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AN ANALYSIS OF CLASSROOM SEATING POSITION IN ENGLISH LEARNING PROCESS
(A STUDY AT SMP N 10 PADANG)
Dwika Reza*), Hevriani Sevrika**), Elmiati***)
*)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
**)Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat
***) Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat
ABSTRACT
The background of this research is about seating position that is choosen by the students in the first of semester freely. The purpose of this research is to describe the influence of each row in classroom seating position in English learning process. This research used cluster sampling as thechnique sampling that includ class VIII H as the participants in this research. The technique of data collection that is used questionnaire with opend-ended question. This research disscused about three kinds of row in classroom seating position, they are “ front row” ( barisan depan), “ middle row” ( barisan tengah), “back row” ( barisan belakang). Findings from this research was the almost of the students choose front row as their seating position in English learning process, because in the front row the students get more focus in learning English, can do exercise well, get good score in excercise and also the teacher vocie’s is clear. There are some students choose middle row as their seating in English learning process, because in the middle row the some of students get focus in learning English, some of them do not get yet. The back row gave bad influence to almost of the students, in the back row the students do not focus in learning English, the material was explained by the teacher was not clear, and also the teacher’s voice was not clear.
ABSTRAK
Penelitian ini dilatarbelakangi oleh permasalahan yang muncul dari posisi tempat duduk siswa di awal semester para siswa diperbolehkan untuk duduk di tempat duduk yang mereka inginkan tanpa ada arahan dari guru. Tujuan dari penelitian ini adalah untuk menggambarkan bagaimana dampak dari masing- masing posisi tempat duduk di kelas terhadap proses pembelajaran bahasa inggris. Penelitian ini dilakukan dengan menggunakan Cluster Sampling yaitu pengambilan data berdasarkan kelompok yang dibutuhkan oleh research question. Kemudian penelitian ini melibatkan 1 kelas, yaitu kelas VIII H sebagai sample dari penelitian. Teknik pengambilan data dengan menggunakan angket terbuka dalam penelitian ini.penelitian ini membahas tentang tiga jenis barisan tempat duduk didalam penempatan tempat duduk, yaitu “ front row” ( barisan depan), “middle row” ( barisan tengah), “ back Row” ( barisan belakang).
Hasil dari penelitian ini adalah hampir seluruh dari siswa di kelas tersebut memilih tempat duduk di barisan depan dalam pembelajaran bahasa inggris, karena ketika mereka duduk dibarisan depan mereka lebih fokus dalam belajar bahasa inggris, mereka bisa mengerjakan latihan dengan baik, mendapatkan nilai yang bagus, dan suara guru juga terdengar dengan jelas. Beberapa siswa memilih tempat duduk di barisan tengah di dalam pembelajaran bahasa inggris, beberapa dari mereka bisa fokus dalam belajar tetapi sebgaian dari mereka tidak dapat berkonsentrasi. Barisan belakang memberikan dampak yang buruk ke pada siswa yang duduk dibelakang, hampir seluruh
2
dari siswa tersebut tidak fokus dalam belajar bahasa inggris, materi yang dijelaskan oleh guru tidak jelas, dan juga suara guru tidak terdengar jelas.
Key Words: Classroom Seating Position, Front Row, Middle Row, Back Row
INTRODUCTION
Learning process is when the teacher explains about the materials and there are some activities in the classroom. Before teacher explains about the materials, the teacher should have attention to the environment and keep the condition of the class to be optimal, effective, and also can manage time. Thus, learning process will run well. Classroom management is the skill of teacher to create and keep the condition of the class be optimal and back them when there is a trouble in teaching learning process. In addition, classroom management is a skill that must be possessed by every teachers, English teacher is no exception to create and maintain optimal conditions in learning and restore in the event of an interruption in learning process.
Actually, in the first meeting of the semester, teacher allows the students to choose their seat freely. After some meeting in learning process, teacher should arrange the students’ seating based on their capability and criterions. Because, in supporting a good classroom management the teacher does some actions, one of them to arrange students’ seating. In arranging students’ seating, the teacher should have attention to students’ behaviour one by one.
In some criterion of classroom seating position, teacher arranges their seat based on students who seem to be doing too much talking, students who seem helpful to other, students who seem to be annoying or provocative toward others. However, in reality that some of students still have less classroom seating position in the classroom.
This phenomenon also happened in SMP N 10 Padang.
Nevertheless, based on the researcher’s experience when having teaching practice program in SMP N 10 Padang, it was found that almost of the student move to other chair freely in the class during learning process. Besides that, the teacher tries to stop students’ action, but it useless.
Moreover, the problem is caused by some factors are, first the students who sit in the back side of the classroom, they will much to talk during learning process and do anything they want such as using mobile phone, take a photo, and sleep. It will disturb their friends. Second, the students who sit in the middle side of the classroom, they will move to other chair. It will disturb another students’ focus in learning English. The last, students who sit in the front side of classroom can focus in studying, and the teacher can control their behaviour during learning process.
Based on the background above it can be concluded that in learningn English the teacher should make a seating position that suitable with the students’ achivement.
The general purpose of the research was to describe classroom seating position in English Learning process at SMP N 10 Padang
.
Burda and Brooks in Wadhwa(2005: 48) state that students who sit near the front have more positive attitude to learning, and have higher self- esteem and less anxiety. the students who has seat in front of side in the classroom, they have positive attitude to learning and will have good self- confident to participate during learning process. they will have feeling to competence each other. Levine in Ngware et al (2013 : 705 ) shows that those pupils who sit in front tend to be more active and have higher achievement scores. From this theory, the students who seat in front side class have more motivation to learn the material. The students are more active in participate in the class during learning process and have competitive feelings in learning. The students will get higher achievement than the student seat at the back side.
Jackson in Cohen (2013: 103) states that students sitting in the middle back of the room were more likely to initiate communication with the teacher then students sitting in the other areas. It can be assumed that the students who sit in middle row will begin to communicate with the teacher in learning process than students
3 who sit in other row. Almost of them moving seat to other seat freely, the students think that middle row is a great position to disturb their friends and talking much with their friends
.
Woolfolk and Brooks in Margetts(
2012: 406) state that a seat in the back make it difficult to participate and easier to sit back and day dream. It can be understood that the students who sit in back side always have difficulties in participating in learning process because they think that the teacher do not have full attention to them. And also, the students will choose to sleep well in their chair than they attention to the material is explained by their teacher. In the back side, the students also move to the other chair freely.
RESEARCH METHOD
The researcher used qualitative research design to conduct the research, because qualitative research was a study conducted to investigate condition of a particular object, which is the result of the research, presented in a research report. The researcher used grounded theory as a qualitative approach in her research.
According to Gay and Airasian( 2000: 202) state that an inductively derived theory about a phenomenon grounded in the data in a particular setting. From this theory, a phenomenon grounded would state about the match of the data between the theory. For answering the research question the researcher would analyse classroom seating position in English learning process at SMP N 10 Padang.
The reseacher needs respondent to conduct the study. In this research, there were 8 classes and total of the students in eight grade were 288 people at SMP N 10 Padang. According to Gay and Airasian(
2000: 121), participants are group of individual that participates in research project. In this research, the researcher chooses one class be a sampling. To get the data the researcher had to consider the appropriate participants, the researcher used cluster sampling. Gay and Airasian( 2012 : 135) state that cluster sampling randomly selects groups, not individuals. All the members of selected group had similar
characteristics. The researcher chooses VIII H as the participants in this research.
Instrument could be said as tool for collecting the data in a research. Keith (2008 : 52) states that, instrumentation in qualitative research are most likely to be word which we get by interview, observation, documents or some combination of three activities. In this research the researcher would use Questionnaire as the instrument.according to Gay and Airasian (2011: 388), questionnaire is a written collection of self- report questions to be answered by a selected group of research participants. In this research, the researcher used open – ended questionnaire or divergent questionnaire. Supported by Gay and Airasian( 2011: 387) open- ended question allows for a detailed you may not have anticipated. The researcher used open – ended questionnaire, because the researcher wanted to get the detail answers and some explanations from the participants.
In the questionnaire sheet, the researcher would use WH questions as a guide question to the participants
To analyze this research, the reseacher use procedures of analysis qualitative.
According to Gay and Airasian( 2012: 467), there are several steps in analysing qualitative data, managing, reading/
memoing, describing, classifying, and interpreting the finding or writing report as follow:
a. Reading/ memoing, it is a process to obtain general information and reflect on its overall meaning. In this step, the researcher will read the data from the questionnaire and find out the result about where the great seating position to their motivation in studying English.
b. Description, it is a process to describe the data. It means that the researcher will describe the data based on the finding.
c. Classifying, it is a basically process of analysing data in qualitative research. In this step, the researcher will classify and analyse the data by referring to the result of the questionnaire.
d. Interpreting, interpreting is based on connection, common aspects and
4 linkages of data toward researcher’s understanding. Therefore, the researcher will interpret about classroom seating position to students’ motivation in studying English at SMP N 10 Padang. . RESEARCH FINDING
The researcher founds findings after conducting the research and analyzing the data. The findings of this research are relevant to research question “what is the influence of classroom seating positiion in learning English at SMP N 10 Padang? ” there are two influences are getting by the students in the VIII H class. They are good influence and bad influence.
1. Front Row
Almost of the students got good influence when they sat in the front row, because in the front row the students got more focus in learning English, got high achievement, the teacher’s voice was clear, and could study well. in that row, the students could control her beahviour suring learning process. But, for 5 students ot bad influence when they sat in that row, the students would fell bored, scared, and also did not concentration in learning English.
2. Middle Row
the are some of students felt enjoy when learned English. some of them choose middle row in English learning process, because of them have good influence. Both of these rows geve good influences for the students’ achivement in learning English.
3. Back Row
Beside that, back row gave bad influence to almost the students, because the students who sat in the back row had problem in comprehending the material and got low achievement. Just 5 students got good influence when they sat in there.
CONCLUSION
In this part, the reseracher gives the conclusion of this research. The research design of this research is qualitattive research. The researcher choose VII.H as participant in this research, the instrument is used by the researcher is structure questionnaire with opend- ended question that distribute on 24th November 2015 at the
SMP N 10 Padang. Based on the research has done and discussed by the researcher, the researcher finds there are some influences that influence the students in learning English in the front row, middle row, and in the back row. Almost of the participants in that class choose front row as their seating position. because in that row, they study well, more focus, and get high achievement in English learning process.
Some of the participants choose middle row as their seating postion. The last, almost of the participants do not choose back row because it gives bad influence to them.
ACKNOWLEDGEMENT
The researcher would like to exprees my sincere gratitude to my first advisor Hevriani Sevrika, M.Pd for her patience, motivation, enthusiasm, and immense knowladge, her guidance helped her in all the time of research and writing of this thesis. The researcher’s sincere thanks also goes to the second advisor Elmiati, M.Pd for the continuos support of her research, for his guidance, advice, suggestion and support in finishing this thesis.
REFERENCES
Cohen Robert. (2013). The Development of special cognition.Hillsdale,New Jersey: Lawrence Erlbaum Associates, Inc.
Gay L.R, Geoffrey E.Mills, Peter Airasian.
(2012). Educational Research Competencies for analysis and applications.
United States: Prentice Itali,Inc.
Ngware et al.( 2013). the influence of classroom seating position on student learning gains in primary in Kenya”. No.12 vol.6.
Kenya.
Wadhwa Sahlini.(2005). Teaching Learning and studying (2nd series) Darya Ganji, New Dehli: Sarup & Sons.
