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TEACHERS’ PERCEPTION TOWARD THE CONCEPT OF REMEDIAL TEACHING AT SENIOR HIGH SCHOOL PGRI 2 PADANG
JOURNAL
Submitted in Partial Fulfillment of Requirement for Getting Strata one (S1) Degree in English Education
SITI YULIAN FAHRUN NISA NIM. 11040315
ENGLISH EDUCATION DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION PGRI WEST SUMATERA
PADANG
2015
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TEACHERS’ PERCEPTION TOWARD THE CONCEPT OF REMEDIAL TEACHING AT SENIOR HIGH SCHOOL PGRI 2 PADANG
Siti Yulian Fahrun Nisa
(Pendidikan Bahasa Inggris, STKIP PGRI West Sumatera, [email protected]) Pembimbing 1: Yulmiati, S.S, M.Pd dan Pembimbing 2: Elmiati, M.Pd
Abstrak
Penelitian ini bertujuan untuk mengetahui bagaimana persepsi guru terhadap konsep pembelajaran remedi serta faktor apa yang mempengaruhi persepsi guru itu sendiri. Populasi dari penelitian ini adalah guru bahasa Inggris SMA PGRI 2 Padang. Dalam menentukan sampel, peneliti menggunakan total sampling teknik yaitu seluruh guru bahasa Inggris yang berjumlah 3 guru. Dalam mengumpulkan data, peneliti menggunakan wawancara dan angket. Wawancara bertujuan untuk mengetahui bagaimana persepsi guru terhadap konsep pembelajaran remedi serta angket bertujuan untuk mengetahui faktor apa yang mempengaruhi persepsi guru terhadap konsep pembelajaran remedi. Berdasarkan penelitian ini dapat disimpulkan bahwa guru mempunyai persepsinya masing-masing terhadap konsep pembelajaran remedi. Secara umum guru setuju terhadap konsep pembelajaran remedi. Hal ini dapat diartikan bahwa guru mempunyai pemahaman yang baik terhadap konsep pembelajaran remedi namun hanya saja guru belum melaksanakan konsep pembelajaran remedi secara ideal. Serta, Hal ini juga dikarnakan beberapa faktor yang mempengaruhi persepsi guru terhadap konsep pembelajaran remedi yaitu faktor sikap, motivasi, pengalaman, dan harapan
Key words: English Learning Process, Remedial Teaching, and Perception, I. Introduction
Teaching process is about teachers provide the material, explain it and measure students’ comprehension related to the material by using the test. In test, many students do not achieve MSA which is caused of some mistakes and deficiencies. In this case, the teacher should create opportunity for them in helping and revising students’ deficiencies related to particular material and previous test. Teachers create remedial teaching to know what students’ need in teaching and can be positive affect by using remedial teaching.
Remedial is an important part in teaching learning process. It gives opportunity to the student to revise their value and remove difficulties and weakness of particular subject. Umar and Sartono (2001:56) explain that remedial teaching is to provide assistance in the form of courses (private tutoring) with the aim that the weakness of the student can be removed. So, remedial teaching is an
activity that focus on students’ deficiencies in teaching learning process and they need more description about the material. The teacher has responsibility to reteach about the material that the student do not understand of it. Then, the teacher can do retest as evaluation about the
material.
Remedial teaching is a special treatment for the students who have lack in teaching learning process. The teacher should know the principle of remedial teaching. According to Kunandar (2013:327), principles of remedial teaching are:
1. Preparing the material, it means that identification process of the students’ need
2. Preparing remedial teaching with varied activity
3. Teaching approach
4. Giving right instruction for the student to avoid ambiguity 5. Identifying students’ difficulties 6. Increasing student motivation 7. Increasing student participation in
the class activity
2 8. Focus on learning material
9. Showing of teacher caring for each student
Furthermore, Everyone certainly ever does the perception in their life, and so do teacher. In teaching learning process, all teachers expect that the student can be success in learning. In this case, the correlation between perception and teacher are there is an argumentation from teacher which is needed to be perceived. According to Robinson (1994:1), perception is aware some items other than the physical object one takes oneself to be perceiving. Thus teachers who do perception should aware and be able to perceive the item and the object in the surroundings. On the other hand, teachers are aware and be able to perceive the students at the classroom.
The teacher should concern about it.
Moreover, Each individual may have differences in perceptual abilities. It can be influenced by several factors.
According to Rao (2008), factors that influence perception are consist of factors in the perceiver, factor in the situation, and factor in the target. First, factor in the perceiver, it includes attitudes, motives, interests, experience, expectations. Thus, factor that influence teachers’s perception toward the concept of remedial teaching depend on attitudes, motives, interests, experience, expectations themselves. Second, factor in the situation, it includes time, work setting and social setting. It also influence the teacher to consider remedial teaching. Third, factor in the target, it includes novelty, motion, sounds, size, background, proximity, and similarity. In other word, perception can be influenced by three main factors that is factor in the perceiver, factor in the situation, and the last factor in the target.
II. Research Method
The design of the research was descriptive research. According to Gay (2000:273), desriptive study determines and describes the way thing are. The researcher’
reason choosed descriptive research is to describe teachers’ perception toward
remedial teaching and to find out factors that influence teacher’s perception toward remedial teaching at SMA PGRI 2 Padang.
Therefore, by conducting this descriptive research, the researcher would describe deeply English teachers’ perception toward remedial teaching.
Furthermore, In this research, participants are important aspect in every research, without participants how can we do the research and also how get the data.
According to Gay and Airisian (2000:121), participants are group of individual that participates in research project. To get the data the researcher has to consider the appropriate participants. So, to get the data, the researcher choosed English teachers at SMA PGRI 2 Padang as participants because there are only 3 English teachers who teach english there
Besides that, Instrument is a tool for collecting the data a research. There are some instruments that can be used in this research. Gay and Airasian (2000:145), explain that instrumentation is tool or something that is used to collect the data. In this research, the researcher was going to choose interview and questionnaire. These instrumentation explained as below;
1. Interview
The one of tools of instrument in this research, the researcher would use interview to obtain the data about teachers’ perception about remedial teaching. The researcher thought that by providing opportunities of the teachers to report in their own words , the researcher might get some insights into their understanding and perception toward remedial teaching. The number of questions of the interview might be changed due the responses of the interview.
Furthermore, the researcher did interview for each English teacher individually to find out their perception about remedial teaching. According to Moleong, (2009:120), interview is an interaction involves two people that are between interviewer and interviewee that has specific goal. It can be explained that interview occur between two people that each take and give in completing the
3 question. Meanwhile, the researcher did semi structure as type interview of this reseacrh.
In addition, in deciding the indicator for the interview the researcher takes from Kunandar’s explanation. The reason why the indicators are mostly taken from Kunandar’s explanation, because he gives more details explanation about remedial teaching that has been the main variables in this research. The interview indicator would be explained in tables below:
No Indicator
1. Preparing material
2. Preparing remedial teaching with varied activity
3. Teaching approach
4. Give right instruction for the student to avoid ambiguity
5. Identifying student’s difficulties
6. Increase student motivation 7. Push student participation in
the class activity
8. Focus on learning material 9. Show of teacher caring of
each student
taken from Kunandar (2013:327) 2. Questionnaire
Questionnaire was the second way to collect the data in research. The questionnaire included of several question that must be answered by respondents. Cohen, Marion and Marrison (2007:321-332) state that there are several types of questionnaire including: close question, open question and open-ended question. In this research, the researcher uses open question. It aims that to find out the factors that influence perception of teacher on remedial teaching. To avoid misunderstanding in filling questionnaire, the researcher uses Indonesian language.
In addition, in deciding the indicator for the questionnaire the researcher took the explanation about factor that influence perception from
Rao’s explanation. The reason why the indicators were mostly taken from Rao’s explanation, because she give more details explanation about factors that influence perception that has been the main variables in this research. The questionanaire would be explained in tables below:
No Indicators Sub indicators 1. Factor in
the perceiver
Attitudes Motives Interests Experience expectations.
2. Factor in the situation
Time work setting social setting 3. Factor in
the target
Novelty Motion Sounds Size Background Proximity Similarity taken from Rao (2008)
On the other side, the researcher analyzed the data that had been gotten in processing data collection.
According to Ary, Jacobs, Sorensen and Razavieh (2010:481-490) describe that there are several steps in analyzing qualitative data. The steps are organizing and familiarizing, coding and reducing, and interpreting and representing.
1. Organizing and Familiarizing
It is a process to obtain general information and reflect on its overall meaning. The aim is to find out the real situation of the data. In organizing and familiarizing, researcher needed all of the data from answers of respondents’
questionnaire and result of interview.
The Researcher would read and reread all of the source to get factual information about English teachers’
perception toward the concept of
4 remedial teaching and when researcher found the information that is related or not, the researcher would write mark or note as impression of the researcher.
2. Coding and Reducing
It is a basically process of analyzing data in qualitative research. The data would be collected, read and determined into smaller units or categories based on ideas and concept.
In this step, the researcher would classify and analyze the factors that influence of English teachers’
perceptions towards the concept of remedial teaching
3. Interpreting and Representing
Interpreting is based on connection, common aspects and linkages of data towards researcher’s understanding. It is useless to study about phenomenon without having knowledge and understanding about topic. As a result, the researcher would interpret about English teachers’
perceptions and factors that influence of perceptions toward the concept of remedial teaching dealing with the classification which is explained by Rao. In the last, the data would be represented by the researcher . Its purpose is to publish the result of research to the reader.
III. Research Finding
The researcher founds findings after conducting the research and analyzing the data. That is about how are english teachers’
perception toward the concept of remedial teaching and what are the factors that influence English teachers’ perception toward the concept of remedial teaching at SMA PGRI 2 Padang. These were as follow:
a. Preparing Material
This indicator tells that in remedial teaching activity the teacher should prepare material before doing remedial teaching. In here, researcher got the good answer from teacher A, B and teacher C. Teacher A said that she agreed with this indicator, because as a teacher, she should prepare material before doing remedial. It aims to make the student will understand more about the lesson. Next, teacher B told that she
need to prepare material in remedial activity with aim to perfect material itself. Then, Teacher C said that, she need to prepare material in remedial activity as purpose to measure how far student do not understand about material itself. Related to the all teachers respond above, it can be seem that all the teachers agree to prepare material in remedial teaching activity. It also indicates that factor expectation influence teachers’
perception.
b. Preparing material with varied activity
This indicator tells that, in remedial teaching activity the teacher should preparing material with varied activity. For this case, the answer from teacher A and teacher B have similar answer. The answered from teacher A was she did not do varied activity in remedial, she just gave question in remedial activity. Next teacher B said that she did not do varied activity in remedial because majority she just gave questions. Next, the teacher C has different answer, she told that she need to do varied activity in remedial activity depend on student material or depend on students’ difficulties. From the all answered, it can be known that some of the teachers did not do varied activity in remedial, majority she just give questions in remedial activity and one teacher sometime do varied activity in remedial depend on students’ difficulties.
It also indicates that factor attitude influence teachers’ perception.
c. Teaching Approach
This indicator tells that in remedial teaching activity the teacher should teach the student. For this case, the answer from teacher B and teacher C have similar meaning. The answered from teacher B was she agreed to teach the student in remedial activity as purpose to make the student will understand more about material. Then, teacher C said that she agreed to teach student with aim to remind the student about material that her teach before.
Next, the teacher A has different reason, she told that she agreed to teach the student again but it depend on student, if the student ask her, she will teach the
5 student. From the all answered, it can be known that some of the teachers agree to teach the student in remedial activity and one teacher should reteach the students if the students ask her to teach their back. It also indicates that factor experience influence teachers’
perception.
d. Giving Right Instruction for the Student to Avoid Ambiguity
This indicator tells that the teacher should give right instruction for the student in remedial activity to avoid ambiguity. Moreover, all of the teacher said agree with this statement. The teacher A said that she agree to give right instruction for the student in remedial activity, as purpose to make the student understand of it. Then, teacher B said that she agree to give right instruction for the student toward question that difficult for them. Next, teacher C said that she agree to give right instruction for the student in remedial activity, as purpose to avoid students’ ambiguity. So, from the teachers’ answere, it can be known that all of the teacher agree to giving right instruction for students to avoid their ambiguity in remedial teaching activity
.
It also indicates that factor expectation influence teachers’perception.
e. Identifying Students’ Difficulties This indicator tells that the teacher should identify students’
difficulties in remedial teaching activity.
In this case, teacher A said that she need to identify students’ difficulties as purpose to make the students also understand about themselves. Teacher A also said that she would told it to the student individually, with aim to avoid feeling inferior of the student after that she will support them to study well.
Next, the responds from teacher B was she need to identify students’ difficulties in remedial activity as purpose to make the teacher know about students’
difficulties. Then, teacher C told that she need to identify students’ difficulties to know students’ difficulties level. From all the teachers answer, it can be known that the teachers feel that they should to identify student difficulties in remedial
teaching activity. It also indicates that factor expectation influence teachers’
perception.
f. Increasing Students’ Motivation This indicator tells that in remedial teaching activity the teacher should increase student motivation. From the responds of the teachers above, it can be known that the teacher had varied perception about this indicator above.
The teacher A told that she agree that as teacher she should increase student motivation in remedial activity to study well. For example, sometime, student feel foolish to do remedial, so as a teacher she has responsible to give understanding for the student that this is not embarrassing thing. Remedial activity is activity that make the student will understand more about material.
Then, the teacher B said that she agree that as teacher she should increase students’ motivation because through remedial activity, the students can know their deficiencies and as indirect it will motivate the student to study well. Next, teacher C said that she agree that as teacher she should to increase student motivation in remedial activity because in remedial the teacher can motivate student to study well. From all the teacher answer can be known that, the teachers feel that they should to give motivation and also tutor for student that remedial can make them will understand more about material. It also indicates that factor expectation influence teachers’
perception.
g. Increasing Students’ Participation After that, researcher asked to the teacher again about indicator above.
This indicator tells that in remedial teaching activity the teacher should increase student participation. Moreover, two of the teachers said agree. In this case, teacher A said that she agree that as a teacher she should increasing students’
participation in remedial because remedial is useless if there is no participation from student. Next, teacher C said that as a teacher she should increase students’ participation because participation of the students can be seen when their ask about the lesson. But, the teacher B had different opinion. She said
6 that she agree that as a teacher she should increase students’ participation to study well in do remedial. But, sometimes students’ participation in do remedial just on to reach KKM. It can be seen that from teachers’ opinion above, only two teachers agreed with the question above. Then, one of the teacher told that students’ participation in remedial teaching just to reach KKM. It also indicates that factor expectation influence teachers’ perception.
h. Focus on Learning Material
Then, researcher continued with the next indicator. This Indicator tells that the teacher should focus on material in remedial teaching activity. However, all of the teachers agree with this statement. In this case, teacher A said that she agree to focus on student material in do remedial. She added that if the teacher do not focus on material, how we can tell material for the student.
Then, teacher B said that as teacher she should focus on learning material in do remedial. Because, if she do not focus, how should she does in remedial. Next, teacher C said that she should focus on material in remedial activity, if she do not focus, what will happen for the student next. From all the teacher answer can be known that, the teachers feel that they should to focus on material in remedial teaching activity. It also indicates that factor expectation influence teachers’ perception.
i. Showing Teachers’ Caring for each Students
As the closing of the interview, researcher asked to the teacher related to indicator above that agree or not if in remedial teaching activity the teacher should show their caring for each student. Moreover, when researcher asked this question, teacher A told that se agree that as a teacher she should care for each student. For example, she will call the students who do remedial to talk seriously and give understanding for them that this remedial activity is not showing the student as foolish one but it can make them will be more understand about the lesson. Then, teacher B said that she agree that as a teacher she should show her caring for each student
because showing her care is important for the student. Next, teacher C said that she agree that as a teacher she should show her caring for each student because as senior high school teacher, her student need her caring actually. Based on the all of the answers from the teachers above, researcher concluded it which all of the teachers agree that in remedial teaching the teacher should show their caring for the student. It also indicates that factor experience influence teachers’
perception.
Based on the findings above, the researcher made a conclusion about teachers’ perception toward the concept of remedial teaching at SMA PGRI 2 padang and what are the factors that influence them.
Generally, the teachers have their own perception which depend on factor influence it. In this case, the teachers agreed about the concept of remedial teaching itself. Then, there several factor that influence teachers perception. It is factor in the perceiver, such as their attitude, motives, experience and expectation.
IV. CONCLUSION
The aim of this research that the researcher wanted to find and prove perception and factors that influenced of teachers’ on the concept of remedial teaching. Based on the researcher’s analysis of interview, it can be concluded that the concept of remedial teaching is accepted by the teachers. However, the teacher is not ready yet to apply of remedial teaching.
Then, the teacher will be difficult if she should do remedial teaching.
Furthermore, from the researcher found that the factor influenced of teachers’
perception toward the concept of remedial teaching. It can be seen on teachers answer in each indicator of interview and also in questionnaire. It was about the factor influenced of teachers’ perception that is factor in the perceiver. It includes attitude, motives, experience and expectation
.
After doing investigation of this research, the researcher wants insightful suggestion on this case. First, for the teachers, It’s better for the teacher to
7 implement remedial teaching ideally. It aims to help the student who have difficulties in understanding of material. Then, it also aims to make the student achieve learning goals optimally. Because, remedial teaching is the good way to help the student who low under achiever can get more description about material. Second, for the school, it’s better for the school also support implementation of remedial teaching itself. Then, school should give good understanding about the concept of remedial teaching to the teacher ideally.
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