CHAPTER II REVIEW OF RELATED LITERATURE
A. Research Design
In this research, qualitative descriptive method was used to analyze the seating arrangement on students’ participation in learning English at SMK Negeri 2 Barru. According to Gay, et al. (2006: 159) descriptive research also referred to as survey research, determined and described the way thing are.
Therefore the researcher considered to use qualitative descriptive method.
B. Focus of the Research
The focus of the research was the influence of seating arrangement especially clusters model and pairs model on oral activity of students’
participation (activeness).
C. Participants
The participants in this research were students of SMK Negeri 2 Barru.
This research used purposive sampling technique which the participants was selected based on consideration. The consideration of researcher taken participants was classes that used clusters model and pairs model in seating arrangement. The classes taken should be the tenth grade students. The classess were X NKPI, X TP, X TSM, and X TKR. The researcher choose this qualification because those students prepared to do Professional Placement during three mounths.
27
D. Research Instrument
In this research, the researcher as a nonparticipant observation which the researcher observed but not participated or interacted in situation in learning process at classroom. The researcher used observation and video recorded. Observation was the act of collected data about the performance of a subject the five senses: sight, smelled, heard, touched, and tasted (Arikunto, 2013). There were two types of observation, namely non- systematic observation and systematic observation. Which non- systematic observation was done by observer without observation instrument, while systematic observation was done by used tutorial as an observation instrument or was called observation sheet (Arikunto, 2013: 200).
Therefore, this research used observation sheet bowed observation checklist and video recorded to make easier during observed in the classroom.
This observation examined teacher managed students' seat and how the influence of the seat arrangement itself on students’ participation in the class.
E. Data Collection Technique
In collecting the data, the researcher presented some procedures as below:
1. The researcher made a time table to make clear the schedule as long as observation. Look table 3.1.
Table 3.1 Observation Schedule in SMKN 2 Barru
Days/ Date Class Time
Type of Seat Model Tuesday/
10 April 2018
Friday/
13 April 2018
X NKPI
X TP
07.30 A.M – 09.00 A.M
09.00 A.M – 10.30 A.M
Pairs Model
Thursday/
12 April 2018
Wednesday/
18 April 2018
X TSM
X TKR 2
07.30 A.M – 09.00 A.M
09.00 A.M – 10.30 A.M
Clusters Model
Notes:
NKPI : Nautika Kapal Penangkap Ikan (Nautical Fishing Vessels) TKR : Teknik Kendaraan Ringan (Light Vehicles Engineering) TSM : Teknik Sepeda Motor (Motorcycle Engineering)
TP : Teknik Pengelasan (Welding Engineering)
29
2. The researcher observed the students when they in learning process at classroom used observation checklist and video recorded to make clear the data and easier in researched.
3. The researcher concluded the finding of the research based on the data was gotten by observation checklist and video recorded.
F. Technique of Data Analysis
To analyze the data, the researcher used qualitative descriptive. In this research, the researcher used observation sheet by checklist which contained indicators of students’ participation based on Suryosubroto in Nurfajriana (2015: 36) as follow:
1. The students could make something that made them could understand the material.
2. The students had initiative to speak up in every chance in the classroom.
3. The students communicated what their thought related to the material to other students.
4. The students responded all of question from the students.
The students’ active participation was described followed:
Table 3. 2
No.
The Students’
Participation
Score Indicators
1 Very Active 4 The students responded the material very active 2 Active 3 The students responded the material actively
3 Fairly Active 2
The students responded the material just once or twice
4 Not Active 1
The students just seat down during the activity without did something
Percentage the students’ participation through used the following formula:
P =
Notes: P : Percentage
FQ : Sum of all the students’ score N : Number of students
(Sudjana in Nurfajriana, 2015: 38)
The researcher also used three steps in analyzed qualitative research data namely:
1. Read/ Memo, in this step the researcher read and wrote memos about all students’ active in classroom when observed the learning process as an initial data.
31
2. Described, this step the researcher described and developed the collected data with the help of video recorded. To get the data from video recorded, the researcher matched with the observation sheet that had been checked in learning process.
3. Classified, in this step, the researcher determined and categorized the data into themes in order to get the result research.
32 CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The finding of this research covered the description of students’
participation in learning English. In the discussion part, the researcher presented interpretation of the findings. To know the result, the researcher made the table of students’ participation that was taken from data analysis.
The data consisted of the recapitulation of students’ participation in learning English used cluster model and pair model of seating arrangement.
The result of the data analysis found 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 could be seen in the percentage of students’
activeness which indicated that there was 64.6% students’ participation in clusters model and 77.5 % students’ participation in pair model of seating arrangement during in learning English in the classroom by the tenth grade students of SMK Negeri 2 Barru. It means that every seating arrangement in learning process had different influence on students’ participation in oral activity.
33
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.
35
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.
38
BIBLIOGRAPHY
Al- Zu’bi, Z.H. 2013. Classroom Management Problems among Teacher Students Training at Hashemite University. European Journal of Business and Social Sciences, (Online), 2 (3), (http://ejbss.com, accessed on May 3 rd 2017).
Arikunto, Suharsimi. 2013. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: Rineke Cipta.
Coreea, R., Lara, E., Pino, P., & Vera, T. 2017. Relationship between Group Seating Arrangement in the Classroom and Student Participation in Speaking Activities in EFL Classes at a Secondary School in Chile, (Online), (http://www.academia.edu, accessed on May 7th 2017).
Fitriani, M., Sukirman, & Hamidi, N. 2014. Upaya Peningkatan Kesiapan Kerja Peserta Didik Lulusan Sekola Menengah Kejuruan di Kabupaten Karanganyar. Journal Profesi Pendidik UNS, (Online), 2 (2), (https://media.neliti.com, accessed on August 2rd 2017).
Gay, L. R., Mills, G. E. & Airasian, P. 2006. Educational Research. Columbus:
Pearson Merill Prentice Hall.
Hammang, A.J. 2012. The Effect of Seating Assignment on Students Achievement in the Biology Classroom. A Professional Paper.
Montana: Montana State University.
Handayani, S. 2016. Pentingnya Kemampuan Berbahasa Inggris sebagai dalam Menyongsong ASEAN Community 2015. Journal Profesi Pendidik, (Online), 3 (1), (http://ispijateng.org, accessed on August 2nd 2017).
Juhary, J. 2012. An Assigned Seating Arrangement Based on Students’
Perfomance: A Critical Review. Journal of Education and Practice, (Online), 3 (14), (http://pakacademicsearch.com, accessed on April 30th 2017).
Lestari, M., Hati, G.M., & Harahap, A. 2016. Seating Position in English Language Learning: Does it Really Matter?, (Online), (http://repository.unib.ac.id, accessed May 7th 2017).
Lotfy, N. 2012. Seating Arrangement and Cooperative Learning Activities:
Students’ On-task/ Off-task Participation in EFL Classrooms.
Thesis. Cairo: American University.
Malik, M.A., Murtaza, A., & Khan, A.M. 2011. Role of Teachers in Mnaging Teaching Learning Situation. Interdisciplinary Journal of Contemporary Research in Business. (Online), 3 (5), (http://journal- archieves8.webs.com, accessed on May 3rd 2017).
Nurfajriana. 2015. Increasing Students’ Participation in Speaking Class Trough Word On Hat Game. Thesis. Makassar: Unismuh Makassar.
Simmons, K., Carpenter, L., Crenshaw, S., & Hinton, M.V. 2015. Exploration of Classroom Seating Arrangement and Student Behavior in a Second Grade Classroom. Georgia Educational Researcher.
(Online), 12 (3), (https://digitalcommons.georgiasouthern.edu/
gerjournal, accessed on April 9 th 2017).
Small and Large Group Teching. 2016. Using Class Participation to Develop Student Engagement. London: London School of Economic and Political Science.
Syarif, A. 2017. An Analysis of Teachers’ Classroom Management in Teaching English at the First Grade of SMAN 2 Takalar. Thesis. Makassar:
Unismuh Makassar.
Tesfaye, S. & Berhanu, K. 2015. Improving Students’ Participation in Active Learning Methods: Group Discussions, Presentations and Demonstrations: A Case of Madda Walabu University Second Year Tourism Management Students of 2014. Journal of Education and Practice. (Online), 6 (22), (http://files.eric.ed.gov, accessed on May 3rd 2017).
Tim Penyusun FKIP Unismuh Makassar. 2014. Pedoman Penulisan Skripsi.
Makassar: Panrita Press Unismuh Makassar.
Wannarka, R. & Ruhl, K. 2008. Seating Arrangements that Promote Positive Academic and Behavioural Outcomes: A Review of Empirical Research. Journal Compilation, (Online), 23 (2), (http://www.corelearn.com, accessed on April 30th 2017).
Woodson, H. 2013. The Effectiveness of Classroom Seating Arrangements on Student Learning and Teacher Instruction, (Online), (http://www.academia.edu, accessed on May 5th 2017).
Zerin, S. 2009. Classroom Management: Seating Arrangement in ESL Classroom. (Online), (http://dspace.bracu.ac.bd, accessed on April 30th 2017).
38
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
38
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
38
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
38
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
38
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
38
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
38