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1. Students’ Participation in Clusters Model
Based on the researcher observation in the learning process, the researcher was concluded the influence cluster model of seating arrangement on students’ participation can be seen in the following table below:
Table 4.1 Students’ Participation in Clusters Model
Clusters Model
Students’ Active Participation
Total
NA FA A VA
Student 2 15 15 4 36
Score 2 30 45 16 93
Percentage =
=
= 64.6%
Notes: NA= Not Active, FA= Fairly Active, A= Active, VA= Very Active, FQ= Sum of all the students’ score, N= Number of Students
Based on the table 4.1 above, the percentage of students’
participation in learning English was 64.6% of 36 students. There were 2 students not active which was the students just sit down during the activity without doing something or slept on the chair, 15 students fairly active which was the students responded the material just once or twice, there were 15 students active that responded the material actively or three times until five times, and only 4 students very active in responded the material more than five times in learning process.
2. Students’ Participation in Pairs Model
After observation in the classroom, the researcher analyzed the data and then concluded the result of students’ participation in learning English used pairs model of seating arrangement. The result can be seen in the following table below:
Table 4.2 Students’ Participation in Pairs Model
Pairs Model
Students’ Active Participation
Total
NA FA A VA
Student 0 9 9 12 30
Score 0 18 27 48 99
Percentage =
=
= 77.5 %
Notes: NA= Not Active, FA= Fairly Active, A= Active, VA= Very Active, FQ= Sum of all the students’ score, N= Number of Students
Based on the table above, the researcher found that the percentage of students’ participation in pair model of seating arrangement was 77.5%
of 30 students. There were 12 students very active in learning process , 9 students active which was the students responded the material three until five times, 9 students fairly active which was once until twice given respond, and there was not students that not active.
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B. Discussion
In this part, discussion deals with the interpretation of findings derived from the result of finding about the influence of seating arangement on students’ participation in learning English. In seating arrangement, the teachers used clusters model and pair model in learning process.
Clusters model of seating arrangement. In this model, before started learning, the teacher divided students into five until six students every group seat. This arrangement made the teacher easily to moved from one place to another when the teacher wanted control the students or explained the material. The model also made the students easily to discuss about the material. However this model given the students more chance to discuss something that was not suitable with the material in learning process and given the students more opportunity to do something such as disturbed other students, slept on the chair, and wrote the other subject. It was different with what Rosenfield, et al in Kate, et al (2015 : 55) found that cluster seating arrangement had a positive effect to social interaction and made more students actively in participation during class discussions.
Pairs model of seating arrangement. In this model, there were two students in every group seat that divided by the teacher. Teacher was given the students a chance to choose their pair seat. Therefore, there was many groups seat in the classroom that made the teacher needed many times to walked around in the classroom. Moreover, this model made the students more focus toward material and more active in learning such as discussed with their pairs and working together to finish the task by given the teacher.
Based on the findings of observation above, it was concluded that the difference of seating arrangement especially clusters model and pair model showed there was difference students’ participation in oral activity in the learning process. It was similar with Harmer in Roxaanna, et al (2017: 146) stated that the different types of seating arrangements fostered the flow of oral interactions. Besides that, in Black in Kate, et al (2015: 56) said that poor seating arrangements can affect 50% students’ learning. Therefore, the seating arrangement was important to master by the teacher in order to teachers can teach effectively and the students’ participation can be enhanced.
37 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After finishing the research, the researcher drew a conclusion. The conclusion was based on the result of the observation about students’
participation in learning English at SMK Negeri 2 Barru which was the result showed that clusters model made mostly the students unconcerned in responded the material caused of the group consisted of more than two students. Meanwhile, pair model made the students more enthusiastic in responded the material caused of the students’ engagement was tied together.
It means that, every seating arrangement in the learning process had different influence toward students’ participation especially in oral activity.
B. Suggestion
In order to increase the students’ participation in learning English, the researcher put forward some suggestion as follows:
1. For English teacher, it was expected to preparing well the classroom management such as learning material, method of teaching, and seating arrangement that suitable with the material will be given to the students.
So that, there is not a chance to students for just sit or sleep on the chair in learning process in the classroom.
2. For students, it was expected to more attention the teachers when learning process take place especially oral activity such as respond the teacher when the teacher given questions, asking to the teacher and other students about the material. It could improve the students’ knowledge about the material and also students’ participation in learning English.
3. For other researchers, in order to improve teaching and learning process at vocational high school, the researcher hoped that there would be research have much knowledge about classroom management especially learning strategy and seating arrangement that suitable with material the day.
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OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM Name of School : SMKN 2 Barru
Seat Model : Clusters Model
Class :
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
1 2 3 4 5 6 7 8 9 10
Total
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM Name of School : SMKN 2 Barru
Seat Model : Pairs Model
Class :
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
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1 2 3 4 5 6 7 8 9 10
Total
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM
Teacher : Mrs. Anita Class : X TSM
Seat Model : Clusters Model Time : 12nd April 2018
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
1 Akbar
2 Aldi
3 Ancha S
4 Andri Arifaldi
5 Arham A
6 Arifaldi B
7 Ashar
8 Aswan
9 Chandra Mahandra. S
10 Fathul Yassir
11 Idul
12 Irfan A
13 Ishaq
14 Ismail
15 Ichsan Noor Rizaldy
16 Muh. Adrian A
17 Muh. Aldi A
18 Nur Alam
19 Rahmat Rustan
20 Syaif Farhan A
21 Syarifuddin
22 Wahyuddin
23 Zakaria
TOTAL
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
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OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM
Teacher : Mrs. Anita Class : X TKR 2
Seat Model : Clusters Model Time : 18 April 2018
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
1 Abdul Rahman Manna
2 Achsan Aswandi
3 Ahmad Ishaq
4 Aidhul Akbar
5 Aldi Setiawan
6 Amir Akbar A
7 Arman M
8 Asril
9 Aaat Surya Safaat
10 Awaluddin
11 Abdul Rasyid
12 Dandi
13 Darwis
14 Faisal
15 Hamsah
16 Kaharuddin
17 Muhammad Ridwan Syawir
18 Muhammad Alfian
19 Naldi Wahidin Rusdi
20 Perdi
21 Risaldi
22 Supriadi
23 Syamsu Alam A
24 Wahyullah
25 Zaenal Abidin A
26 Zulkifli
TOTAL
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
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OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM
Teacher : Mrs. Eriska Class : X NKPI
Seat Model : Pairs Model Time : 10 April 2018
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
1 A.Andika Ahmad Faizal
2 A.Muh. Fitrah Yusri
3 Ardiansyah
4 Arsandi Saputra Amir
5 Asrullah
6 A.Syukur
7 Bahrul Almuttakim
8 Ikhsan Fahmi Syahid A
9 Imam Wahid Fathur Rochma
10 Irwan
11 Muh. Akbar A
12 Muhsin
13 Noval
14 Nur Ikhsan S
15 Sardinal S
16 Seldi
17 Syamsul Muarif
18 Wahyuddin
TOTAL
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
OBSERVATION SHEET OF STUDENTS’ PARTICIPATION DURING LEARNING PROCESS IN THE CLASSROOM
Teacher : Mrs. Eriska Class : X TP
Seat Model : Pairs Model Time : 13 th April 2018
No. Students’ Name
Students’ Participation
Exp.
1 2 3 4
NA FA A VA
1 Agung Zetman A
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2 Aldi Saputra
3 Anjas A
4 Arham
5 Armakis A
6 Aryansyah A
7 Asrul
8 Asrul S
9 Awaluddin
10 Erwin
11 Farhan Istiqlal
12 Herun S
13 Muh. Habibie
14 Muh. Iqbal
15 Muhammad Fadhil B
16 Muh. Nauval Saladiq A
17 Muh. Farhan A
18 Muh. Fajar Rusdi A
19 Nur Sakrang
20 Rasmin
21 Rispan Gunawan
22 Riyan Aditiya A
23 Sahrul
24 Samsul Akbar A
25 Sopyan Ridwan
26 Suriadi
27 Syamsul Mail
28 Zulfikar A
TOTAL
Note : NA : Non Active FA : Fairly Active A : Active VA : Very Active
DATA ANALYSIS
A. Result of students’ participation of X TSM and X TKR in learning English using cluster model of seating arrangement
Clusters Model
Students’ Active Participation
Total
NA FA A VA
Student 2 15 15 4 36
Score 2 30 45 16 93
Percentage =
=
= 64.6%
Notes: NA= Not Active, FA= Fairly Active, A= Active, VA= Very Active, FQ= Sum of all the students’ score, N= Number of Students
B. Result of students participation of X NKPI and X TP in learning English using pairs model of seating arrangement
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Pairs Model
Students’ Active Participation
Total
NA FA A VA
Student 0 9 9 12 30
Score 0 18 27 48 99
Percentage =
=
= 77.5 %
DOCUMENTATION A. Cluster Model in Learning English
B. Pairs Model in Learning English
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