CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
In this part, the researcher explain about the result of research The Influence of Teacher Professionalism On Students’ Outcome in English Learning at SMAN 11 Bone in the academic year 2018/2019.
The objective of this research is to find out “the influence of teacher professionalism on students‟ outcome in English learning” by observation checklist and questionnaire items. Observation checklist was done by the researcher to see and observe learning situation at the classroom by the teacher. After analyzed observation checklist, it devided into 3
categorized: make teaching and learning program, implementing the teaching and learning process, and the procedure of teacher manage the classroom. Admas and Deckey in Munawwarah(2012) said that the role of the teacher in the learning process includes many things, including teachers as instructors, class leaders, mentors, participants, planners, supervisors, motivators, dan counselor. The results of the influence of teacher professionalism were the same as the results obtained by the researcher
As has been presented on findings , the result in questionnare show that average the respondent have positive influence toward the teacher while teaching and learning in the classroom. It can be seen from the result of questionnares. Below were the detail answer of the research questions.
The researcher found that almost all of the students have positive influence toward teacher professionalism in teaching English at the classrooom. This findings similiar to study by Munawwarah(2012) who conducted a research about The Influence of Teacher Professionalism Toward Students Outcome in Madrasah Tsanawiyah Negeri Pangkajene.
Based on the research, it turned out to positive value between teacher professionalism toward students outcome. It means the students outcome has effect to teacher professionalism.
The professionalism of teacher in this study is the professionalism of teacher in English study in class XI IPS 3. Where the teacher of this study
who have special abilities and expertise in teaching English subjects so that they are able to carry out their duties and functions as English teachers with maximum abilities and have competence according to the criteria of a professional teacher. Sudjana in Nurhidayah(2014) stated teacher competencies that had a lot to do with efforts to improve the process and learning outcomes, it divided into four abilities namely: the ability to plan teaching and learning programs, carry out teaching and learning activities, the ability to assess the of the teaching and learning process, and master the subject of learning.
Based on the result of observation checklist and questionnaire items, the majority of the students had possitive influence of teacher professionalism. Furthermore, to knew the influence of teacher professionalism on students outcome in English learning could seen was based on students value in students report. The maximum completenes criteria(KKM) was 80 at the Eleventh grade.
In addition to the teachers professional competencies towards student learning outcomes, aspects in students also influence the results of learning in the classroom. According to Susanto (2013: 5) outcome of students are changes that occur in students, both concerning cognitive, affective and psychomotor aspects as learning outcomes. In addition, students' internal and external factors also influence the learning outcomes in the classroom.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents some conclusions and suggestions according to the findings and the discussion of the findings.
A. Conclusion
Based on the findings and discussions, the researcher concludes that almost all of the students have positive value between teacher professionalism toward students outcome in English learning. The students gave positive value between teacher professionalism on students outcome in English learning.
In this research there were 4 categorized to observed, The first was teacher make teaching and learning process (Lesson Plan). The second was teacher ability to mastering the teaching program based on teaching and learning process (Lesson Plan). The third was teacher ability to manage class.
The fourth was teacher check the results of the learning process. Based on the results of research that has been done, It was proven by the result of questionnaire showing that the influence of teacher professionalism on students’ outcome was categorized possitive. It was shown by the frequency of students from item 1 until item 25.
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher suggest as follows:
1. For the next researcher, use this thesis as an addition reference or futher research with different discussion. This research can be used as a reference for the professionalism of teachers at SMAN 11 Bone in further research.
2. For the students, this research can be useful for give more motivated for them in english learning. And also this research to provide information about the result of students outcome in english learning.
3. For the teacher, it's good before teaching, the teacher makes a comfortable classroom atmosphere to create a fun learning process and not boring.
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APPENDIX A
INSTRUMENT OF RESEARCH
Questionnaire items Petunjuk:
Pada angket ini terdapat 20 pernyataan. Pertimbangkan baik-baik setiap pernyataan dalam kaitannya dengan pembelajaran yang baru selesai kamu pelajari, dan tentukan kebenarannya. Berilah jawaban yang benar-benar cocok dengan pilihanmu.
Pertimbangkan setiap pernyataan secara terpisah dan tentukan kebenarannya. Jawabanmu jangan dipengaruhi oleh jawaban terhadap pernyataan lain.
Pilihlah pernyataan sesuai jawabanmu. Ingat, jawabanmu tidak akan berpengaruh terhadap nilai Bahasa Inggrismu.
Catat responmu disamping pernyataan dengan memberikan tanda centang disetiap pernyataan. Terimakasih.
1. Respondents Identity
Name :
Age :
Gender :
Class : 2. Keterangan pilihan jawaban:
Strongly Agree (SA) = sangat setuju
Agree (A) = setuju
Undecided (U) = ragu-ragu/netral
Strongly Disagree (SDA) = sangat tidak setuju
Disagree (DA) = tidak setuju
NO Statement
Choice of answer
SA A U SDA DA
1
Saya paham ketika guru menjelaskan pokok-pokok pembahasan dalam pembelajaran
sesuai dengan urutan pada buku
2
Saya paham ketika guru
menjelaskan mengenai
kompetensi yang harus dicapai saat proses belajar mengajar akan berlangsung.
3
Saya senang saat guru menjelaskan tentang istilah yang tidak saya pahami saat belajar bahasa Inggris
4
Jika saya kurang paham mengenai pelajaran, guru memberikan kesempatan untuk bertanya dan akan memberikan penjelasan 5
Guru selalu memberikan soal saat pembelajaran bahasa Inggris akan berakhir
6
Saya senang saat guru menggunakan media belajar pada saat menjelaskan pelajaran yang membutuhkan media
7
Media dan sumber belajar yang digunakan oleh guru sangat membantu untuk memahami pelajaran
8
Saya tidak suka Pelajaran bahasa Inggris karena membosankan jika guru tidak bersemangat saat mengajar
9
Saya suka belajar bahasa Inggris saat guru membuat suasana belajar menyenangkan dengan metode ajar yang menarik
10
Saya senang saat diskusi jika dilakukan menggunakan bahasa inggris
11
Saat belajar, saya tidak paham karena guru tidak menjelaskan materi ajar dengan baik
12
Saya tidak paham saat guru menjelaskan pelajaran
13
Saat saya ribut, maka guru akan menegur dan memberikan hukuman
14
Saya tetap memperhatikan penjelasan guru meskipun suasana kelas cenderung ribut
15
Saat kelas sedang ribut, guru cenderung tidak perduli dengan keributan yang ada di kelas
16
Saya tidak suka saat belajar, guru membuat suasana tegang saat pelajaran berlangsung
17
Saya senang jika saat ulangan, guru membuat soal sesuai materi yang telah diajarkan
18
Saya senang jika guru memberikan saya kesempatan untuk memperbaiki nilai yang rendah
19
Saya diberikan nilai oleh Guru setelah mengerjakan tugas
20
Saya paham ketika guru memberikan tes dalam bentuk lisan dan tulisan dapat saya mengerti dengan baik
21
Saya senang saat menjawab pertanyaan yang diberikan oleh guru mengenai mata pelajaran
22
Saya senang jika diadakan diskusi kelompok untuk membahas materi yang sedang diajarkan
23
Saya menjadi lebih aktif berbahasa Inggris ketika guru
memberikan kesempatan
berbicara dikelas
24
Saya selalu berpartisipasi dikelas saat diskusi dilakukan
25
Saya menjadi aktif berbahasa Inggris ketika diskusi berlangsung
INSTRUMENT OF RESEARCH
Teacher Observation
NO Rated Quality Criteria YES NO
1 Make teaching and learning program
Teacher make lesson plan based on syllabus
√
2
Implementing the
teaching and
learning process
Teaching students based on lesson plan
√ Scoring the students task based on lesson plan
√
3
The procedure of teacher manage the
class
Introduction:
Say greeting before open the teaching classs
√
Check the students attendance list √
Check the class area √
Asking the students about previous material was learned
√ Review the next materual that will be learn
√
Main teaching:
The teacher using english as a language while learning process
√
The teacher explaining about material that will be learning today (according to lesson plan)
√
Closed:
The teacher give students task after the material end
√
The teacher collected students task √ The teacher will review about next
material
√ The teacher greeting before leave the class
√
APPENDIX B
Score of Students’ report value in English Learning
NO NAME REPORT VALUE
KN PS
1 A. NUR AZIZAH 83 82
2 ADRIAWAN 81 80
3 ANDI AINUL YAKIM 81 80
4 ANDI ALKAUSAR 81 80
5 ANDI FARID HIDAYATULLAH 81 80
6 ANDI FAUZAL AL-QADRI 81 80
7 ANDI SYAFRI RAZAK 81 80
8 ARIAL 81 80
9 ARWAN 81 80
10 ASHABUL KAHFI 81 80
11 ASRIANTO SYAHRI
RAHMADANU 81 80
12 ANSARI WIJAYA 81 80
13 DANDI KURNIAWAN 80 80
14 FARHAN MUBARAQ 81 80
15 FITRIAH HASMUDDIN 83 82
16 FITRIANI 83 82
17 FITRIANI A 83 82
18 MUH AKSA ARDANI 80 80
19 MUSDALIFAH 81 82
20 NURHAFIZAH 83 82
21 RAHMAT 81 80
22 RISKI 81 80
23 RISMAN 81 80
24 RISMAWATI 83 82
25 RISWANDI 81 80
26 RIZAL 82 81
27 SELFIANA 83 82
28 SUHENDRIANTO 81 80
29 SUKMAWATI S 83 82
30 SULISTINA 83 82
31 WANDASARI 83 82
32 WANDI 83 80
APPENDIX D