CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
This section presents the discussion of the result of the data analysis. The discussion about teachers’ problem in utilizing the instructional media in teaching listening at SMA Muhammadiyah Limbung is analyzed from the result of observation and questionnaire.
1. Observation
From the result of observation acquired directly in the class, there were only two types of media which were used by the teachers in teaching listening material. The teachers only used conventional media such as board and students in delivering the information. The teachers were also unprepared to provide the media. By seeing the media utilization, it means that the media which were used by the teacher were not suitable with the instructional goal and the students’
character. Moreover, beside the types of media utilization in the class, the school also did not provide the media to support students’ listening practice. By that case, it can be concluded that there is problem experienced by the teacher whether in utilizing and preparing the media before teaching in the class.
2. Questionnaire
The discussion about teachers’ problem in utilizing the instructional media in teaching listening can be analyzed by the result of questionnaire after ensuring the problem existence through observation.
a) Practicality
From the result of questionnaire about practicality, there were 0%
answer in Strongly Agree (SA), 37.5% answers in Agree (A), 25%
answers in Undecided (UN), 37.5% answers in Disagree (D) and 0%
answer in Strongly Disagree (SD). It can be concluded that the teachers had a problem in practicality. They faced the problem in availability, cost efficiency and time efficiency. It is proved by the fourth statement in practicality item that the teachers disagreed that school provides media. It means school did not support the teacher also in availability of media. Then, about cost efficiency, the teachers agreed to respond undecided. It means actually the teachers were in doubt whether they could provide or not. But the other side, they realized that the media were useful for teaching process. Then, the teachers gave the agree response in the first and second statement.
Those statements is about time efficiency. It was proved that the teachers agreed that they had a problem with the time. They had many things to do outside except as a teacher. (See appendix E)
b) Students Appropriateness
Based on the result of questionnaire about students appropriateness, there were 50% responses in Strongly Agree (SA), 0% response in Agree (A), 50% responses in Undecided (UN), 0%
response in Disagree (D), and 0% also in Strongly Disagree (SD). The result shows balanced between strongly agree and undecided response.
It can be concluded that the teacher had problem with students appropriateness. It was proved that the teachers strongly agreed that the students are interested when the teacher uses media, but the other side the teacher also responded undecided about controlling the students’ differences while utilizing the media. The teachers still had problem with students’ characteristic and learning condition. (See Appendix E)
c) Instructional Activities
From the result of questionnaire about instructional activities, there were 33.33% responses in Strongly Agree (SA), 33.33% responses in Agree (A), 16.67% response in Undecided (UN), 16.67% response in Disagree (D) and 0% response in Strongly Disagree (SD). It can be concluded that the teachers had problem about instructional activities either in material appropriateness or goal of the activities. The teachers responded strongly agree and agree that media can support the instructional media but sometimes they were confronted with the interferences of environment and sometimes they were difficult to
match or even found between the appropriate media and the materials.
(See Appendix E)
The total scores of response categories for positive statements, there were 20 scores Strongly Agree, 4 scores Agree, 9 scores Undecided, 4 Disagree and 0 Strongly Disagree. Besides, in negative statements there are 1 Strongly Agree, 8 Agree, 9 Undecided, 4 Disagree and 0 Strongly Disagree. It is shown that in positive statements Strongly Agree response is still higher than other responses whereas in negative statements both Disagree and Undecided are still higher than other responses.
Whereas the percentage of responses shows that there were 50.05%
teachers chose Strongly Agree from 37 total scores, 10.81% chose Agree, 24.33% Undecided, 10.81% Disagree and 0% chose Strongly Disagree. Meanwhile, in negative statements from 26 total scores, there were 3.85% chose Strongly Agree, 30.77% Agree, 34.61%
Undecided, 30.77% Disagree and 0% chose Strongly Agree. It shows that the Strongly Agree response is highest percentage among other positive statements and in negative statements shows that teachers also chose high Disagree and Undecided response.
Based on the condition seen directly through observation and the responses of the teachers in questionnaire, the researcher concludes that the teacher faced problems about practicality, students appropriateness and instructional activities in utilizing the instructional media in teaching listening at SMA Muhammadiyah
Limbung. The teachers actually knew the advantages of media utilization but they did not have enough time to prepare and provide the media (practicality). They also experienced problem in controlling and matching the students’ character and learning condition with the media (students appropriateness). The last, in fact the teacher also had problem with matching material and goal of activities with the media (instructional activities).
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion based on the findings and discussion of data analysis.
A. Conclusion
Based on the research findings and discussion in the previous chapter, the researcher puts conclusion as follows:
Based on the result of observation, teachers’ problems in utilizing the instructional media in teaching listening at SMA Muhammadiyah Limbung were about practicality, students appropriateness and instructional activities. That can be proven by the data from questionnaire related with the practicality, stated that all the teachers agreed that teachers are overloaded with a lot of work. Meanwhile related with the students appropriateness, the teachers agreed that most of the students are uncooperative and do not want to participate in getting the resources.
Furthermore, concerning about instructional activities, the teachers agreed that the environmental interferences are such as noise.
B. Suggestion
The researcher divided suggestion into two parts namely; the first part is especially for the teachers of SMA Muhammadiyah Limbung, teacher and government all over the world in general and the second is for the next researcher.
1. Suggestion for the English teacher and School
a. It is expected for the English teacher to use the variety of instructional media which is related to the students’
appropriateness and related to the material. It is important for the advance of our country begun with our education.
b. It is also expected very much for the school generally which is completed with proper facilities to support teaching and learning process. It becomes effective to facilitate the school such proper place, book and other facilities rather than changing the curriculum which tends to burden the teacher instead.
2. Suggestion for the next researcher
a. The next researcher who wants to conduct such this research, it is better to continue this research in order to complete the important information.
b. The next researcher is expected to find another information about the teachers’ problem in utilizing the instructional media in teaching listening.
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Teacher’s initial : A (T1)
Time : 07.30-09.00
Grade : X (Ten)
School : SMA Muhammadiyah Limbung, Gowa
I. Type of Instructional Media Used No. Types of Instructional
Media
Y/N Description Duration
1. Student Themselves Yes
The teacher is using her students as a media. The students are chosen to read a text whereas others are listening and write it what their friend says.
20 Minutes
2. OHP
Not used
Not available in the school
3. Board
- The teacher writes the wrong and difficult words on the whiteboard after the students did their task.
- The teacher explains the materials
5. Model and Simulation Not used
6. Audio and Video Media Not used
Not available in the school
7. Slide Not used
Not available in the school
8. Coursebook Not used
9. Language Laboratory and Technology
Not used
Not available in the school
1. The teacher provides well- prepared instructional media.
The instructional media are relevant to the material
Prepare back-up media, just in case the instructional media prepared are not functioned well
Not prepared as best as it is.
Still using conventional media
2. The teacher is competent in choosing instructional media.
The instructional media is readily available in the school
The teacher chooses the instructional media which are appropriate with the material
The teacher chooses the instructional media which are appropriate with the activities.
The teacher chooses the instructional media which are suitable with students’
characteristics.
The teacher chooses the instructional media which are suitable with the size
Not competent enough and the school does not provide such media
3. The teacher is competent in using instructional media.
The teacher doesn’t need a long time to utilize instructional media.
The teacher doesn’t make much error in utilizing media.
The teacher lets the students interact with the instructional media.
Not appropriate
4. The teacher uses instructional media effectively and
efficiently.
The teacher doesn’t use the instructional media too long in one time
The teacher use simple and practical instructional media
The teacher use the instructional media only to stress key point of the lesson
The cost for providing instructional media is affordable
The instructional media helps students to acquire the lesson.
Using conventional media
Teacher’s initial : S (T2)
Time : 10.30-12.00
Grade : XI (IPA)
School : SMA Muhammadiyah Limbung, Gowa
I. Type of Instructional Media Used No. Types of Instructional
Media
Y/N Description Duration
1. Student Themselves Not used
2. OHP Not used
Not available in the school
3. Board YES
The teacher asks the students to complete the dialog given after the teacher explains
the material
30 Minutes
4. Realia Not used
Not available in the school
5. Model and Simulation Not used
7. Slide Not used
Not available in the school
8. Coursebook Not used
9. Language Laboratory and Technology
Not used
Not available in the school
Initial : A
Sex : Female
Occupation : English Teacher
STATEMENTS SA A UN D SD
I. Practicality
1. Utilization of media resources is time consuming √ 2. Teachers are overloaded with a lot of work √ 3. Teachers know how to make and operate the media
resources. √
4. School provides appropriate media. √
II. Students Appropriateness
5. Students are interested in learning when teacher uses the
media to teach. √
6. Teachers are not able to control students’ differences
while utilizing the media. √
7. Students are uncooperative and do not want to participate
in getting the resources. √
III. Instructional Activities
8. By using media, learning activity is more creative and
appropriate to the instructional goal. √ 9. Environmental interferences are such as noise. √ 10. Forms of media resources are appropriate with the
material. √
NOTE :
SA : Strongly Agree A : Agree
UN : Undecided
D : Disagree
SD : Strongly Disagree
Sex : Female
Occupation : English Teacher
STATEMENTS SA A UN D SD
I. Practicality
1. Utilization of media resources is time consuming √ 2. Teachers are overloaded with a lot of work √
3. Teachers know how to make and operate the media
resources. √
4. School provides appropriate media. √
II. Students Appropriateness
5. Students are interested in learning when teacher uses the
media to teach. √
6. Teachers are not able to control students’ differences
while utilizing the media. √
7. Students are uncooperative and do not want to
participate in getting the resources. √
III. Instructional Activities
8. By using media, learning activity is more creative and
appropriate to the instructional goal. √
9. Environmental interferences are such as noise. √ 10. Forms of media resources are appropriate with the
material. √
NOTE :
SA : Strongly Agree A : Agree
UN : Undecided
D : Disagree
SD : Strongly Disagree
STATEMENTS RESPONSES
SA A UN D SD
I. Practicality
1. (-) 0 1 0 1 0
2. (-) 0 2 0 0 0
3. (+) 0 0 2 0 0
4. (+) 0 0 0 2 0
TOTAL
0 3 2 3 0PERCENTAGE
0% 37.5% 25% 37.5% 0%II. Students Appropriateness
5. (+) 2 0 0 0 0
6. (-) 0 0 2 0 0
7. (-) 1 0 1 0 0
TOTAL
3 0 3 0 0PERCENTAGE
50% 0% 50% 0% 0%III. Instructional Activities
8. (+) 1 1 0 0 0
9. (-) 0 1 0 1 0
10. (+) 1 0 1 0 0
TOTAL
2 2 1 1 0PERCENTAGE
33.33% 33.33% 16.67% 16.67% 0%NOTE :
SA : Strongly Agree A : Agree
UN : Undecided
D : Disagree
SD : Strongly Disagree
Types of Statements
Score of the response categories
Calculating the score of statements Score P
O S I T I V E
SA 4x5 20
A 1x4 4
UN 3x3 9
D 2x2 4
SD 0x1 0
TOTAL 37
N E G A T I V E
SA 1x1 1
A 4x2 8
UN 3x3 9
D 2x4 8
SD 0x5 0
TOTAL 26
1. Positive Statements a. Strongly Agree
Total Score (∑X) = 20 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
4X = 4 b. Agree
Total Score (∑X) = 4 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
0.8X = 0.8 c. Undecided
Total Score (∑X) = 9 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
1.8X = 1.8
Mean Score (X) =
So, X =
=
0.8X = 0.8 e. Strongly Disagree
Total Score (∑X) = 0 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
0X = 0 2. Negative Statements
a. Strongly Agree
Total Score (∑X) = 1 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
0.2X = 0.2
Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
1.6X = 1.6 c. Undecided
Total Score (∑X) = 9 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
1.8X = 1.8 d. Disagree
Total Score (∑X) = 8 Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
1.6X = 1.6
Number of Statements (N) = 5
Mean Score (X) =
So, X =
=
0X = 0
Types of Statements
The percentage of response categories
Total Score (%)
P O S I T I V E
SA 20 54.05
A 4 10.81
UN 9 24.33
D 4 10.81
SD 0 0
TOTAL 37 100
N E G A T I V E
SA 1 3.85
A 8 30.77
UN 9 34.61
D 8 30.77
SD 0 0
TOTAL 26 100
xiv Appendix B : Observation Form (T2) Appendix C : Questionnaire (T1) Appendix D : Questionnaire (T2)
Appendix E : Data Obtained from the Questionnaire and Its Percentages Appendix F : Raw Score of Responses Categories of Questionnaire
Appendix G : The Calculation of Mean Scores for Each Response Categories Appendix H : Rate Percentage of the Response Categories
1. The teacher provides well- prepared instructional media.
The instructional media are relevant to the material
Prepare back-up media, just in case the instructional media prepared are not functioned well
Not prepared as best as it is.
Even late
2. The teacher is competent in choosing instructional media.
The instructional media is readily available in the school
The teacher chooses the instructional media which are appropriate with the material
The teacher chooses the instructional media which are appropriate with the activities.
The teacher chooses the instructional media which are suitable with students’
characteristics.
The teacher chooses the instructional media which are suitable with the size
Not competent enough and the school does not provide such media
3. The teacher is competent in using instructional media.
The teacher doesn’t need a long time to utilize instructional media.
The teacher doesn’t make much error in utilizing media.
The teacher lets the students interact with the instructional media.
Not operated media
4. The teacher uses instructional media effectively and
efficiently.
The teacher doesn’t use the instructional media too long in one time
The teacher use simple and practical instructional media
The teacher use the instructional media only to stress key point of the lesson
The cost for providing instructional media is affordable
The instructional media helps students to acquire the lesson.
Using conventional media Not appropriate
xiii