M._Pd
/ NIP. 150 Oll 332
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIY AH AND TEACHlfi:R'S TRAINING THE STATE ISLAMIC UNIVERSrrY (UIN)
registration number 103014026961 was examined in the examination session of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic
st
University Jakarta on October 20 , 2008. The "Skripsi'" has been accepted and declared to have fulfilled one of the requirements for the degree of S. Pd. (Bachelor of Arts) in English language Education in the department of English Education.
st Jakarta, October 20 , 2008
EXAMINATION COMMITTEE
CHAIRMAN
: Drs. Syauki, M. Pd
NIP. 150 246 249
SECRETARY :
Neneng Sunengsih,
S.
Pd
NIP. 150 326 910
EXAMINERS :
1. Drs.
A. M.
Zaenuri,
M.
Pd
NIP. 150 188 518
2. Drs. Zaenal Arifin Toy, M.
Sc
NIP. 150 031 215
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
ada
ｍｬｾ＠wlio ftas 6estowed upon tlie writer in compCeting tliis ''.Sli.,ripsi". Peace and 6Cessing upon our
propfzet :Muliammad S}l.'!1/, liis fami[ies, liis companion and liis forrowers.
This "Skripsi" is presented to the Education of English Depatiment Faculty of
Tarbiyah and Teachers' Training SyarifHidayatullah State Islamic University Jakarta
as partial fulfillment of the requirements for the degree of S. P'd. (Strata l) in English
Language Education.
The writer would like to address her greatest thanks and gratitude to her
adviser Mr. Prof. Dr. Hadjid Harnawidagda, M. Pd for his valuable helps, patience,
guidance, co1Tections and suggestions for completing this "Skripsi".
Her gratitude also goes to:
1. Ors. Syauki, M. Pd as the Head of English Depmiment.
2. All lectures in the English Department, the staff and officers and officers of
UIN library, Atmajaya University library, Senayan library, National library
and AMINEF library who have given permission to use their books.
3. Prof. Dr. Dede Rosyada, M. A .The Dean of Faculty ofTarbiyah and Teachers
Training SyarifHidayatullah State Islamic University Jakmia.
4. The School Principle and the teachers also administration staffs at SMK
MAKA RY A I Pondok Pinang Timur and SMK TIRTA Y ASA Bintaro Raya
at the first grade students for giving permission and helping the writer to do
the research.
5. Her friends in English department, especially class A (Adi, Eis, Dani, and
Uni).
6. Her Beloved Parents (Mr. Anung and Mrs. Anah), her brothers (Soma, Gofur,
BKC, Darul Iman (Taufiq and Ade) for giving suppmi motivation and
entertain the writer.
8. For the kindest of God's creature. Thanks for being exist.
9. To any other person who can not be mentioned one by one for their any
contribution to the writer during finishing her Skripsi.
:May Jl/Ia/i, <Tlie Jlfmiglity Mess tliem afC }!mien.
Finally, the writer realize that this "skripsi" is far from being perfect, therefore
it is really a pleasure to receive suggestions and critics from every one for better
writing.
th Jakarta, January 17 2008
TABLE OF CONTENT ... .iii
LIST OF TABLE ... v
CHAPTER I : INTRODUCTION A. Background of Study ... I B. Scope of Study ... 3
C. Limitation and Formulation of the Problem ... 3
D. Objective of Study ... .3
E. Organization of Writing ... .3
CHAPTER II : THEORETICAL FRAMEWORK Relation of Teacher Profile and Student Achievements A. Students Achievement ... 5
B. Profile of English Teacher ... 7
I. Educational Background ... 7
2. Teaching Experience ... 8
3. In-Service Training ... 9
4. Teaching Load ... 10
5. Teacher Competence ... 11
6.Roles of Teacher ... 12
CHAPTER IV
CHAPTERV
B. English Teaching Method ... 18
C. Textbook ... 19
D. Profile of English Teacher ... 20
E. English Activities, Condition, and Environment ... 21
: RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology ... 22
1. Purpose of The Study ... 22
2. Place and Time of the Study ... .22
3. Method of The Study ... 22
4. Technique of Sample Taking ... 22
5. Technique of Data Collecting ... 23
6. Technique of Data Analysis ... 24
B. Research Findings ... 24
1. Description of Data and Suggestion ... .24
2. Interpretation of The Data ... 29
: CONCLUSION AND SUGGESTllON A. Conclusion ... .31
B. Suggestion ... .31
BIBLIOGRAPHY ... .34
In Indonesia, English becomes the first foreign language that should be taught not only in formal education; the students who study starting from Junior High School up to University level, but also in informal education. So, at least they are able to read English textbooks and they will able to increase their knowledge in analyzing any subjects.
Meanwhile, many of students have faced difficulties in learning English as a foreign language. It is not easy for Indonesian learners to learn it; it's different from learning their mother tongue language and so many of learners have faced difficulties in learning English as a foreign language.
These problems can be known from the results of students' achievements and to get the information about them, the teacher has to implement evaluation to know his or her students' achievement on the materials that have been taught in a certain period of time so the teacher can measure his or her teaching effectiveness which has been applied in the classroom. If the achievement has fulfilled the targets, it can be told that the teaching and learning process is success. And the information gained will be very useful to make improvement in the future. On the contrary, if it hasn't fulfilled the targets, it means failed.
So the qualities of teachers affect the teaching learning process and students' understanding level in English test. Even though, it does not mean the quality of sh1dents' learning achievement is determined by English teacher's qualification itself.
Then, the professionalism of the English teacher is also an important factor of producing qualified human resource in order to reach the purpose of National Education to create an educated individuality. In other word, they are two criteria which are required to be a teacher; there are personal qualifications and professional qualifications. Personal qualifications refer to the character and personality of the teacher.1 Meanwhile, professional qualifications refer to academic matters for instance the knowledge of subject matter and educational background.
According to Wallace quoted by Burt, Dulay, and Finocchiaro "teachers are made in sense that they must acquire knowledge of a specific subject before they can teach it to others" it means that to be a teacher is required specific skills. Therefore, it must be filled by the intelligent and best college graduates.2
Based on Pena Pendidikan, sekitar 20 percent guru mengajar tidak sesuai latar pendidikannya3 (about 20 percent teachers are not appropriate with Educational background or mismatch). With the result that English language in several schools is taught by two types of teachers. Some teachers have the ability to teach English but they don't graduate from Educational English department. While, the other one have ability to teach English and graduate from Educational English department.
Thus teachers have to increase their ability to teach English to adapt themselves with technology and science which is growing time to time and
1
Jeremy Harmer, The Practice of English Language Teaching; London: Longn1an, New edition, l 99 l, p. 2
2
Mariana Burt, I·Jeidi Dulaiand Mary Finocchiaro, Vie1v Points on English as a Second Language, New York: Regents Publishing Company INC, 1997, p. 35
3
Pena Pcndidikan (Rcferensi 'l'erpercaya Dunia Pendidikan), Edisi Khusus/'I'ahun ｉｉＯｍ･ｩｾ＠
students can grow themselves to become a smart civil society, skillful, good personality, and ready to take part in national development.
Based on the description above, the writer is interested in analyzing about the Effect of English Teacher Educational Background on Student Achievement in English at SMK Kecamatan Kebayoran Lama at the first grade of the schools.
B. Scope of Study
The writer limits the scope of this study on the Effect English Teacher Educational Background on Student Achievement in English at SMK Tirtayasa Tanah Kusir and SMK Makarya 1 Pondok Pinang.
C. Limitation and Formulation of the Problem
It is necessary to make a limitation of the problem to avoid misunderstanding in interpreting the problem. The writer limits the problem which will be discussed in this skripsi is: "ls there any <:ffect of the students' achievement who is taught by qualified English teacher and unqualified English teacher?
D. Objective of the Study
The objectives of the study as below:
a. The writer wants to know what the Effect of English Teacher Educational Background is.
b. The writer wants to find out the Student Achievement in English.
E. Organization of Writing
This "Skripsi" writing is divided into four chapters; the first chapter is the presentation of introduction, including the Background of Study, Scope of Study, Limitation and Formulation of the Problem, Objective of Study, and Organization of Writing in chapter one.
Achievement in English. Include educational background, teaching experience, in-service training, teaching load, teacher competence, the roles of teacher and the test of hypothesis.
Chapter three is the profile of SMK TIRTAYASA TANAH KUSIR and SMK MAKARY A 1 PONDOK PINANG that includes discussing about the curriculum, the method of teaching learning, the activities, the condition and the environment.
Chapter four is The research methodology, is divided in two sub-chapters; the first research methodology, including purpose of the study, place and time of the study, method of the study, technique sample ta.king, technique of data collecting, technique of data analysis. And the second is research findings including description of data and interpretation of the data.
The Relation of English Teacher Profile and Students Achievement
A. Students Achievement
In general, achievement can be defined as all things that people obtain from his/ her effort and the most common standardized test given to students is achievement test. These are meant to measure how many students have learned in specific content areas such as reading comprehension, language usage etc.
While skinner states that achievement is imp01iant to determine the effectiveness of the process of learning and development in order to plan wisely for the next steps of instruction. These appraisals should be made periodically during the learning period as at its completion.4 And according to Nicholls, achievement is usually aimed at emphasizing a high level of ability and avoiding any display oflow ability.5
Good defines it with obtained knowledge or efficien•;y which develops in a few learning area at school, which is generally measun;d through the test or the examination that can get score or assessment from teachers, or based on them.6
4
Charles E. Skinner, Educational Psychology fourth edition. New Delhi: Prentice Hall of India, 1993. p. 676
5
Norman A. Sprinthall, Richard C. Sprinthall, et. al, Educational Psychology (a
developmental approach), New York: McGraw-Hill, Sixth Edition, 1994
6
While Cranton in her book Planning Instruction for Adult Learner says Cognitive domain deals with intellectual learning achievement consist of knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom's taxonomy), All of these are intended to be hieran;hical; that is learning is facilitated by dealing with the content at lower before exposure to material at higher leveL Meanwhile, affective domain deals with attitude and value, It consists of five aspects as receiving, responding, valuing, organization, and characterization (Karthwohl, Bloom and Marsia, 1964), The last one is psychomeotoric domain, It deals with the psychomotoric learning achievement that consists of perception, set, and guided response, ｭＱｾ｣ｨ｡ｮｩｳｭＬ＠ complex overt response, adaptation and origination,7
Thus students' learning achievement can be categorized into three domains, that are cognitive affective, and psychomotor, Learning achievement obtained by students is the knowledge and skilL They can be influenced by many factors and one of them is teacher's educational background, Therefore in order to motivate and to guide the students to get good learning achievement especially in learning English they need a professional English teacher who can teach the class effectively because the successfulness in teaching learning process can be seen from the students' learning achievement If the achievement can reach the good targets, it can be told that the teaching and learning process is success, On the contrary, if it can not reach the good targets, it means failed,
And the learning achievement in this research is the result of first Grade students' achievement in the second semester at SMK Kebayoran Lama,
p. 7 7
Patricia Cranton, Planning Instruction for Adult Learner, (Toronto: Wall and Emerson,
B. Profile of English Teacher 1. Educational Background
Being a teacher who will teach at high school is not an easy task, there are several requirements which have to be fulfilled. One of them is educational background because a professional teacher is determined by his I her level of educational background.
As Oemar Hamalik said "setiap orang dapat menjadi guru asalkan telah mengalami jenjang pandidikan tertentu ditambah dengan sedikit pengalaman mengajar (eveiybody can be a teacher, provided that he had educational level and teaching experience). "Guru yang professional merupakan seorang yang telah menempuh program pendidikan guru dan memiliki tingkat master serta telah mendapat ijazah Negara dan telah berpengalaman dalam mengajar pada kelas-kelas besar (the professional teacher is a person graduated jiwn
educational institute with master degree, gets state licensed, and has experiences in teaching at big classes)8
In line with that case, teachers have: to take certification; there are The Sarjana (SI) and The Akta (Teacher Certification). Sarjana Pendidikan (Education Degree/SI) receives a degree ce1tification, listing the study program and faculty and signed by the rector of the university and the dean of faculty. They also receive a teaching certification and the Akta signed by the rector and the dean. While The Akta (Teacher Certification) has been required for all teachers since 1982 by the National Civil Service Administration. In effect, the policy protects the teaching profossion from graduates of non-teacher training institutions by requiring that all teachers have the appropriate Akta in order to teach.9
Thus the writer can conclude that the teacher who learned at educational institute, he I she can make good preparation before teaching learning process and uses suitable m•ethod for his I her subject matter based on students' level. And the writer ﾷｾｯｮ｣ｬｵ､･ｳ＠ that teacher educational background in this skripsi is divided by two types, they are
8
Oemar Harnalik, Pendidikan guru, Konsep dan Strategi, (Bandung; mandar Maju,
1991),p.5and31
9
Karin Johnson, Wendy Gaylord, et. al, INDONESIA (PIER World Education Series),
the English teachers graduate from English department who receives a degree certification and the English teacher who graduates from non English depaitment (non-teacher training institutions).
2. Teaching Experience
Many people believe that one of the impmtant things to make a teacher successful in teaching learning process is experience. So to be a professional teacher not only needs knowledge but also need experience.
Meanwhile, in educational institution there are two categories of teachers who have been teaching for many years: first, those with many years of experience and second those with one year experience repeated many times. 10
The most experienced and most skilled teachers can properly handle young beginners that teachers of beginners should know phonetics, have a keen ear, a good pronunciation, an intimate acquaintance with the foreign country and its people, and be able to teach what they know efficiently and with enthusiasm. Only mature and experienced teachers can do this.11
From the description above, the writer can conclude that an experienced teacher is not only good in the English knowledge, but also the teacher knows how to make the student enjoy in learning activity because to become professional ｴ･｡｣ｨＱｾｲ＠ he or she needs a Jot of experience in the class, how to prepare the material, how to use the effective approach and method of teaching and the factor of students learning condition.
10
Penny Ur, A Course in Language Teaching: Practice and TheotJ' (Ca1nbridge:
University Press, 1996), p.317
11
3. In-Service Training
In connection with the curriculum alternation English teacher can follow various in-service training to increase their ability, competence and professionalism in teaching.
In this part the writer quotes some definitions Jn-Service Training (INSET). According to James Report (1972) was particularly concerned with the provision of professional courses for teachers throughout their career.12
While Bolam gave the definition of In-Service Training (INSET) as education and training activities engaged in by ... teachers and principles, following their initial professional certification, and intended primarily or exclusively to improve their professional knowledge, skill and attitudes in order that they can educate children and learners of all ages ... more effectively.13
In-service training takes place after an individual begins work responsibilities. Most typically; in-service training is conducted during a break in the individual's work schedule.14
And the focus of the short In-Service Training course, where experienced teachers already have well-developed mental constrncts of teaching, should be the teachers' beliefs themselves. These need first to be articulated, and then analyzed for potential contradictions with each other, the teaching circumstances, and the beliefs of learners. Only then will teachers be able to accommodate new ideas to appreciate the theory underlying them, understand the practical realization, and evaluate their usefulness.15
12
Peter Gordan and Denis La\vton, Dictiona1y of British Education, London: Woburn
Press, p. 128
13
John Roberts, Language Teacher Education, (London: Arnold, 1997), p. 221
14
http://www.sil.org/lingualinks/literacy/RefenceMaterirtl§LfirJossaryofliteracyterms/
WbatlsSeviceTraining.htm 2007
15
The various definitions of In-Service Training according to experts above can be conclude that to keep up knowledge of an experienced teacher, his/her have to join with some trainings to guide in solving problem which confronts them in the class such as workshop, special programs or many conferences that related with their education program.
4. Teaching Load
The professional teacher is not only giving teaching material but also making teaching learning proc<:ss effectively. He/ she has to give full attention to his/her students with a good preparation because making a good preparation spends a Jot of time so in teaching learning activity, teacher has restriction in !leaching load. If the teachers teach the students with full time so they will face several problems and can not prepare teaching activity systematically.
Monte S Norton says that if the school desires an optimal program in English, it must give serious consideration to the paramount problem of teacher load.16
The suitability of a language teacher is a matter of language skill, professional skills and teaching load. Teaching load is a length period used by the teacher to teach material. There are several materials to teach so teacher has to use various methods in limited time. Thus, some methods require more preparation than others. The less preparation done by the method, the more will have to be done by the teacher, and the more time will be needed to devote to the preparation of his lessons. 17
16
H. Risdianto, The Profile of English Teachers Of The State Junior High Schools in Bukittinggi, And Their Teaching Perfom10nce, p.12
17
Because of this problem, Indonesian government stated maximal teaching load at pasal 35 ayat (I) UU Guru dan Dosen di sebutkan, beban mengajar guru sekurang-kurangnya 24 jam tatap muka dalam I (satu) minggu (At section 35th verse (I) Teacher and Lecturer laws mentioned, teacher' load at least 24 hours meeting per week).18
Thus the writer can conclude that the teacher can set his good preparation to teach such as making lesson plan, sitting arrangements or applied his/her ideas to make teaching learning activities more enjoyable and anticipate possible difficulties in teaching learning process.
5. Teacher Competence
As a teacher, someone is required to have competencies in performing his/her teaching profession. According to Yager, competence is as an indicator in teacher accreditation and teacher development, there is a call for the re-focusing of teacher education programmers. 19
While Edmund Short (1985) attempted to clarify the confusion by presenting four different conceptions of competence, they are:
Firstly, competence is taken as behavior or perfonnance, the doing of particular things independently of purpose or intent.
Secondly, competence is taken as command of knowledge or a skill, involving choosing and !mowing why the choice is appropriate.
Thirdly, competence can be seen as level of capability which has been insufficient' through some judicious and public process, and this sufficient indicator may fluctuate since it involves a value judgment. Fourthly, competence involves the quality ofa person or state of being, including more than characteristic behaviors: "performance, knowledge, skills, levels of sufficiency, and anything else that may
18
Undang-UndangGuru dan J)osen Beserta angka Kredit Ciuru dan Pengmvas Sekolah,
Jakarta: CV. Novindo Pustaka Mandiri, 2006, p. 17 19
SO Wing-mui, CHENG May-hung, Journal of Primwy Education Vol. 6 No, I & 2
seem relevant, such as intent, or motives, or attitudes, or particular qualities.20
Hanner states that there are at least two major competencies that must be possessed by teacher, personal competencies and professional competencies:21
a. Personal competencies
These include the development of his/ her pear own personality, the way he/ she interacts and communicates to his/ her pear and society, guiding and instrncting the students who face learning difficulties and who have special talent, performing the school administration and doing a simple research d1;als with teaching.
b. Professional competencies
These include mastery the principle of education such as recognizing the goal of national education, ithe function of school in society and the principle of educational psychology. Next, mastery the subject matter, has the ability to arrange the teaching program such as deciding the goal of teaching, selecting and developing the subject matter, teaching learning strategy, media of teaching and using learning resource. Then, performing teaching program includes creating the right atmosphere for teaching and learning, organizing the classroom and managing the teaching learning interaction. The last one is assessing the students' learning achievement and teaching learning process.
The writer hopes the balancing of the teacher competency as well as their qualification. Therefore, teacher is one of professional position who needs special competence in order to be able to pe1form her/his duty as well as possible.
6. Roles of Teacher
In everyday situations, we each adopt different roles, these roles change with the situation because we all have numerous roles in life. These roles have implied behaviour, which we all know. It is this
20
SO Wing-111ui, CI-IENG May-hung, Journal of Prin1ary E'ducation Vol. 6 1Vo, 1 & 2
21
implied social behaviour which we can use in drama and dramatic situations to create deeper understanding and meanings. This is where drama becomes an invaluable tool. Through the use of drama and dramatic conventions a teacher does not only teach and learn but also the why, how and the what.
Thus, if the role of a teacher is to teach, the role of a student '
must be to learn. However, it has been agreed that learning is not only an exercise in reading and reciting facts, but in gaining a deeper insight of events and situations.
Richards and Rodgers point out tbat teacher's roles are related to the following issues:
the types of functions teachers are expected to fulfill, e.g. whether that of practice director, counselor or model
the degree of control the teacher has over how learning takes place the degree to which the teacher is responsible for content
the interactional pattern that develop between teachers and learners.22
Teacher as one of elements in classroom activity has an important part in teaching learning process because he/ she is the one who sets the tone for learning activities.23
According to Jeremy Harn1er, the teacher has an important roles in the class, they are:24
a. Facilitator
In recent years, under the influence of humanistic and communicative theories, great emphasis has been placed on "learner centered" teaching, that is teaching which makes the learners' need and experience central to educational process. The measure of a good lesson is the student activity taking place, not the performance of the
22
David Nunan, Designing Task for the Conununicative C/assroo1n, Can1bridge: Cambridge University Press, 1992, p. 84
23
Ed\vard D. AIJen and Rebecca M. Va!ette, Classroo1n Techniques: Foreign Languages
and English as a Second Language, Newyork: Harcourt Brnce Javanovich INC, 1977, p. 3
24
teacher. In such situation, the teacher is no longer the giver of the knowledge but rather a facilitator for the students to draw on.
b. Controller
When teacher acts as a controller he I she is in charge of the class and activity. Controller takes the roll, tells the students things, organizes drill, reads aloud, and in various other ways exemplifies the qualities of a teacher-fronted classroom. It denies students access to their own experiential teaming by focusing everything on the teacher.
c. Organizer
One of the most important roles that teacher has to perfo1m is that of organizing students to do various activities. This often involves giving the students information, telling them how they are going to do the activity, putting them into pairs or groups and finally closing things down when it's vitally important for teacher to get this role right when it's required. The first thing teacher needs to do when organizing something is to get students involved and ready.
d. Assessor
Of the things that students expect from their teacher is an indication of whether or not they are getting thei:r English right. This is where teacher has to act as an assessor, offering feedback, con-ecting and grading students in various ways. When teacher acts as an assessor he I she must always be sensitive to the students' possible reactions.
e. Prompter
Sometimes, when students are involved in a role-play, for example, they arc lost for words. They may be not quite sure how to proceed. In such situation teacher, then, nudges them forward in a discreet and supportive way. If the teacher does it, that means he I she is adopting some kind of a prompting role. Teacher helps but does not want to take charge because he I she also keens to encourage the student students to think creatively. Thus it's that he I she will occasionally offer words or phrase or suggests what would come next in a paragraph students are writing. When teacher prompts he I she needs to do it sensitively and encouragingly but above all, with discretion.
f. Participant
goes well, students enjoy having the teacher with them and for the teacher, participating is often more enjoyable than acting as a resource.
g. Resource
In such activity when students are involved in a piece of group writing students may still have need of their teacher as a resource. Students may ask how to say or write something or what a word or phrase means. When teacher is acting as a resource he I she will want to be helpful and available but at the same time teacher has to resist the urge to spoon-feed his I her students so that they students so that they become over reliant on teacher.
h. Tutor
When students are working on longer projects such as pieces of writing or preparation for a talk or to debate, teacher can act as a tutor, working with individuals or small groups, pointing them in directions they have not yet thought of taking. In such situation, teacher combines the roles of prompter and resource, acting as a tutor.
i. Observer
Teacher will want to observe what students do (especially in oral communicative activities) so that he I she can give them useful group and individual feedback. Teacher needs to be able to work and observes simultaneously, listening, watching and absorbing so that he I she can create the best kind of rapport between him I herself and his I her students. Teacher does not only observe students in order to give feedback. But also watches in order to judge the success of the different materials and activities that he I she can make changes in the future.
Thus Harmer's framework deals exclusively with roles that relate to classroom procedure and the numb1:r of teacher role as
controller in eliciting nationality words; as assessor of accuracy as students try to pronounce the words; as corrector of pronunciation; as
organizer in giving instructions for the pair work, initiating it,
monitoring it, and organizing feedback; as prompter while students are working together; and as resource if students need help with words and structures during the pair work.25
The various definitions of the roles of teacher according to experts above can be conclude that all of them have different roles in their ways whether to guide and to set the condition for learning
25
Tricia Hedge, Teaching and learning in the Language Classtoon1, Hong Kong: Oxfbrd
activities that relate to teaching learning process in the classroom or teacher in role is a method of teaching that utilizes techniques to facilitate education.
Furthermore, a professional teacher knows to act as a guide
because student-cantered learning can be time-eonsuming and messy when students are busy making up their own minds, the role of the teacher shifts. Questioning, problem-solving and investigation become the priority classroom activities so the teacher ean be a guide on the other side.
C. Test of hypothesis
This study is to answer such a question "ls there any effect of the students' achievement who is taught by qualified English teacher and unqualified English teacher?
To get the answer the writer proposed alternative hypothesis (Ha) and Null Hypothesis (Ho) as bellow:
Ha There is significant effect between English teacher educational background with the performance of their students.
A. Curriculum
Curriculum is one of the impo1tant components which may significantly support the requirements of teaching learning process in the school. Comprehensively, it is defined as the learning which is planned and guided by the school whether it is carried on in groups or individually, inside or inside or outside of the school.
Curriculum can be viewed as a program arranged by an educational institution to provide sequentially organized knowledge, understanding, skills and concept for the learners. A significant aspect of curriculum is the instruments to bring of the learner together with the needs of society.
In this research, the curriculum used in SMK Tirtayasa Tanah Kusir and SMK Makarya I Pondok Pinang are the School-Level Curriculums or the "KTSP". The "KTSP" are operated in their schools. They have been developed into syllabus, lesson plan, and annual program. They have developed and implemented by the school based on the national educational standards.
holisticism, and continuity, even the balance between national and local needs in the selection, gradation and presentation of their instructional materials.26
In term of development of the syllabus of English subject, the teacher try to elaborate the items of the Content Standards into the description of learning and teaching activities, of lesson materials, of a variety of competency indicators, of time allocation, of learning and teaching resources, and even of evaluation instruments and techniques.
B. English Teaching Method
As the writer has observed, the teaching method of English teacher in year students of SMK Tirtayasa Tanah Kusir and SMK Makarya I Pondok Pinang may be categorized into the Communicative Language teaching (CLT). It might be shown from several teaching techniques the teacher used that involved dominantly the students' activity in expressing something whether spoken or written. The teacher didn't dominate the class but he let the students' intervention. He used the authentic materials when he taught the reading comprehension, for instance a reading passage taken from a mass media and others. This affected them to be interested because the issues given had already been known for most of them. Also the teacher used another media which enabled his students to learn creatively and cooperatively, for example pictures and realia. The media provided the students more infom1ation and the students were expected to have a respond to every information and problem given.
Theoretically, Communicative Language teaching aims the learners become active in communicating. It is useful for them to express something in their daily life. The goals of Communicative Language teaching are contained in a communicative competence.
It is clear that in learning a language, the learners need not only
knowledge of structures and vocabularies but also they require to know how the
26
Bahrul hasibuan, "'KTSP: Problem or Solution", in Onward English Education Journal,
language elements work together when the learners try to produce a well communication as an achievement of communicative compe:tence.
Based description above, the English of SMK Thiayasa Tanah Kusir and SMK Makarya I Pondok Pinang tried to let the students to know their ability in producing English whether spoken or written by serving them the materials communicatively. He arranged the teaching situation without his determination and opened widely the opportunity for the students to express their ideas based on the given context.
C. English Textbook
The English textbook which is used by the teacher and the students at SMK Tirtayasa Tanah Kusir is the English textbook published by Galaxy Puspa Mega and titled "Learning English for SMK Students" based on KTSP by Lutfiana Siagan and Elisabeth Fmtur on 2007, edited by Yesi Kusuma, Siti Hajaroh and Jeremias Jena. Besides that book, the students also have "Lembar Kerja Siswa FORUM Bahasa Inggris untuk SMK kelas X" by Etijaka, S. Pd, published by Mediatama, edited by Indrawati.
While the English textbook which is used by the: teacher and the students at SMK Makarya I Pondok Pinang is the English textbook "Exploring English for SMK by Feti Rahmawati and published by Ganeca 2006"
The textbook have the principles of developing communicative competence with the emphasis on the ability to understand and to produce both oral and written text. It provides and practice of using English in contextual, integrated, and collaborative ways to develop the ability to use English appropriately.
D. Profile of English Teacher
Table 3. 1
The Personal Details of English Teachers at "SMK Tirtayasa Tanah Knsir"
No Name Age Sex Administrative Teaching Latest
Status Experieuce Education I. Febri 30 Male Honorary Since 2003 SI from
"UIN JAKARTA"
Rachmat (5 years) Islamic
Hidayat Boarcasti ng
Co1nmunication
Depatment
2 Eis Female Honorary Since 2006 Sl from
Rah mini (2 years) "UIN JAKARTA" English Education
Latifah Department
[image:28.519.34.475.118.509.2]ｾＭ
Table 3. 2
The Personal Detail of English Teacher at "SMK Makarya 1 Pondok Pinang "
No Name Age Sex Administrative Teaching Latest
Status Experience Education !. Hadi 30 Male Public Servant Since 2000 SI from
Winata Civil (8 years) UHAMKA
English Education Department
E. English Activities, Condition, and Environment
As the writer had observed, the activities that involved English were implemented by the teacher and students inside and outside of the classroom. The English teacher delivered the course mostly in English inside the class. And the discourse which was employed by the English teacher and the students outside the classroom was about greetings or other simple expressions. Moreover, the interaction among the English teacher and others used English is low intensity.
Class
x
XI
and XII
Class
X,XI
The activities which have mentioned above effected the students became accustomed in expressing something in English and this condition might led them to be competence in English. Also, the purpose of teaching and learning process might be easily achieved, that was the communicative goals.
The students' English of ability improvement were also supported by providing of English facility at SMK Makarya 1 Pondok Pinang, for instance the English laboratory, and English instruments, for ｩｮｳｴ｡ｮ｣Ｇｾ＠ the ability of some posters which were written by using English and other foreign languages, the English novels, magazines and books and so on.
A. Research Methodology
1. Purpose of The Study
a. To get empirical data about formulated problem
b. To know the effect of teacher's educational background on the students' achievement in English
2. Place and Time of the Study
This study focuses on the students' scores in English test. The study took place at the first grade students of SMK MAKAR YA 1 Pondok Pinang Timur and at the first grade students SMK TIRTA Y ASA Bintaro Raya.
3. Method of The Study
In this research the method used was field study at the first grade vocational school and also supported by library study in order to collect the information related to the topic.
4. Technique of Sample Taking
a. Population
SMK MAKARY A 1 (39 students) and SMK TIRTAYASA (30 students)
b. Sample
In this research, the writer took 60 students in different class. They consisted of 30 students for one class with different English teacher educational background as the sample of research.
5. Technique of Data Collecting
To obtain data in this research the writer applies: a. Field research
In this method the writer tries to collect the data by: 1. Observation
The writer observed the location by visiting the sub district of Kebayoran Lama to get permission and information about the research. Then, the writer observed the location by visiting two vocational schools and asked permission to the headmasters in order to do the research in their schools.
2. Interview
After observing the place, the writer did some interviews with the English teachers of first grade from two vocational schools that have different educational background. Some of them are graduated from English department and some others are graduated from Non-English department.
3. The test
6. Technique of Data Analysis
After getting the data, the writer analyzes the data by using statistic calculation of "t- test. This formulation is used for two big samples, which are different and have no relation to one another.
to=
Ml-M2
SEMI-M2
to : Observation
M 1 : The mean score of students learning achievement who are taught by
English teacher graduated from English depaiiment.
M2
:
The mean score of students learning achievement who are taught byEnglish teacher graduated from Non-English department
SEMI
:
Standard error Variable I (student who is taught by English teachergraduated from English department).
SEM2
:
Standard error Variable I (student who is taught by English teachergraduated from Non-English department).
B. Research Findings 1. Description of Data
The writer conducted field research ahout the English teacher's profile especially his/ her educational background and th<i correlation with the performance of their students and analyzed the score in order to find out the effect of teacher's educational background on the students' achievement in English.
No
1
2
3
4
5 6 7
8
9
10
11
12
13
14
[image:33.518.25.449.181.507.2]15
Table 3. 3
The score of students' performance who are taught by English teacher
graduated from English department (V:ari:able I)
Students Scores No Students Scores
Student I 55 16 Student 16 70
Student 2 60 17 Student 17 60
Student 3 70 18 Student 18 80
Student 4 80 19 Student 19 65
Student 5 55
20
Student 20 65Student 6 60 21 Student 21 60
Student 7 70 22 Student 22 65
Student 8 80
23
Student 23 65
-Student 9 75 24 Student 24 60
Student I 0 60 25 Student 25 80
'
Student 11 60 26 Student 26 65
Student 12 55 27 Student 27 70
Student l 3 70 28 Student 28
I
70I
-Student 14 55
29
Student 29 70No 1
2
3
4
5
6
7
8
9
10
11
[image:34.518.25.450.181.507.2]12
13
14
15
Table 3. 4
Tile score of students' performance wllo are ta111ght by English teacher graduated from Non-English department (Variable II)
Students Scores No Students
I
ScoresStudent
1
70
16
Student16
65
Student
2
80
17
Student17
55
I
Student 3
65
18 Student18
'
50
I
- - -
-Student
4
65
19
Student19
55
Student
5
70
20
Student20
55
'
Student
6
70
21
Student21
70
Student
7
50
22
Student22
65
Student
8
65
23
Student23
55
Student
9
65
24
Student24
65
Student
10
70
25
St11dent25
65
- - -ｾＮ＠
Student
11
50
26
Student26
65
Student
12
55
27
Student27
55
Student 13
70
28
Student28
65Student
14
50
29
Student29
65
Table 3. 5
Mean, Standard deviation and Standard Error of Variable I
Score f
x
55-58 4 56,5
59-62 7 60,5
63-66 6 64,5
67-70 8 68,5 (M)
71-74 0 72,5
75-78 1 76,5
79-82 4 80,5
-
N=30-Mean of Variable I:
M 1 = M'+
i(I;fX')
=68 5ＫＴＨｾＩ＠
N ' 30
=
68,5+
4 (0,6) = 68,5 + 2,4 = 70,9Standard Deviation of Variable I:
x'
· - - - · - - - f - · +3 +2 +1 0 - 1 -2 - 3
-. I:
fx'2(I:
fx')
2
SD =I
-1
N
N
=
ＴｊＲＷＴＴＭＭＨｾＩＧ＠
30 30
= 4 "'91,5-0,36
= 4 (9,5) =38 Standard Error of Mean Variable I:
SD,
ｾ］ＷＰ＠
SEMI
ffi]:] -
5,4 'fx
Fx''
12 576
14 1372
6 216
0 0
0 0
··2 4
- 12 576
Table 3. 6
Mean, Standard deviation and Standard Error of Variable II
Score f
x
x'
fx
Fx'£
-50-54 4 51,5 +2 8 256
55-60 7 56,5 +1 7 343
61-66 11 62,5 0 0 0
67-71 7 68,5 -1 -7 343
72-76 0 73,5 -2 0 0
71-81 1 78,5 -3 -3 9
-
N=30-
-
2.;fa=5 2.;Fx "= 951Mean of Variable I:
M,
］ｍＧＫｻｉＺｾｹＧｊ＠
=62,5+5(:oJ= 62,5 + 5 (0,17)
=
62,5+
0,85= 63,35
Standard Deviation of Variable I:
SD2 =i I: fy'
2
-(I:fy'J' = 5 951 -(2-J'
N N 30 30
5 ｾＳＱＬＷ＠ -0,03
5 ｾＳＱＬＶＷ＠
5 (5,6)
=
28Standard Error of Mean Variable II:
SE
M2 = SD, -ｾ］ＵＱＸ＠
.JN2 -I 5,4 '
SE
MZ = SD, -.JN2 -1ｾ］ＵＬＱＸ＠
5,4The difforence of Standard Error of Mean Variable I and Variable II:
SEMI -SEM2
］ｾｓｅｍＱ
Ｒ＠+SEM2
2
=
ｾＷ
Ｒ＠+
5,182=.fa.9+26,8
=
..}75,8=8,7
From the process of the calculation above, "to" is: Ml-M2
t =
-0
SEMl-M2
2. Interpretation of The Data
70,9-63,35 8,7
7,55
-8,7
=0,87
After counting the formula and it has been found out the result of mean, standard error and standard deviation of student learning achievement, the next level is to give the interpretation of"to".
The degree of freedom (df) =(NI+ N2 - 2) = (30 + 30 - 2) = 58. in the table "t" is not found the degree of freedom as many as 58, so the writer used the closest df to 58, that is 60. With df 60 the "t" table is found as
below.
Significance level at 5 %: tt = 2.00 Significance level at 1 %: tt = 2.65
Comparing the "to" with each score of the degree of significance, the result is0,87 < 2,00 < 2,65. Since it has been found that "to" is smaller
[image:37.518.51.422.130.549.2]As Sudijono states that:27
I. "Jika t0 sama dengan atau lebih besar dari pada harga kritik "t" yang
tercantum dalam table (atau diberi tanda t1), ma/ca hipotesis nihil yang menyatakan tidak adanya perbedaan mean kedua sample ditolak; berarti perbedaan mean kedua sample itu adalah perbedaan yang signifikan." ("If the result of calculation 10 or t, observation is bigger that 11 or t-table, so the null hypothesis is rejected. It means that the difference mean of the
sample is significant").
2. "Jika t0 lebih kecil dari t1 maka Hipotesis Nihil yang menyatakan tidak
adanya perbedaan mean dari kedua sample yang bersangkutan, diset11jui;
berarti perbedaan mean dari kedua sample itu bukanlah perbedaan mean yang signifikan, melainkan perbedaan yang terjadi hanya kebetulan saja (by change) sebagai akibat Sampling Error." ("Jfthe result of calculation
10 is smaller than 11, the null hypothesis is accepted. It means that the difference mean of the sample happened by chance or the sample error
effect").
Based on the research findings, there is no difference on the English teacher's educational background and the students' achievement. Because both English teachers whose different 'educational backgrounds have same ability to teach based on their effort and way to get it. Beside that the result of the interview that the unqualified teacher has followed in-service training in Japan although he did not graduate from Educational English department and it proved that he has competence to teach English.
27 Prof. Drs. Anas Sudijono,
Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo
Based on the result of analysis in the previous chapter, the writer can take some conclusions as:
Between the two variables that English teacher graduated from English department and English teacher graduated from non-English depa1iment has no significant difference on the achievement of their students in learning English. By looking at the fact, that the mean of students' achievement of English teacher graduated from English department is 70,9 and: the mean score of students' achievement of English teacher graduated from non-English department is 63,35. It's seen that there's no difference on students' achievement from both teachers.
And for the result calculation of to is 0.87, which is lower than significance degree 5% (2.00) and also lower than l % (2.65). So, it means that to is lower than Hable. And it can be concluded that there is no significant difference between the score of students' achievement of English teacher graduated from English department and score of students' achievement of English teacher graduated from non-English depmtment of First Grade SMK at Kecamatan Kebayoran Lama.
B. Suggestion
It is suggested for the government to observe: education whether to supply school's facilities, to increase in-service training for unqualified teachers and to provide scholarships for the teachers. It proved that the unqualified teacher in this research has same ability with the qualified teacher because he has followed in-service training in Japan although he did not graduate from Educational English department.
2. The principle
It is suggested that the principles can facilitate their school with media and language laboratory to supp01t the teaching learning activities and they will help the teachers to improve the ｭ＼ｾｴｨｯ､ｳ＠ of teaching so the students can reach the objectives of learning. The principles should also participate in-service training for their English teachers. Therefore, English teachers can develop themselves in both knowledge and skills; also they can apply what they got from in··service training in the classroom.
3. The English Teacher
a. Improve the methods and technique of teaching in English to prevent the bad score/ bad learning outcome (achievement). b. Creative in finding way to make effective teaching such as;
organizing in the instructional preparation, using high interest
materials by using media of teaching.
c. Keep their enthusiasm to follow in-service training program to get more knowledge about curriculum. linguistics, methods and techniques such as seminar and workshop, so the teachers can apply it to the students
4. The other researchers
Javanovich INC, 1977
Good, Carter, V, Dictionmy of Education. New York: MeGraw-hill Company, 1973
Gordan, Peter and Lawton, Denis, Dictionmy of British Education, London: Woburn Press
Hamalik, Oemar, Pendidikan guru, Konsep dan Strategi, Bandung; mandar Maju, 1991
Harmer, Jeremy, The Practice of English Language Teaching, London: Longman, New edition, 1991
Hasibuan, Bahrul, "KTSP: Problem or Solution", in Onward English Education Journal, No. 2 Volume I, 2007
Hedge, Tricia and Whitney, Norman, Power Pedagody & Practise, Hongkong: Oxford University Press, 1996
Hedge, Tricia, Teaching and Learning in the Language Classroom, Hongkong: Oxford University Press, 2000
http://\VW\v.sil.org/linguaJinks/literacy/l{efenceMaterials/giossaryotliteracyterms/WhatisSeviceTra
ining.htm 2007
Johnson Karin, Gaylord Wendy, et. al, INDONESIA (PIER World Education Serie;), Washington, DC: NAFSA, 1993
Mackey, William Francis, Language Teaching Analysis, London: Longman, l 974
Nunan, David, Designing Task for the Communicative Classroom, Cambridge: Cambridge University Press, 1992
Patricia Cranton, Planning Instruction for Adult Learne1; Toronto: Wall and Emerson, Inc., 1989
Risdianto., The Profile of English Teachers Of The State Junior High Schools in Bukittinggi, And Their Teaching Pe1fonnance, Jakarta: English Department Faculty of Tarbiyah And Teacher 's Training Syarif Hidayatullah State Islamic University, 2007
Roberts, John, Language Teacher Education, London: Arnold, 1997
Skinner, Charles E., Educational Psychology fourth edition. New Delhi: Prentice Hall oflndia, 1993
SO Wing-mui, CHENG May-hung, Journal of Primmy Education Vol. 6 No, 1 &
2 @The Chinese University of Hong Kong, 1996
Sprinthall. Norman A., Sprinthall. Richard C., et. al, Educational Psychology (a developmenlal approach), New York: McGraw-Hill, Sixth Edition, 1994
Sudjiono, Anas, Pengantar Statistik Pedidikan, Jakarta: Pt. Raja Grafindo Persada, 2005
Undang-UndangGuru dan Dasen Beserta angka Kredit Guru dan Pengawas Sekolah, Jakarta: CV. Novindo Pustaka Mandiri, 2006
Ur, Penny, A Course in Language Teaching: Practice and Theory, Cambridge: University Press, 1996
Wallace, Michael J, Training Foreign Language Teacher, Cambridge: Cambridge Cambridge: Cambridge University Press, 1992
2. Tern pat I tgl lahir 3. Jenis Kelamin
4. Alamat lengkap
No. telepon I Hp: ... .. 5. Status Kepagawaian
6. Status Perkawinan 7. Pendidikan terakhir
a. Nama PT I Akademi/Sekolah : ... .. b. Fakultas I Jurusan
c. Tahun
8. SMK tempat mengajar sekarang
9. Pengalaman mengajar bahasa Inggris (tempat dan tahun):
1. Hadi Winata,S.Pd 2. Tangerang 3. Laki-laki
4. JI. Trubus I No. 27 Rt 003/04 pd. Cabe Ilir-Pamulang. Hp:08161614333 5. PNS
6. Kawin 7. Sl
a. UNIVERSITAS MUHAMMADIY AH (UHAMKA) b. FKIP I Bahasa Inggris
c. 1999
8. SMK MAKARY A 1
9. SMK MAKARY A 1 2000-2008
10. - New Paradigm in Teaching English di UJN Tahun 2008 - Teaching English for SMK di LIA Tahun 2004
- English for SMK di SMK 57 Tahun 2008
GURU BAHASA INGGRIS SMK TIRTAYASA
I. Febri Rachmat Hidayat, S.Ag 2. Jakaiia, 1 Februari 1978 3. Laki-laki
4. JI. Yakata Pena Raya No. 62 Rt 05/10 Rengas-Pd. Ranji Ciputat Tangerang 15412. Hp: 0856103378 I (021) 94105126
5. Guru Tidak Tetap 6. Belum Kawin 7. Sl
a. SMK TlRTAYASA
b. Fakultas Dakwah I Komunikasi Penyiaran Islam c. 2001
8. SMK TI RT A Y ASA
9. - SMK TIRT A Y ASA 2003 - Sekarang - SMP TIRTA Y ASA 2003 - Sekarang - SMP PELITA HARAP AN 2003 - Sekarang
- SD KEBA YORAN LAMA UT ARA 07 PG 2004 - Sekarang - SMK PELITA HARAPAN 2005 -2007
- SMU PELITA HARAPAN 2005-2007
I 0 - The Youth Invitation Program Japan -- Indonesia 2006 - Putusan MPR 2005
Narasumber
SMK
I. Apakah Bapak I Ibu mengajar di sekolah lain selain di sekolah ini?
2. Berapa total jam mengajar Bapak I Ibu dalam satu minggu ?
3. Apakah Bapak/Ibu membuat rencana Pembelajaran (RPP)?
4. Apakah ibu/ bapak telah menerapkan media dalam mengajar?
5. Metode dan tehnik apa yang Bapak I Ibu gunakan dalam mengajar?
6. Apakah menurut Bapak I Ibu metode yang telah digunakan dapat
memberikan hasil belajar seperti yang diharapkan?
7. Kendala apa saja yang dihadapi ketika mengajar?
Narasumber : Hadi Winata S.Pd
l. - MTSN Legok Tangerang (senin, selasa, rabu dan kamis)
- SMK Makarya I (scnin, selasa, kamis, jurnat dan sabtu)
2. 49 jam per-minggu
3. Ya, RPP saya buat Per-semester
4. 13uku dan tape
5. drill, dialog, ceramah dan Tanya-jawab
6. Hasil yang hanya 60 % dari rnetode yang di gunakan
7. Kosa kata, siswa rnalas rnembawa kamus
8. Mcngbimbau siswa untuk rnernbawa kamus
Mengetahui,
Narasumber : Febri Rachmat Hidayat, S.Ag
!. -SMK TIRTAYASA - SMP TIRTAYASA
- SMP PELITA HARAP AN
- SD KEBA VORAN LAMAUTARA 07 PG
2. 30
jam per-minggu 3. Ya, saya membuat RPP4. Buku dan tape
5.
Ceramah, tanya-jawab dan praktek 6. 40%-60% dari metode yang di gtmakan7. kosa kata, grammar (siswa sering tidak memahami dalam menggunakan kata
kezja) dan siswa malas membawa kamus.
8.
Menghimbau siswa untuk membawa kamus dan memotivasi siswa untuk belajar lebih giat.Mengetahui,
ｾﾧｪｾｾｾｋｾ･ｰ｡ｬ｡＠ Sekolah SMK TIRTA YASA
2 3 4 5 6 7 8 9 IO II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90 100 125 150 200 300 400 500 IOOO 4,30 3.18 2,78 2,57 2,45 2,36 2,31 2,26 2,23 2,20 2,18 2,16 2,14 2,13 2,12 2,11 2,IO 2,09 2,09 2,08 2,07 2,07 2,06 2,06 2,06 2,05 2,05 2,04 2,04 2,03 2,02 2,02 2,01 2,00 2,00 l,99 1,99 1,98 1,98 1,98 1,97 1,97 1,97 1,96 1,96 9,92 5,84 4,60 4,03 3,71 3,50 3,36 3,25 3,17 3,11 3,06 3,01 2,98 2,95 2,92 2,90 2,88 2,86 2,84 2,83 2,82 2,81 2,80 2,79 2,78 2,77 2,76 2,76 2,75 2,72 2,71 2,69 2,68 2,65 2,65 2,64 2,63 2,63 2,62 2,61 2,60 2,59 2,59 2,59 2,58
Ketua Jurusan Pendidikan Bahasa lnggris Di
Temp at
Assala111ualaikum Wr. Wb.
Salan1 sejahtera bcrikut doa saya sn1npaiknn. ·;cn1oga I?iapak scnantiasa
dalam lindun:rnn Allah SWT serta sukses selalu dalam knrir dan aktil;ws sehari-hari.
Sehubungan dengan airnn bcrakhirnya ｭ｡ｾ｡＠ stucli Prog;·am Si r<!la Salt! (S l) ya11g
scclang saya ｴ｣ｮＱｰｵｨｾ＠ n1aka saya yang bcrtanda tangan d· ba\vah i1-,i:
Nama NIM .1 urusan Fakultas
: Linah
: 103014026961
: Pendidikan Bahasa lngeris : Ilrnu Tarbiyah dan Keguruan
Bennaksud rnengajukan j udul skripsi sebagaimana yan:;: tertera bcrikut ini:
THE ENGLISH TEACHERS PROFILE (A Case Study of Senior
High School EnglishTcachcrs in Kccamatan Kcbay(.ran J .ama}
Dan sebagai bahan pertimbangan, saya lampirkan:
I. Outline 2. J\bstraksi
3. Bibliografi sementara
Demikian surat perrnohonan ini di buat, semoga Bapnk berkenan dan dapat menentukan dosen pembimbing skripsi saya. i\.tas perhatian ,clan pc:rtimbangan Bapak, saya ucapkan terima kasih.
ＺＰＯＬｾＩ＠
Wassalamualaikum Wr. Wb.
Kl'tuajrz,;'.Yl Pill
I
':d:J!f_L
Telp. : (62-21) 7443328, 7401925. Fax. (62-21) 744332l
nda Nomor 95, Ciputat 15412, Indonesia Enrnil : uinjkt@cabi.net.id
Nomor Lamp. Hal·
: ru
1 /TL.02. I Iv
/2007: Abstraksi!Outline
: BlMnINGAN SKR!PS! [(cpada Yth.
Prof. Dr. 1-Jad.iid Harnawiclagda, M.l'd Pe1nbin1bing Skripsi
Fakultas Jlmu Tarbiyah dan l(cguruan UJN SyarifHidayatullah
Jakarta.
Assalan1u 'alaikun1111r. ll'b.
Jakarta, 30 Mei 2007
Dengan ini cliharapkan kcsediaan Saudara untuk n1cnjadi Pen1bin1bing I/II (materi/teknis) penulisan skripsi mahasiswa:
NIM Jurusan Semester Judul Skripsi
Linah
103014026961
Pendidikan Flahasa lnggris VJIJ
The English Teachers Profile ( A Case Study of Senior High School English Teachers in Kecamatan Kebayoran Lama ).
Judul tersebut telah clisetujui oleh Jurusan yang bcrsangkutan pada tanggal I 1 Maret 2007 dcngan abstrak/outline sebagaimana t<:rlampir. Mcskipun clemikian l'embimbing berhak untuk mengubah juclul tersebut bi la dipand:mg tidak /kurnng sesuai.
B:mbingan skripsi ini cliharapkan selcsai clalam waktu 6 (enam) bulan, dan dapat
dipcrpnnjang scla1nn 6 hulnn bcrikutnya tanpn sun11 pcrpanjnngan .
Alas pcrhatinn dan kei:ja sun111 Saudara, ka1ni ucapkan tcri111a kasih.
YVassalan1u 'a/aikt11n \1·r. \Ph.
Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 74433: da Nornor 95, Ciputat 15412, Indonesia Email : ui.njkt@cnbi.net.id
ＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡｾＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＡＮＧＡＡＡＭ
Nom01· : Un.01/FI/TL022/ (!)12008 Lamp.
Ha I : Permohonan Izin Penelitian
Kepada Yth.
Kepala SMK Tirtayasa Jakarta
Assalamu 'alaikum wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Jurusan
Semester
: Linah
: 103011026961
: Pendidikan Bahasa Inggris
: VIII
Jakarta, 20 Juni 2008
Judul skripsi : " The English Teachers Profile (A Case Study of Senior
High School English Teachers in Kecamatan Kebayoran Lama)".
adalah benar mahasiswa Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu 'alaikum wr. wb
1. . Dekan FITK 2. Ketua Jurnsan ybs.
la Nomor 95, Ciputat 15412, Indonesia
Nomor ; Un.Ol/FI/TL022/J!J 12008
Lamp.
H
aI
:
Permohonan Izin PenelitianKepada Yth.
Kepala SMK Makarya I Jakarta
Assalamu 'alaikum wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Jurusan
Semester
: Linah
: 103011026961
: Pendidikan Bahasa Inggris
: VIII
Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 74433; Email : ui:njkt@cabi.net.id
Jakarta, 20 Juni 2008
Jndnl skripsi : " The English Teachers Profile (A Case Study of Senior
High School English Teachers in Kecamatan Kebayoran Lama)".
adalah benar mahasiswa Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun slaipsi, dan akan mengadakan penelitian di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu 'alaikum wr. wb
1. . Dekan FITK 2. Ketua Jurusan ybs.
1da Nomor 95, Ciputat 15412, Indonesia
Tclp. :.(62-21) 7443328, 7401925, Fax. (62-21) 74433; En1ail : uinjkt@cabi.net.id
Nomor Lamp. Ha 1
: Un.Ol/Fl/TL.022/ /2008 : Jnstrumen Riset
: RISET/WAWANCARA
Kepada Yth:
Kepala Dinas Pendidika11 Kecamatan Kebayoran Lama Di
Kebayoran Lama
Assalamu 'alaikum wr. wb.
Nama NIM
Dengan hormat kami sampaikan bahwa,
Linah
103014026961
Pendidikan Bahasa Inggris
x
Jakarta, 10 April 2008
Jurnsan Semester
Judul Skripsi The English Teachers Profile And The Correlation With The Performance
Of
Their Studentsadalah benar mahasiswa Fakultas Ilmu Tarbiyah dan Kegurnan UIN Syarif Hidayatullah Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di .instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon ba11tuan Saudara terhaclap mahasiswa tersebut dalam melaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Sauclara, kami ucapkan terima kasih. Wassalamu'alaikum wr.wb.
Tembusan:
I. Dekan FITK
Non1or
Si
fat
Lampiran
Hal
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19 Iviei 2008
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