CHAPTER III METHODOLOGY
E. Analysis of Data
According to Sugiyono (2012), data analysis includes the steps of reduction or words, display the data, and draw conclusion or verification.
1. The first step is reduction process. It can be carried out immediately after the data would be obtain. Questionnaire result would be arrange in the form of pattern and group according to the research question.
2. The second step is display data. The data is grouping more specific. Data from reduction data would be more categorize in short term. In this process, the research took data that concern in students’ perception and the types of students' perception.
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3. The last step is conclusion process. The researcher would be find out the of students’ perception of English teacher assessment. Furthermore, it will discuss based on the theory and reinforce with data and information from analysis students’ answer from questionnaire, the researcher draws conclusion of the study
22 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter present the findings of the research and the discussion of the research findings. The finding of the research cover the description on student perception of teachers’ assessment In English classroom.
A. Findings
The objective of the research aimed to find out on students’
perception about English teacher assessment toward the students’
motivation after being given a grade by the teachers. The result of this objective is presented in the research finding below:
Students’ Perception of English Teacher Assessment
From the data obtained through the observation, the assessment model used by teachers in English classes was takes grades from dali tests and grades for students based on assignments and examinations. The teacher also assesses from several sides including the teacher seeing the activeness of students in the class, students knowledge, and student attitudes in the classroom. The teacher also tells students how to assess the teacher so that students know their abilities and can be motivated by the assessment given by the teacher.
It is obvious from the questionnaire about the students perception of English teacher assessment. The question follow:
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Table 4.1
Question 1: “ What do you think about teachers assessment?”
No Students Answer Frequency
1 Teacher assessment is the value given to students. usually judged by the way students behave and student activities in learning.
9
2 Teacher assessment is the result of all of our attitudes towards teachers and the task is summarized into one called teacher assessment, and will be the value in the report card.
9
3 Teacher assessment is the value given by the teacher to students, either through attitudes, activities in the lesson or assignments given
6
Total 24
This table 4.1 shows that the researcher found that most students understood what was meant by teacher assessment. Teacher assessment is the value given by the teacher to students, either through attitudes, activities in the lesson or assignments given. Assessment is a process of collecting, processing, analyzing and interpreting data as material in the context of decision making to give grades to students.
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Table 4.2
Question 2 :” Which one do you like behaviour assessment or knowledge assessment?”
No Students Answer Frequency
1 I like is behavioral assessment because I have no use if we know everything but our behavior is bad..
9
2 The assessment that I like is like a teacher who judges not only his knowledge but also hard work and daily behavior.
7
3 I like the assessment of behavior because behavior with knowledge is the same as good / true, if knowledge without morals equals zero because intelligence can be judged or seen from its behavior.
8
Total 24
This statement showed that the importance of assessing attitudes towards students because in the curriculum 2013 was developed based on competency that can be used as an instrument to guide students to become qualified human beings who are able to proactively answer the challenges of changing times, educated people who believe and have faith in God Almighty, noble, healthy, knowledgeable, capable, creative, independent and democratic citizens, responsible.
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The above illustrates that the curriculum 2013 not only directs students into humans who have competence in the field of knowledge but also leads to humans with strong personalities. Because high science does not provide benefits if it was not accompanied by behaviors that ware of national character.
Table 4.3
Question 3 :” Please elaborate your reason about your interest of teachers’ assessment?”
No Students Answer Frequency
1 I am interested in the teacher's assessment because those values will become values in our report cards because parents will know the value of our knowledge and behavior well so that I can improve my grades going forward
10
2 I am interested in the assessment of this teacher because I can find out my bad grades so that in the future I can fix it and vice versa if my grades are good then I must maintain and improve it.
6
3 I am interested in the teacher's assessment because that is where we can find out where our abilities are so far, we know what is good and bad in us, so that we can improve ourselves again.
8
Total 24
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This table 4.3 shows that the researcher faund that the teacher assessment can make them more enthusiastic to study harder and motivate them to improve their poor grades and maintain good grades.
They also said the teacher's assessment was very important, because the value given by the teacher would go to the report card grades so that their parents could see their children's development and could provide motivation to them.
Table 4.4
Question 4 :” Which one of the teachers’ assessment do you prefer, activiness in class or by daily exam?”
No Students Answer Frequency
1 I prefer my activities in class because if the daily exam can be it is not the original answer but a cheat sheet
7
2 I chose activeness in class because activeness in the class can lure us to excel while the daily exams of people will easily cheat.
9
3 Active in class because daily exams can be cheating and people who are active in the class means students feel motivated for good grades than cheating.
5
4 I prefer activities in class because of what?
Because if we are active in automatic classes we will succeed in the daily exams, I don't like the daily exams because in my opinion it is unfair for those who are active
3
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in the class because there may be cheating on the daily exams.
Total 24
This table 4. 4 shows that the stated that they did not like the value of the daily exam because they felt it was unfair if there was one of their friends who cheated that is why they were more pleased if they were judged by their effectiveness in class because they felt motivated to study harder because students who are active in class will automatically succeed in the daily exams.
Table 4.5
Question 5 :” Which one of the teachers’ assessment do you like?
daily exam or final exam?”
No Students Answer Frequency
1 I prefer the daily exam because the daily exam helps us to remember the lessons the teacher just explained. If the final exam if we get a low score then it's not fair even though our daily scores are high, why can it be low (the final exam) because maybe most of the students taught by the teacher in the daily exam.
8
2 daily exam, because in fact the final daily exam is a deciding assessment to be able to pass in the previous class to the next class, but for me the assessment of the daily exam is better because with that the
10
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material is slowly explained and very easy to understand, while the final exam will be confusing because too much material.
3 I prefer the daily exam because I can know the extent of my knowledge so that I can study harder.
6
Total 24
This table 4.5 shows that the researcher found that they prefer the daily test because the daily exam will help them to recall the students just explained by the teacher and they can know the limits of their knowledge to be more learning. And why do they prefer the daily exam compared to the final test because the final exam may be lacking because there is some material that has been forgotten and can make them confused because too much material has been taught.
Table 4.6
Question 6 : “Which of the teachers’ assessment has more impact on your motivation? daily score or final exam score?”
No Students Answer Frequency
1 The most influential is the daily exam, why? Because with the daily exam we can improve our grades if the final exam, if our final exam is rather difficult to improve our grades.
9
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2 Daily exam, because it helps and encourages me to be able to understand and understand the lesson.
7
3 daily exam, because if we have a daily exam then our grades are bad, it can motivate us to study hard, so that in the final exam our grades can improve.
5
4 daily test, because it can motivate us to be more able to test to what extent my ability
3
Total 24
This table 4.6 shows that the researcher found that students could be motivated by daily exams because with daily tests they could understand their abilities so they could study harder to improve during the final exam with the daily exams they can better understand the lessons that have been given by the teacher so as to make it easier for them to recall past lessons.
Table 4.7
Question 7: “Which can motivate you to more learn, giving score by number form or letters form?”
No Students Answer Frequency
1 Numbers because I think that the assessment with that number is higher.
12
2 I can be more motivated if given a value in the form of numbers because from there I can find out where my abilities and can
7
30
improve it again.
3 number, because it is clearer than the letter form.
3
4 Figures because in my opinion more accurate.
2
Total 24
This table 4.7 shows that the researcher found that students were mostly more motivated if given a score value compared to the number because they felt the value in the form of the score was higher and felt more accurate, while the assessment in the form of their letters is not clear because it only understands the average value.
Table 4.8
Question 8 :”Do the teacher assessment can motivate you to study?”
No Students Answer Frequency
1 Of course, because we know more about our shortcomings and are motivated to improve.
13
2 Very motivated because it makes me rise and God willing can change myself for the better.
5
3 Yes, because if the teacher evaluates us then our grades are bad we can be motivated to study more diligently.
4
4 Yes, because from there I can find out who I really am.
2
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Total 24
This table 4.8 shows that teacher assessment can give motivation for students’. The motivation cames from the assessment that given by teacher. If students found a higher score it could be motivation for another students and if a lower score it could be motivation for themselves to achieve the better grades. The score comes from some evaluations that given by teacher in the classroom.
It can be concluded that most of the students chose assessment in form of numbers because they felt it was higher and clear and also they said that teacher assessment can make them more eager to study hard and motivate them to improve their low grades.
B. Discussion
The data obtained through the observation, questionnaire and documentation, Indicated that the teacher assessment mostly influence the students’ motivation in learning process. In this section, the researcher would discuss the findings presented previously.
The Students Perception on English Teachers’ Assessment.
Based on the finding, the reseacher found that the students’
perception of teacher assessement is the student chose assessment in form of numbers, because the students perceive that number score higher and clearer than letters form. Therefore if the teacher giving value in form of number score the student more statisfied and clearly. This is proved by the
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students' answers to question: "Which can motivate you to more learn, giving score by number form or letters form?”. The answer of students: “I can be more motivated if given a value in the form of numbers because I think that the assessment with that number is higher and clearer than the letter form”. It is suitable as Winkel (1989) states that valuations in the form of numbers can motivate student to study harder.
The results show that teacher assessment in the form of numbers can make students more eager to study and motivate them to improve their grades. The motivation comes from the assessment that given by teacher.
This is proved by the students' answers in question: " Do the teacher assessment can motivate you to study?". The answer of students: “yes, of course, because we know more about our shortcomings and are motivated to improve.” It is suitable as Suaidinmath (2014) states that assessment results can be a motivation for students to study harder.
Based on the finding and discussion, the researcher concludes that teacher assessment can give students a motivation in learning process.
Mostly students perceive that valuation in the form of number can more motivate them and argue that values in number form clearly and statisfied.
Teacher assessment can be an appreciation form for students because of that students could be motivated on their learning process
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion and suggestion of this research. The conclusion were formulated from research questions, while suggestion provided same ideas addressed to
A. Conclusion
Based on the findings, the researcher concludes that the mostly of students chose assessment in form of numbers because they felt it was higher and clearer. They believed that the values giving by teachers was very beneficial for motivating their learning. Mostly students perceive that by giving values, they could find out how long their learning abilities, and a teacher assessment can be an appreciation form for students because of that students could be motivated on their learning process at Eight Grade SMP Muahmmadiyah 1 Makassar.
B. Suggestion
After concluded this research, the researcher would like to present some suggestions, they are as follows:
1. For eighth grade English teacher at SMP Muhammadyah 1 Makassar, it is suggest to assess honesty and also be better giving grades in form of numbers score and showing student learning outcomes, in order to students could be know and be motivated to be more active in learning process.
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2. For further researchers, the results of this research can be a reference for conducting further research on teacher assessment of motivating students.
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QUESTIONAIRE NAME :
CLASS:
Instruction:
A. Read the questions bellow and give a respond required with the way you respond English learning in classroom. This questionnaire was created to determine your perception of the assessment of English teachers in the class.This questionnaire not influent to your English subject value, so please don’t hesitate to answer every question properly.
B. I hope you answer the question in the form of essay or paragraph based on your experience in English speaking classroom.
Lecturer’s Delivry
1. What do you think about teachers assessment?
(Apa pendapat Anda tentang penilaian guru?) Answer:
2. Which one do you like behaviour assessment or knowledge assessment?
( Mana yang Anda sukai penilaian perilaku atau penilaian pengetahuan?) Answer:
3. Please elaborate your reason about your interest of teachers’ assessment?
(Tolong uraikan alasanmu tentang ketertarikan anda terhadap penilain guru?)
Answer:
4. Which one of the teachers’ assessment do you prefer, activiness in class or by daily exam?
(kamu lebih suka di nilai dari keatifan di kelas atau di ujian harian?) Answer: