CHAPTER III RESEARCH METHOD
E. Technique of Data Analysis
In analyzing the data, the researcher used qualitative method. The data from classroom observation and quetionnaire produced the different kinds of data. The data from classroom observation was as evaluation for further instrument. The data from questionnaire was to find out the common answer from respondents then to create the classification. Then, the data showed as it is and it was able to conclude by depending on the result.
1. The first, the researcher with the result of classroom observation analyzed the data in order to make questionnaire.
2. The second, the teacher with questionnaire responded a sequence of statement in likert scale by indicating whether Strongly Agree (SA) which has 5 score on positive statements and 1 on negative statement, Agree (A) for 4 score on positive statements and 2 on negative statements, Undecided (UN) for 3 score on positive statements and 3 score on negative statements, Disagree (D) for 2 on positive statements and 4 on negative statements, or Strongly Disagree (SD) for 1 score on positive and 5 on negative statements.
Every response in related with a point score and individuals’ score was detemined by summing with a point score for each statement. The point score was assigned to respond the positive statements and negative statements.
3. To analyze rate percentage of teachers’ problem in utilizing the instructional media at SMA Muhammadiyah Limbung, the following formula was used:
P = 100
Where:
P = percentage
F = frequency
n = total sample
(Sudjana and Ibrahim, 2001:129)
3. Calculating the mean score of the responses
N x X
Where;
X = the mean sore
x = the sum of scoreN = the number of subject (Gay, 1981: 298)
4. Conclusion by describing about teachers’ problem in utilizing the instructional media at SMA Muhammadiyah Limbung.
5. Exploration in order to make narration and present the data qualitatively about teachers’ problem in utilizing the instructional media in teaching English at SMA Muhammadiyah Limbung.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings of the research and its discussion of the result of the data analysis.
A. Findings
The findings of the research present the teachers’ problem and discussion section in which concerns about description and explanation of the finding. To find out the teachers’ problem in utilizing the instructional media in teaching listening at SMA Muhammadiyah Limbung, the researcher analyzed the data by observation and questionnaire.
1. The Data through Observation
Based on the data analysis, it was found that from nine types of instructional media provided, there were only two instructional media which were used both of the teachers in teaching listening material. Those were students themselves and board. Those media were used in one time or only one media entire the learning teaching process. Those media were used in various purposes. To begin the material the teachers used the board to explain the material to the students. After explaining the material, the first observed teacher (T1) used students themselves media to give the exercises. One of reliable students was selected to read the text in dialogue, whereas the others wrote what the speaker said in their exercise book. After that, the teacher made a correction of wrong and difficult
words to be listened. Being different from the first observed teacher (T1), the second teacher (T2) only used board as media all the time. From beginning after explaining the material, the teacher used board to give the students exercises. The teacher wrote some blank sentences in the dialogues on the board then the students answered the task in turn. Even, the teachers came late to the class and were not prepared in conveying the materials. (See Appendix A and B)
2. The Data through Questionnaire
In analyzing the data through questionnaire, the researcher divides the teachers’ problem in utilizing the instructional media in teaching listening into three categories.
a) Practicality
The first category is about the practicality. Below is the table which explains about the result of questionnaire which was answered by the samples.
Table 4.1 Practicality Statements
No. Statements SA A UN D SD
1 Utilization of media resources is time consuming
0 1 0 1 0
2 Teachers are overloaded with a lot of work
0 2 0 0 0
3 Teachers know how to make and operate the media resources
0 0 2 0 0
4 School provides appropriate media 0 0 0 2 0
The table 4.1 above shows that there are four statements included in practicality item. For the first statement “Utilization of media resources is time consuming”, there was no teacher answered strongly agree, undecided and strongly disagree but there was one (50%) teacher answered agree and one (50%) teacher answered disagree. For the second statement
“Teachers are overloaded with a lot of work”, there were two (100%) teachers answered agree but no teacher answered strongly agree, undecided, disagree and strongly disagree. For the third statement
“Teachers know how to make and operate the media resources”, there were two (100%) teachers answered undecided and no teacher answered strongly agree, agree, disagree and strongly disagree. For the fourth statement “School provides appropriate media”, there were two (100%) teachers answered disagree but there was no teacher answered strongly agree, agree, undecided, and strongly disagree.
b) Students Appropriateness
The second category is about the students appropriateness. Below is the table which explains about the result of questionnaire which was answered by the samples.
Table 4.2 Students Appropriateness
No. Statements SA A UN D SD
1 Students are interested in learning when teacher uses the media to teach
2 0 0 0 0
2 Teachers are not able to control students’ differences while utilizing the media
0 0 2 0 0
3 Students are uncooperative and do not want to participate in getting the resources
1 0 1 0 0
The table 4.2 above shows that there are three statements included in students appropriateness item. For the first statement “Students are interested in learning when teacher uses the media to teach”, there were two (100%) teachers answered strongly agree and no teacher answered agree, undecided, disagree, and strongly disagree. For the second statement “Teachers are not able to control students’ differences while utilizing the media”, there were two (100%) teachers answered undecided and no teacher answered strongly agree, agree, disagree and strongly disagree. For the third statement “Students are uncooperative and do not want to participate in getting the resources”, there was one (50%) teacher answered strongly agree and one (50%) teacher answered undecided but no teacher answered agree, disagree and strongly disagree.
c) Instructional Activities
The third category is about instructional activities. Below is the table which explains about the result of questionnaire which was answered by the samples.
Table 4.3 Instructional Activities
No. Statements SA A UN D SD
1 By using media, learning activity is more creative and appropriate to the instructional goal
1 1 0 0 0
2 Environmental interferences are such as noise
0 1 0 1 0
3 Forms of media resources are appropriate with the material
1 0 1 0 0
The table 4.3 above shows that there are three statements included in instructional activities item. For the first statement “By using media, learning activity is more creative and appropriate to the instructional goal”, there was one (50%) teacher answered strongly agree and one (50%) teacher answered agree but no teacher answered undecided, disagree and strongly disagree. The second statement “Environmental interferences are such as noise”, there was one (50%) teacher answered agree and one (50%) teacher answered disagree but no teacher answered strongly agree, undecided and strongly disagree. The third statement “Forms of media resources are appropriate with the material”, there was one (50%) teacher
answered strongly agree and one (50%) teacher answered undecided but no teacher answered agree, disagree and strongly disagree.
Based on the data analysis, it was found 5 answers in Strongly Agree (SA), 5 answers in Agree (A), 6 answers in Undecided (UN), 4 answers in Disagree (D) and 0 answer in Strongly Disagree (SD). (See Appendix E)
Based on the acquired data, it was found the total scores of each response as being shown in the following table.
Table 4.4 The Total Score
Statements
Responses Strongly
Agree (SA)
Agree (A)
Undecided (UN)
Disagree (D)
Strongly Disagree
(SD) Positive
statements 20 4 9 4 0
Negative
statements 1 8 9 8 0
The table 4.4 above shows that in positive statements 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. (See Appendix F)
Besides the total scores shown above, it was also found the mean scores of each response which is shown in the following table.
Table 4.5 The Mean Scores
Statements
Responses Strongly
Agree (SA)
Agree (A)
Undecided (UN)
Disagree (D)
Strongly Disagree
(SD) Positive
statements
4 0.8 1.8 0.8 0
Negative
statements 0.2 1.6 1.8 1.6 0
The table 4.5 above shows that in positive statement there are 4 Strongly Agree, 0.8 Agree, 1.8 Undecided, 0.8 Disagree and 0 Strongly Disagree, whereas in negative statements there are 0.2 Strongly Agree, 1.6 Agree, 1.8 Undecided, 1.6 Disagree and 0 Strongly Agree. (See appendix G)
Finally, it was also found the percentage of response which is shown in the following table.
Table 4.6 The Percentage of Response
Statements
Responses Strongly
Agree (SA)
Agree (A)
Undecided (UN)
Disagree (D)
Strongly Disagree
(SD)
Total
Positive
statements 54.05% 10.81% 24.33% 10.81% 0% 100%
Negative
statements 3.85% 30.77% 34.61% 30.77% 0% 100%
The table 4.6 above shows that in positive statements 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. (See Appendix H)
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