CHAPTER III RESEARCH METHOD
F. Data analysis
In analysing data from classroom observation and interview, the researcher used qualitative and analysis based on Miles and Huberman‟s theory (2014:33) which consist of four stage: data collection, data display, data condensation and conclusion drawing/verification.
1. Data Collection
In this researcher, the researcher collected the data related to the two research questions by using the instruments, such as: observation interview and documentation. In collecting data, firstly, the researcher observed the classroom activities which were focused on teacher discipline
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such as, classroom management, and on time the English teacher arrive in the class. Secondly, the researcher interviewed the students about the teacher discipline. The last the researcher checked the assessment form as the documentation files of this researcher.
2. Data Display
After collecting data, the researcher transcribed the students‟
utterances on interviewing process by listening carefully and writing papers in order to help the researcher to rearrange the answer based on the questions/interview. In the observation sheet, the researcher described it by giving description or comment. It was purposed to support the data which can be helpful to understand the influence of teachers‟ discipline to the student‟s character in teaching learning process.
3. Data Condensation
In data condensation process, after transcribing the data into written transcript, then the researcher identified (coding), select (labelling), and classify based on the analysed needs was related to the topic of the research.
4. Conclusion Drawing/Verification
Conclusion or verification activities were intended, the researcher was looking for the meaning data collected by searching for patterns of relationship, influence, similarities or differences, arrangement possible, the incidence of causal assumptions and opinions.
In this chapter, the researcher discusses two sections. Section one was findings and section two was discussion.
A. FINDINGS
From the research findings it was explained that:
1. How is the form of teacher’s discipline in teaching learning process?
Teacher as educators and instructors should have disciplined behaviour, both disciplines in doing other work. From this explanation it could be concluded that, the timeliness of being in school for each teacher was one of the requirements for obtaining good results, both for himself and for students. This attitude to be present at all times was sign of discipline for teacher in teaching.
a. Being On time.
Every teacher has a form of discipline in teaching. The researcher chose the English teacher and observed the discipline of the teacher on her arrival in the teaching class to school, for one month English lessons took place in seventh grade at SMP Aisyiyah Pacinongang.
1. An English teacher arrived at school 15 minutes before starting the lesson.
2. The English teacher arrived in class before starting the lesson.
3. Rest compilation break time has sounded.
4. English teacher came to school diligently.
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5. English teacher used time as efficiently as possible.
6. The English teacher could go home after school, at 13.30, in accordance with K13 for the first grade of high school.
Table 4.1: Teacher discipline being on time in teaching.
No On time Yes No
1 On time
arrived in the class.
2 On time out of class.
During eight days of researching at SMP Aisyiyah Painongang, researcher looked at and found that, the discipline of English teacher‟s in terms of accuracy was maintained, because English teacher always arrived or left the class according to the specified schedule, even thought it was one day late in class.
b. Classroom Management
Classroom management refers to the wide variety of skills and techniques that teachers useto keep students organized, orderly, focused, attentive, on task and academically productive during a class.
1. English teacher were able to arrange classes in teaching so that there were no noisy students in the class.
2. The English teacher was able to provide learning tools, textbooks, dictionaries and oxford to make it easier for students to learn.
3. English teacher always conducted interviews with students to learn what problems exist in students who were learning English.
4. The English teacher succeeds in making a well-managed class.
5. English teacher trained or help students to learn what should be done.
6. Encourage students to do assignments.
7. Minimized group learning.
2. The influence of teacher’s discipline to the students’ character in teaching learning process.
The influence of teacher discipline on students had been a positive impact on students, such as the result of interviews between researcher and students.
a. The influence of teacher discipline to students’ enthusiasm in Aisyiyah Paccinongang.
Discipline of English teacher in SMP Aisyiyah Paccinongang had been a positive influence on students, when English teachers were disciplined in terms of timeliness of classes, the enthusiasm of students wanting to learn gets stronger and increases, because the teacher also showed a passionate attitude in teaching.
B:“I’m motivated, because my English grades are good”
A:“I’m happy, because she is kind”
B:“Yes, I’m comfortable”
b. The influence of teacher discipline on the students diligent.
Discipline of English teacher in SMP Aisyiyah Pacciongang had been a positive influence on students, is discipline in terms of the diligence of English teacher coming to school. For one month the English
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teacher SMP Aisyiyah Paccinongang was always present in class during the English course, it showed that the diligence of the teacher also affected the level of craft students to always come to school; even almost 100% of students were present during the English course takes place.
A:“Yes, because the teacher is diligent especially she students must be diligent”
c. The influence of teacher discipline on student behaviour.
The influence of teacher discipline on students had been a positive impact on students, when, the English teacher is disciplined in teaching such as paying more attention to students and more assertive in teaching also affects the behaviour of students who were previously students in and out of class without permission from the teacher and often skipping or being late with a disciplined teacher paying attention to her students‟ and being more assertive to students behave better and respect teachers more.
A:“Me and friends”
B:“There is often one student, but if the teacher is on time, there are no students who are too late”
B. DISCUSSION
Based on the findings it were presented that, the form of teacher‟s discipline is categorized data two, they are teachers‟ being on time and teachers‟
classroom management.
Teachers‟ discipline in coming on time has positive effect on building the students‟ character in their diligence either in coming as well or doing assignment given by the teacher, it is supported by (Todd Smith, 2017).
Improving students‟ relationships with teachers has important, positive and long –lasting implications for both students‟ academic and social development. Solely improving students‟ relationships with teachers would not produce gains in achievement. However, those students who had close, positive and supportive relationships with their teacher‟s would attain higher levels of achievement than those students with more conflict in their relationship. Picture students who feels a strong personal connection to her teacher, talks with her teacher frequently, and receives more constructive guidance and praise rather than just criticism from her teacher. The students was likely to trust her teacher more, show more engagement in learning, behave better in class and achieve at higher levels academically positive teacher-student relationship draw students into the process of learning and promote their desire to learn (assuming that the content material of the class was engaging, age-appropriate and well matched to the students skill). (Sara RimmKaufman, PhD & Lia Sandilos).
Character that was needed to achieve student learning success. Good character who could make decisions and were ready to take responsibility for the
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results decisions that had been made Junior High School students were students who come around 12 to 16 years were children who the transition of children into adolescence that they wanted to make them into behaving imitating their idols.
The way to form good character for students so that one day they could become citizens of a good society who were focused and confident tolerant honest disciplined hard working creative, others and peace-loving is through the application of the discipline of school discipline.
The types of student characters that were often influenced by the discipline of teachers in SMP Aisyiyah Paccinongang were when students entering class diligently doing the assignments given by the teacher.
Character is matter that would certainly be applied in everyday life in any aspect. With the character of people could judge someone and that value would gave us the impression whether negative or positive in accordance with our character. Discipline is an example of character that could make people judges us.
Discipline is usually related to time and regulations. But the fact was discipline is a difficult character to form in Indonesian society. Though discipline should be the price of patents in everyday life. And this was a challenge for teachers as direct practitioners of education in order to be able to instil good character for their students.
Like the strategy used by the English teacher SMP Aisyiyah Paccinongang was more directed to the strategy of preventive discipline where the teacher give suggestions and choices to students to improve, when a teacher offered a verbal
warning or a suggestion for correcting behaviour while a student was disobeying an established classroom rule, the teacher was using supportive discipline.
Preventive discipline applied at SMP Aisyiyahn Paccinongang, where teacher believe that the best way to prevent classroom misbehaviour was to provide a stimulating curriculum that involves students so successfully that they spend little time thinking of misbehaving. It is support by Charles, M D :2005.
Discipline culture created by the English teacher at SMP Aisyiyah Painongang when teaching in the classroom. Creating a culture of discipline in the classroom also provided as good example for students such as when English teacher dressed neatly politely and do not interact and also become a culture for VIIAGrade students at SMP Aisyiyah Painongang.
As for some of the disciplinary functions of teacher who often became a benchmark in becoming a teacher one of the was class management. SMP Aisyiyah Paccinongang classroom management was very important in the war in the teaching and learning process, such as classroom management.
The teacher is a leader and was someone who would be emulated by students in the school environment. So the teacher must set a good example for his students to be emulated. Because teacher behaviour became the basis for students to became fully human beings with the soul of Pancasila. Especially with the formation of disciplinary character. Teacher were expected to in still that value of discipline in every teaching and learning activity in class. Because if teacher had managed to instil the values of discipline to his students, then the student would get success. Success here means the success of teaching which would be
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largely determined by the condition of the classroom which was under the control of teacher who had been able or successfully discipline his students well.
Another form of teacher‟s discipline is Classroom Management Classroom management in encourage students to do assignment and English teacher always conducted interviews with students to learn what problems exist in students‟ who were leaning English made students more focused on the material provided by the teacher, both in focused on the material and on the students in learning, It is supported by the Great Schools Partnership; 2014.
Based on the discussions made by the research in SMP Aisyiyah Paccinongang, Ibu Nur Hasanah Ak, S.Pd, as an English teacher had good classroom management skills. Starting from opening to closing the lessons the teacher was able to control and guide students well so that the learning that was well done. When the teaching and learning process the teacher was able to steal the attention of students could being focused on the learning being taught.
On the other hand, the lack of students activity in responding to teacher questions. This was caused by several factors, among others; the lack of vocabulary mastered by students, shame, limited student knowledge.
Effective classroom management paves the way for the teacher to engage the students in learning. In addition to helping the teacher doing his or her job effectively, students‟ cooperation developed through classroom management could also mould students into students has character.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the findings and discussion, the researcher put conclusion is presented according with the data which have analyzed in the previous chapter.
From all the data analysis about the influence of teacher‟s discipline to the students‟ character in teaching learning process (A Study at the Seventh Grade of Junior High School Aisyiyah Paccinongang) concluded;
1. There are some forms of teacher‟s discipline, namely in terms of punctuality, both on time arriving at class and also and leaving the class, also applying of classroom management.
2. The influence of teacher‟s discipline in terms of on time and the applying of classroom management gave a positive influence on students in increasing the enthusiasm to learn, students were diligent entering the classroom and did the tasks by the teacher.
The core of the conclusion above was that the influence of teacher‟s discipline in terms of on time and the applying of classroom management gave a positive influence on students.
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B. Suggestions
Based on the conclusions, the researcher gave same suggestions as follow:
1. For the English teacher, becoming a professional teacher was the responsibility of every teacher, for that discipline of a teacher to change student characters from bad characters into better characters. Thus creating generations of people who are educated and have character in the future.
2. For the students, the main purpose of education was to realize students who have characters. Efforts to realize students with character are direct actions taken by including teachers, students and the community.
3. For the next researcher, the study of teacher and learner talk in the classroom interaction can be extended by conducting the research in other different content and setting. The next researcher may investigate the teacher and learner used based on social status or class, occupation, geography, education, gender and ethnicity.
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Appendix 1 17, September, 2019
Observation Checklist for the Teacher and Students
Adopted Masadda 2016
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently enter in
the class.
3 English teacher on time arrived in
the class.
4 English teacher made to use of
teaching time.
5 The importance of timeliness for
teacher in entering the classroom. 6 Students diligently entered class,
when English lessons took place.
7
Students were enthusiastic about learning, when the English teacher arrived on time in the class.
8
Students complain when the English teacher arrived in the class with on time.
9
Students appreciate the English teacher when they arrived on time in class.
10
More students understood or knew the material when the English teacher on time to entered the class.
More students knew the material
19, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
in the class.
Check homework before starting the lesson.
3 English teacher on time arrived in
the class.
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons took place. 7
Students were enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in the class.
10
More students understood or knew the material when the English teacher on time to entered the class.
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24, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
in the class.
3 English teacher on time arrived in
the class. On time 12.15 p.m
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons took place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
There are some students who are not happy , when the English teacher arrives on time 9
Students appreciate the English teacher when they arrived on time in the class.
10 More students understood or
knew the material when the English teacher on time to entered in the class.
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26, September, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. 2 English teacher diligently entered
the class.
3 English teacher on time arrived in
the class. It‟s too late
4 English teacher made use
teaching time.
Give advice,
enthusiasm and quiz before starting the material
5
The importance of timeliness for teachers in entering the classroom.
Although there are some students who are.
6 Students diligently entered class
when English lessons took place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in class.
10
More students understood or knew the material when the English teacher on time to entered
the class.
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1, October, 2019
Observation Checklist for the Teacher and Students
No Statement Yes No Comments
1 English teacher discipline. Come late,
2 English teacher diligently entered
in the class.
3 English teacher on time arrived in
the class. 12.40, p.m
4 English teacher made use of
teaching time.
5
The importance of timeliness for teachers in entering the classroom.
6 Students diligently entered class
when English lessons take place. 7
Students are enthusiastic about learning when the English teacher arrived on time in class.
8
Students complain when the English teacher arrived in the class on time.
9
Students appreciate the English teacher when they arrived on time in the class.
10
More students understood or knew the material when the English teacher on time to entered the class.
Appendix II Interview for students
St 1: (Adopted Ulfa 2015)
A. Was your English teacher diligent in class?
“Apakah guru bahasa Inggris anda rajin masuk kelas”
“Yes, Mam, never came late”
B. Were you motivated in learning, when your English teacher is diligent in class?
“Apakah anda termotivasi dalam belajar ketika guru bahasa Inggris anda rajin masuk kelas”
“I’m motivated, because my English grades are good”
A. Did your English teacher arrive at class?
“Apakah guru bahasa Inggris anda tiba di kelas tepat waktu, sesuai denganjadwal yang di tentukan”
“Sometimes fast sometimes slow, but more often it comes fast”
B. Did your English teacher manage the time when teaching?
“Apakah guru bahasa Inggris anda menghargai atau memanfaatkan setiap waktu ketika pelajaran bahasa Inggris berlangsung”
“Yes, because Mam, it’s never too late to go class”
A. Did you like the English teacher when come on time to class?
“Apakah anda senang kepada guru bahasa Inggris ketika tepat waktu memasuki kelas”
“Yes”
B. Who was the first person in the class, teacher or student?
“Siapakah yang pertama berada di kelas ketik a memasuki jadwal pelajaran bahasa Inggris, guru atau siswa?
“Me and friends”
A. Were there any students who arrive late in the class when English lessons took place?