CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
In this research, researcher used Likert Scale to know the result of questionnaire. With Likert scale, then the variable to be measured was translated into indicator variable, there were five optional answers: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (DA), and Strongly Disagrees (SDA). Then the indicator was used as a starting point to arrange the items of the instrument can be a statement or question. In order to find out the percentage from all answer at every question, the writer used a formula as in the following:
1. Table Likert:
Table 3.1. Likert Scale
NO. Items Score
1 Strongly Agree 5
2 Agree 4
3 Undicided 3
4 Disagree 2
5 Strongly Disagree 1
(Gay, 1981:298)
2. After the researcher administrating the fulfilled the questionnaire, the researcher counted the total answer for each answer category which existed in each aspect.
3. Then, the data obtained from the questionnaires analyzed by using the percentage formula:
Where :
P = Rate percentage
F = Frequency of the correct answer N = Total number of the students
(Sudjana 2015:28) P = đť‘“
𝑛𝑥 100%
CHAPTER IV
FINDING AND DISSCUSSION
This chapter consists of two section, findings and discussion. The findings of the research deal with the result of data analysis about the influence of professionalism on students outcome in English learning at SMAN 11 Bone. In the discussion, arguments and explanation are given.
A. Findings
After conducting the research, the researcher obtained the data about the influence of teacher professionalism on students’ outcome in English learning. The influence of teacher professionalism on students’ outcome in English learning stated on result of the students report, the result of the questionnaire and the result of teacher observation checklist. The following table presents the result of data from 25 questionnaire items given to the students’ and The researcher found that the student report cards were in accordance with the KKM in the teacher's lesson plan. Score of KKM was 80 at the Eleventh class. Based on the results of the processed data, it was found that there was a positive perception between students' rapport value, observation checklist, and questionnaire items.
From the data Questionnaire, in this part, the researcher processing data from statements that have been answered by students. Students’ were
given 30 minutes to answer, there were 25 statements that answered by the students, and 15 statements should explained blow
Item 1
Table 4.1. I understand while the teacher explains the main points of discussion in learning according to the order in the book
(Saya paham ketika guru menjelaskan pokok-pokok pembahasan dalam pembelajaran sesuai dengan urutan pada buku)
NO Opinion Frequency Percentage
1 Strongly Agree 23 72%
2 Agree 8 25%
3 Undicided 1 3%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.1 showed that 23 students’ (72%) said “strongly agree”, 8 students’ (25%) said “agree”, 1 students (3%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree that they are understand while teacher explain to
them about the main points of discussion in learning according to the order in the book.
Item 2
Table 4.2. I like it when the teacher explain about difficult terms that i didnot understand while learning English
(Saya senang saat guru menjelaskan tentang istilah yang tidak saya pahami saat belajar bahasa Inggris)
NO Opinion Frequency Percentage
1 Strongly Agree 18 56%
2 Agree 9 28%
3 Undicided 3 10%
4 Disagree 2 6%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.2 showed that 18 students’ (56%) said “strongly agree”, 9 students’ (28%) said “agree”, 3 students’ (10%) said “undicided”, 2 students’
(6%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students’ at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were stronlgly agree that they are like it when the teacher explain about difficult terms that they did not understand while learning English.
Item 3
Table 4.3. If I do not understand about the lesson, the teacher gives an opportunity to ask questions and will give an explanation
(Jika saya kurang paham mengenai pelajaran, guru memberikan kesempatan untuk bertanya dan akan memberikan penjelasan)
NO Opinion Frequency Percentage
1 Strongly Agree 28 87%
2 Agree 4 13%
3 Undicided 0 0%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.3 showed that 28 students’ (87%) said “strongly agree”, 4 students’ (13%) said “agree”, 0 students (0%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree that if they do not understand about the lesson, the teacher gives an opportunity to ask questions and will give an explanation.
Item 4
Table 4.4. I like it when the teacher uses learning media when explaining lessons that require media
(Saya senang saat guru menggunakan media belajar pada saat menjelaskan pelajaran yang membutuhkan media)
NO Opinion Frequency Percentage
1 Strongly Agree 2 6%
2 Agree 11 3%
3 Undicided 16 50%
4 Disagree 3 9%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.4 showed that 2 students (34%) said “strongly agree”, 11 students (34%) said “agree”, 16 students (50%) said “undicided”, 0 student (0%) said “disagree”, and 3 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were undicided that they like it when the teacher uses learning media when explaining lessons that require media.
Item 5
Table 4.5. I like to learning English when the teacher makes a fun learning atmosphere with interesting teaching methods (Saya suka belajar bahasa Inggris saat guru membuat suasana belajar menyenangkan dengan metode ajar yang menarik)
NO Opinion Frequency Percentage
1 Strongly Agree 7 22%
2 Agree 17 53%
3 Undicided 8 25%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.5 showed that 7 students (22%) said “strongly agree”, 17 students (53%) said “agree”, 8 students (25%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were agree that they like to learning English when the teacher makes a fun learning atmosphere with interesting teaching methods.
Item 6
Table 4.6. I like it when discussion was done in English
(Saya senang saat diskusi selalu dilakukan dengan menggunakan bahasa Inggris)
NO Opinion Frequency Percentage
1 Strongly Agree 3 9%
2 Agree 8 25%
3 Undicided 17 54%
4 Disagree 3 9%
5 Strongly Disagree 1 3%
Total 32 100%
Table 4.6 showed that 3 students (9%) said “strongly agree”, 8 students (25%) said “agree”, 17 students (53%) said “undicided”, 3 student (9%) said “disagree”, and 1 student (3%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were undiceded while they like it when discussion was done in English.
Item 7
Table 4.7. When studying, I do not understand when the teacher does not explain teaching material well
(Saat belajar, saya tidak paham karena guru tidak menjelaskan materi ajar dengan baik)
NO Opinion Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 1 3%
3 Undicided 4 13%
4 Disagree 9 28%
5 Strongly Disagree 18 56%
Total 32 100%
Table 4.7 showed that 0 students (0%) said “strongly agree”, 1 students (3%) said “agree”, 4 students (13%) said “undicided”, 9 student (28%) said “disagree”, and 18 student (56%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly disagree when studying, they do not understand when the teacher does not explain teaching material well.
Item 8
Table 4.8. I don't understand when the teacher explains the lesson (Saya tidak paham saat guru menjelaskan pelajaran)
NO Opinion Frequency Percentage
1 Strongly Agree 0 0%
2 Agree 0 0%
3 Undicided 12 38%
4 Disagree 16 50%
5 Strongly Disagree 4 12%
Total 32 100%
Table 4.8 showed that 0 students (0%) said “strongly agree”, 0 students (0%) said “agree”, 12 students (38%) said “undicided”, 16 student (50%) said “disagree”, and 4 student (13%) said “strongly disagree”. So, we
can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were disagree if they do not understand if the teacher explain the lesson.
Item 9
Table 4.9. If I am noisy, the teacher will reprimand and give a punishment
(Saat saya ribut, maka guru akan menegur saya dan memberikan hukuman)
NO Opinion Frequency Percentage
1 Strongly Agree 14 44%
2 Agree 8 25%
3 Undicided 2 6%
4 Disagree 6 19%
5 Strongly Disagree 2 6%
Total 32 100%
Table 4.9 showed that 14 students 434%) said “strongly agree”, 8 students (25%) said “agree”, 2 students (6%) said “undicided”, 6 student (19%) said “disagree”, and 2 student (6%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree if they are noisy, the teacher will reprimand and give them a punishment.
Item 10
Table 4.10. I still pay attention to the teacher's explanation even though the classroom atmosphere tends to be noisy
(Saya tetap memperhatikan penjelasan guru meskipun suasana kelas cenderung ribut)
NO Opinion Frequency Percentage
1 Strongly Agree 13 41%
2 Agree 10 31%
3 Undicided 7 22%
4 Disagree 1 3%
5 Strongly Disagree 1 3%
Total 32 100%
Table 4.10 showed that 13 students (41%) said “strongly agree”, 10 students (31%) said “agree”, 7 students (0%) said “undicided”, 1 student (3%) said “disagree”, and 1 student (3%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree if they still pay attention to the teacher's explanation even though the classroom atmosphere tends to be noisy.
Item 11
Table 4.11. I like when the test, the teacher make questions according to the material that has been taught
(Saya senang jika saat ulangan, guru membuat soal sesuai materi yang telah diajarkan)
NO Opinion Frequency Percentage
1 Strongly Agree 22 69%
2 Agree 10 31%
3 Undicided 0 0%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.11 showed that 22 students (69%) said “strongly agree”, 10 students (31%) said “agree”, 0 students (0%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree they like when the test, the teacher make questions according to the material that has been taught.
Item 12
Table 4.12. I like when the teacher given the opportunity to improve my low scores
(saya senang jika guru memberikan kesempatan untuk memperbaiki nilai yang rendah)
NO Opinion Frequency Percentage
1 Strongly Agree 19 59%
2 Agree 11 35%
3 Undicided 2 6%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.12 showed that 19 students (59%) said “strongly agree”, 11 students (34%) said “agree”, 2 students (0%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were strongly agree if they like when the teacher given the opportunity to improve their low scores.
Item 13
Table 4.13. I understand when the teacher gives the test in oral and written form I can understand well
(Saya paham ketika guru memberikan tes dalam bentuk dalam bentuk lisan dan tulisan dapat saya mengerti dengan baik)
NO Opinion Frequency Percentage
1 Strongly Agree 8 25%
2 Agree 16 50%
3 Undicided 8 25%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 32 100%
Table 4.13 showed that 8 students (25%) said “strongly agree”, 16 students (50%) said “agree”, 8 students (25%) said “undicided”, 0 student (0%) said “disagree”, and 0 student (0%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were agree that they understand when the teacher gives the test in oral and written form they can understand well.
Item 14
Table 4.14 I became active to speak English when the teacher give a chance to speak at the class
(Saya menjadi lebih aktif berbahasa Inggris ketika guru memberikan kesempatan berbicara di kelas)
NO Opinion Frequency Percentage
1 Strongly Agree 2 6%
2 Agree 16 50%
3 Undicided 11 34%
4 Disagree 0 0%
5 Strongly Disagree 3 10%
Total 32 100%
Table 4.14 showed that 2 students (6%) said “strongly agree”, 16 students (54%) said “agree”, 11 students (34%) said “undicided”, 0 student (0%) said “disagree”, and 3 student (10%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were agree that they became active to speak English when the teacher give a chance to speak at the class.
Item 15
Table 4.15. I became more active to speak English when discussion continiue at the class
(Saya menjadi aktif berbahasa Inggris ketika diskusi berlangsung di kelas)
NO Opinion Frequency Percentage
1 Strongly Agree 2 6%
2 Agree 10 31%
3 Undicided 7 22%
4 Disagree 8 25%
5 Strongly Disagree 5 16%
Total 32 100%
Table 4.14 showed that 2 students (6%) said “strongly agree”, 10 students (31%) said “agree”, 7 students (22%) said “undicided”, 8
student (25%) said “disagree”, and 5 student (16%) said “strongly disagree”. So, we can conclude that most students at the eleventh grade (IPS 3) of SMA Negeri 11 Bone were agree that they became more active to speak English when discussion continiue at the class.
Based on explanation above, from 15 statements there was 7 strongly agree statement choosen by the students, 4 item that the students agree about statement, 2 item that the students undiceded about statements and 1 items agree and 1 item disagree by the student with the statement. But from 25 statements that answered by the students, there was 9 item that the students strongly agree with the statement, 7 item that the students agree, 4 items that the students undicided about statements, 3 item that students disagree about statements, and 2 item that the students strongly disagree about the statements. Then, it can concluded then that the statements answered were positive perceptions between teacher professionalism when teaching in class and student learning outcomes.
The Data of Observation checklist
1.2) Make teaching and learning program. In this part, there is one statement:
a. Teacher make lesson plan based on syllabus. Berdasarkan lesson plan and syllabus, that the lesson plan made by the teacher is in accordance with syllabus given by the school.
2.2) Implementing the teaching and learning process (lesson plan). In this part, there are two statements:
a. Teaching students based on lesson plan. From the researcher observations, the material taught by the teacher to students was in accordance with the teaching rpp that had been made.
b. Scoring the students task based on lesson plan. Based on kurikulum 13, there are several assessments given, namely the assessment of attitudes, knowledge, and skills. Except these assessments, daily assessments, mid test assessments, and final semester assessments are also conducted by the teacher according to the available assessment on lesson plan.
3.2) The procedure of teacher manage the class. In this part, there are 11 statements:
a. Say greeting before open the teaching class. When entering class, the teacher greets students and asks about students.
b. Check the students attendance list. After greetings, the teacher only ask where some students are. The teacher does not do attendance to all students.
c. Check the class area. This statement mean the teacher actions when looking at the classroom atmosphere, whether it is clean or there is rubbish. However, the teacher did not pay attention to the area in the classroom and immediately entered explaining the teaching material.
d. Asking the students about previous material was learned.
Before entering the lesson, the teacher ask the students about the previous material before.
e. Review the next material that will be learn. After reviewing the previous material, the teacher will explains the material points to be taught before entering the entire material to be taught.
f. The teacher using english as a language while learning process.
During the lesson, the teacher sometimes using english as a learning. Teacher use Indonesian more as a language. There is a reason why the teacher did not using english as a language, because most of students can not speaking or understanding about english.
g. The teacher explaining about material that will be learning today. The teacher explains about the points-points of material that will be taught before entering the entire teaching material.
h. The teacher give students task after the material end. At the time the lesoon will end, the teacher did not give the students a task.
i. The teacher collect students task. At the time the lesson will end, the teacher did not collected the students task. It because when teaching, there was not a task that give by the teacher.
j. The teacher will review about next material. After the teaching and learning end, then the teacher reviewed the next material for the next week.
k. The teacher greeting before leave the class. After the teaching and learning end, the teacher greeting to the students and leave the class.
Based on explanation about, it can be concluded that from 14 existing statements, 8 statements were done by the teacher and 6 statements were not done by the teacher. This is already appropriate between the observations made by the researcher towards the teacher who teaching in the class. The observation checklist could saw in appendices.
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.