CHAPTER I
Introduction
1.1 Rationale
When we talk about the
quality of someone's teaching, we address issues of technique, content, and
presentation. But we all know people who have tremendous knowledge but fail to
communicate it: people who have, on paper, a great lesson, but whose students
are bored or frustrated. When we're being honest, we admit that good teaching
often has less to do with our knowledge and skills than with our attitude
towards our students, our subject, and our work.
People who teachs is usually
called teaacher. Teacher is clearly a major factor in the continuance of a
student’s motivation. Teacher use many methapors to describe what they do.
Sometimes they say they are like actors because we are always on stage. (
Jeremi Harmer).
Dictionaries also give a
variety of message about teaching. According to the cambridge international
dictionary of english, ‘teaching’ means to give (someone) knowledge or to
instruct or train (someone); whereas the longman dictionary of contemporary
English suggests that it means to show somebody how to do something or to
change somebody idea.
Teacher is one key to make
someone successes in their education or even their life. But unfortunately, not
all teachers are able to be supporting student success. No many teachers are
truly dedicated himself to become teachers expected. To improve the
shortcomings in the areas of teaching that has long seen no change, experts
have defined the characteristics of a good teacher and what can be done
teachers well as prospective teachers are expected to be teachers, in order to
achieve a better quality of education. The presence of these characteristics we
can also measure the extent to which the success of the teachers who are in the
environment around us in doing its job, one to determine the quality of our
teachers can do research using benchmark assessments have been booked on the
characteristics of a good teacher, then we can analyze whether the teachers
classified as to the criteria of a good teacher.
1.2 Research Question
Ø Is the teacher a good
teacher in SMA N 1 Kuningan?
Ø What kind of teacher Mr.X in
SMA N 1 Kuningan?
Ø Is the method given by the
teacher used suitable with the student?
1.3 Objective
This research conducted to find out the
following points :
To observe the teaching methods used by
teachers during the learning process takes place
To measure the extent to which the teacher is
able to address the challenges that exist in the field
To see the response of the students in the
capture of the material that the teacher gave
To measure the extent to which the role of
teachers in education
To see shortage of the teacher in the
teaching learning process
1.4 weight and relevance
In this research paper
report, there are some benefits that can be gained, especially for readers who
are prospective teachers. In this research, we can learn about the character of
a good teacher and unfavorable in learning activities through the character of
the teacher who becomes the object of research. Besides aspects of personality
that can be seen from this research with regard to the character of the teacher
responses given by students, researchers also found teaching techniques and
methods used by the teachers, knowing that, at least we can keep up, improve or
repair the the aspect that can be observed. More are expected, if the
prospective teachers who read this study can perform the activities better
teaching.
1.5 Clarification of term
This research uses
the title "Teacher Performance", because it aims to analyze the
performance, methods and techniques that occur in the classroom for teaching
and learning activities take place. There are some things to note concerning
the title that has been created, fort the first is the meaning of teacher. A teacher or schoolteacher is a person who provides education for pupils (children) and students
(adults).
The role of teacher is often formal
and ongoing, carried out at a school or
other place of formal education. In many
countries, a person who wishes to become a teacher must first obtain specified professional qualifications
or credentials from a university or college. These professional
qualifications may include the study of pedagogy, the science of
teaching. Teachers, like other professionals, may have to continue their
education after they qualify, a process known as continuing professional development. Teachers
may use a lesson plan to facilitate student learning,
providing a course of study which is called the curriculum. A teacher's
role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational
training, the arts, religion, civics, community roles, or life skills.
A teacher who facilitates education for an individual may also be described as
a personal tutor, or, largely historically, a governess.
In some countries, formal education
can take place through home schooling. Informal learning may be assisted by a teacher occupying
a transient or ongoing role, such as a family member, or by anyone with
knowledge or skills in the wider community setting.
A teacher's professional duties may
extend beyond formal teaching. Outside of the classroom teachers may accompany
students on field trips, supervise study halls, help with the
organization of school functions, and serve as supervisors for extracurricular activities. In some education systems,
teachers may have responsibility for student discipline. Around the
world teachers are often required to obtain specialized
education, knowledge, codes of ethics and internal monitoring.
The functions of the teacher's
colleges may include setting out clear standards of practice, providing for the
ongoing education of teachers, investigating complaints involving members,
conducting hearings into allegations of professional misconduct and taking
appropriate disciplinary action and accrediting teacher education programs. In many
situations teachers in publicly funded schools must
be members in good standing with the college, and private schools may also require their teachers to be
college peoples. In other areas these roles may belong to the State Board
of Education, the Superintendent of Public Instruction, the State
Education Agency or
other governmental bodies. In still other areas Teaching Unionsmay be
responsible for some or all of these duties.
In education,
teachers facilitate student learning, often in a school or academy or
perhaps in another environment such as outdoors. A
teacher who teaches on an individual basis may be described as a tutor.
The second thing to know is the
meaning of performance, based on oxford dictionaries, performance is the action or process of
carrying out or accomplishing an action, task, or function. In the other word, performance
is In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performer from all liabilities under the contract.
By knowing these definitions, the
authors find it easier in analyzing both aspects of the teachers who are in
school who becomes the object of research.
CHAPTER II
Theoritical Background
2.1 The Theory
A teacher or schoolteacher is a person who provides education for pupils (children) and students (adults).
The role of teacher is often formal and ongoing, carried out at a school or other place of formal
education. In
many countries, a person who wishes to become a teacher must first obtain specified
professional qualifications or credentials from a university or college. These professional qualifications may
include the study of pedagogy, the science of teaching. Teachers, like
other professionals, may have to continue their education after they qualify, a
process known as continuing professional
development.
Teachers may use a lesson
plan to facilitate student learning, providing a course of study which is
called the curriculum.
A teacher's role may vary among cultures.
Teachers may provide instruction in literacy and numeracy, craftsmanship, the
arts, religion, civics, community oles, or life skills. A teacher
who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess.
In some countries, formal education can take
place through home
schooling. Informal
learning may be assisted by a teacher occupying a transient or
ongoing role, such as a family member, or by anyone with knowledge or skills in
the wider community setting.
A teacher's professional duties may extend
beyond formal teaching. Outside of the classroom teachers may accompany
students on field trips, supervise study
halls, help
with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may
have responsibility for student discipline. Around the world teachers are often
required to obtain specialized education, knowledge, codes
of ethics and internal monitoring.
There are a variety of bodies designed to
instill, preserve and update the knowledge and professional standing of
teachers. Around the world many governments operate teacher's colleges, which
are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching
profession.
The functions of the teacher's colleges may
include setting out clear standards of practice, providing for the ongoing
education of teachers, investigating complaints involving members, conducting
hearings into allegations of professional misconduct and taking
appropriate disciplinary action and accrediting teacher education programs. In many
situations teachers in publicly funded schools must be members in good standing with the
college, and private
schools may also require their teachers to be college peoples. In
other areas these roles may belong to the State Board of Education, the Superintendent of Public
Instruction, the State Education Agency or other governmental bodies. In still other
areas Teaching
Unionsmay be
responsible for some or all of these duties.
In education,
teachers facilitate student learning, often in a school or academy or
perhaps in another environment such as outdoors. A
teacher who teaches on an individual basis may be described as a tutor.
The essential characteristics
of a teacher can be categorized into a few main teaching styles or leadership
styles. Directing, participating, delegating, and combined styles are the main
forms of teaching and leading. The qualities associated with these styles are
imperative to any teacher. The purpose
as teachers is basically the same as any good leader, to provide purpose,
direction and motivation while operating to accomplish the mission which in
this case is to educate. Through my fieldwork and experience in working
with children, I have learned that what a leader or a teacher brings to the
students or audience is imperative to their development and learning. A
teacher's personal characteristics are also crucial factors in students'
development and motivation.
What makes a great teacher? Teaching is one of the
most complicated jobs today. It demands broad knowledge of subject matter,
curriculum, and standards; enthusiasm, a caring attitude, and a love of
learning; knowledge of discipline and classroom management techniques; and a
desire to make a difference in the lives of young people. With all these
qualities required, it's no wonder that it's hard to find great teachers.
Here are some characteristics of great teachers
Great teachers set high
expectations for all students. They expect that
all students can and will achieve in their classroom, and they don't give up on
underachievers.
Great teachers have clear,
written-out objectives.Effective teachers
have lesson plans that give students a clear idea of what they will be
learning, what the assignments are and what the grading policy is. Assignments
have learning goals and give students ample opportunity to practice new skills.
The teacher is consistent in grading and returns work in a timely manner.
Great teachers are prepared
and organized. They are in their
classrooms early and ready to teach. They present lessons in a clear and
structured way. Their classrooms are organized in such a way as to minimize
distractions.
Great teachers engage
students and get them to look at issues in a variety of ways. Effective teachers use facts as a starting
point, not an end point; they ask "why" questions, look at all sides
and encourage students to predict what will happen next. They ask questions
frequently to make sure students are following along. They try to engage the
whole class, and they don't allow a few students to dominate the class. They
keep students motivated with varied, lively approaches.
Great teachers form strong
relationships with their students and show that they care about them as people. Great teachers are warm, accessible,
enthusiastic and caring. Teachers with these qualities are known to stay after
school and make themselves available to students and parents who need them.
They are involved in school-wide committees and activities, and they
demonstrate a commitment to the school.
Great teachers are masters
of their subject matter.They exhibit
expertise in the subjects they are teaching and spend time continuing to gain
new knowledge in their field. They present material in an enthusiastic manner
and instill a hunger in their students to learn more on their own.
Great teachers communicate
frequently with parents.They reach parents
through conferences and frequent written reports home. They don't hesitate to
pick up the telephone to call a parent if they are concerned about a student.
"Some say that my teaching is nonsense. Others
call it lofty but impractical. But to those who have looked inside themselves,
this nonsense makes perfect sense. And to those who put it into practice, this
loftiness has roots that go deep."-- Lao-Tz.
CHAPTER III
Methodology of The Research
3.1 Research Design
This research conducted on May in SMA N 1 Kuningan, based on the application
of the material to the reality occur in the field (school). The author focuses
on characteristics of english teacher who available there, and the teacher was unknown
before who would be the target of the research.
The author focused to the characteristic of the teacher
itself, the method used, the response of the students in the class. In the
research that have been conducted, the authors got class X-9 with an english male
teacher.
This research occurs as a nature, without any engineering,
because the teacher did not know that he would be object of research, as well
as the students.
The method is qualitataive descriptive, observation to target
places and doing interview to some students to get an objective data.
The research method was done by direct observation technique
to the school that has been determined. This observation can also be done in
groups, but of course in making the report is returned to the individual. Time
of observations can be made as long as possible up to the expected data is
obtained, and the research that the writer did it only takes one day.
This research can be categorized to qualitative research. Qualitative research is
aimed at gaining a deep understanding of a specific organization or event,
rather a than surface description of a large sample of a population. It aims to
provide an explicit rendering of the structure, order, and broad patterns found
among a group of participants. It is also called ethnomethodology or field
research. It generates data about human groups in social settings.
Qualitative research does not
introduce treatments or manipulate variables, or impose the researcher's
operational definitions of variables on the participants. Rather, it lets the
meaning emerge from the participants. It is more flexible in that it can adjust
to the setting. Concepts, data collection tools, and data collection methods
can be adjusted as the research progresses.
Qualitative research aims to get a
better understanding through first hand experience, truthful reporting, and
quotations of actual conversations. It aims to understand how the participants
derive meaning from their surroundings, and how their meaning influences their
behavior.
Qualitative research uses
observation as the data collection method. Observation is the selection and
recording of behaviors of people in their environment. Observation is useful
for generating in-depth descriptions of organizations or events, for obtaining
information that is otherwise inaccessible, and for conducting research when
other methods are inadequate.
Observation is used extensively in
studies by psychologists, anthropologists, sociologists, and program
evaluators. Direct observation reduces distortion between the observer and what
is observed that can be produced by an instrument (e.g., questionnaire). It
occurs in a natural setting, not a laboratory or controlled experiment. The
context or background of behavior is included in observations of both people
and their environment. And it can be used with inarticulate subjects, such as
children or others unwilling to express themselves.
Participant Observation
Participant observation is a
period of intensive social interaction between the researcher and the subjects,
in the latter’s environment. It becomes the full-time occupation of the
researcher. Participant observers are trained in techniques of observation,
which distinguishes them from regular participants. Examples of participant
observation include :
Street corner society
Cancer patient wards
USAF training program
UFO group
Mental hospital
Alcoholics anonymous
Cancer patient wards
USAF training program
UFO group
Mental hospital
Alcoholics anonymous
For the participant observer,
everything is noted as if it were happening for the first time, and everything
is subject to inquiry. Nothing is taken for granted. It is an attempt to see
the world from the other person's point of view. It assumes that what people
say and do is a product of how they see and interpret the world.
Participant observation is founded
on the theory of symbolic interactionism. This assumes that people are
constantly in a process of interpretation and definition as they move through
various situations that are more or less familiar to them. This is how
situations obtain their meaning. People develop shared perspectives through
social interaction. Objective frameworks, rules, goals, norms, values, rewards,
organizational structures may set conditions and fix consequences for actions,
but they do not determine what people will do. People act in terms of the
meaning of these structures for them.
Methods of observation vary with
the position of the researcher, but can vary from covert to overt. On the one
hand, the researcher may begin as an overt observer only and slowly become an
observer-participant. However, this creates problems of reactivity to the
influence or intervention of the researcher. On the other hand, the researcher
may begin as a covert participant only, and move toward being a
participant-observer. However, this creates a problem of ethics.
Observation consists of taking
field notes on the participants, the setting, the purpose, the social behavior,
and the frequency and duration of phenomena. Observations may be made of
non-verbal behavior, verbal behavior, and physical phenomena. Other sources of
data may include archival records, private records, anecdotes, erosion or
accretion, etc. Problems include sampling, reliability and validity, as well as
observer influence and memory distortion.
To qualify as research, observation:
1) serves a formulated research purpose;
2) relates to existing literature or theories;
3) is systematically planned
4) is recorded systematically
5) is refined into general propositions or hypotheses
6) is subject to checks and controls on validity and
reliability
1. Selection of a site and
definition of problems, concepts, and indicators.
The researcher tentatively
identifies the problem or phenomenon of interest, and tries to discern what
will yield the greatest understanding of that problem or phenomenon. The
researcher then identifies preliminary concepts and what data will be gathered as
indicators of those concepts.
2. The researcher chooses a
strategy to move into the research setting.
The researcher has to get past the
"gatekeepers." This may involve an overt or a covert role for the
researcher. Issues may include how to record observations (written notes, tape
recordings, video tape, two-way mirrors, or trained observers) as well as
ethical issues (privacy, anonymity, confidentiality, etc.).
Strategies include: adopting a
passive role at first, learning the ropes; don't seek data aggressively until
later; be a researcher, not a therapist; answer questions but don't be an
expert on anything; be frank and truthful; don't be forced into a particular
role; and don't become closely identified with any one person or subgroup until
you are sure it will not cost you information in the long run; be non-partisan.
3. Selecting people and
events to observe.
The researcher may identify primary
sources of information, known as "key informants." These people may
be relied upon in the beginning to help the researcher get acculturated to the
situation. The statements of key informants can be taken as evidence, even if
their statements are somewhat self-serving. The researcher must also be aware
of possible differences between the validity and intention of volunteered
statements versus statements that are made in response to the researcher's
questions.
4. Develop relationships
with the participants.
Researchers must have the trust and
confidence of the informants. Researchers must speak their "language"
and have the ability to understand their "world." Researchers must
also be conscious of interpersonal and psychological dynamics. Behavior may be
different between the researcher and one informant alone, compared to the
researcher and the informant within the informant's group. The researcher can
note the differences, rather than accept one and reject the other. The
researcher must determine whether certain things are not being said because of
his or her role as "researcher" or whether they can use their
position as "neutral outsider" to gain more information.
5. Analyzing observations.
The researcher can check whether
none, all, or some proportion of behaviors or events occur under distinct
circumstances. The researcher can generate a preliminary model to explain the
data collected. Explanations place particular social facts in reference to
their environment. Further observations are then collected which can strengthen
or weaken the researcher's preliminary model.
6. Final analysis and interpretation.
Models are checked against the
evidence (field notes). Advanced concepts and evidence for their support and/or
refutation are checked. The major problem is how to present the data in a brief
but meaningful form.
3.2 Population and Sample
Population is any set of
people or events from which the sample is selected and to which the study
results will generalize. Population is a generalization area consisting of:
objects / subjects that have certain qualities and characteristics are
determined by investigators to be studied and then drawn conclusions. Population
is not only people but also objects and natural objects to another. Population
is also not just the amount present in the object / object being studied, but
covers all the characteristics / properties owned by subjects or objects that
exist. Because the object of this research is a teacher, so the population in
the research is the teacher itself with the whole character, not the school or
the other, although the study was conducted in one of favorite SMA in
Kuningan-West Java. Population in this research is an English teacher, at the
time he held the class X-9.
Sample - A group of people or events drawn from a population. A
research study is carried out on a sample from a population. The goal is to be
able to find out true facts about the sample that will also be true of the
population. In order for the sample to truly reflect the population, you need
to have a sample that is representative of the population. The best method to
use to obtain a representative sample is to randomly select your sample from
the population
However, the sample used of
this research is nonprobability sampling more precisely is incidental sampling.
Incidental sampling is technique sampling based on chance, it means anyone who
by chance / incidental met with investigators can be used as a sample, if it is
deemed the person who happened to be found suitable as a data source. Sample in
this research is a coincidence, because the teacher is previously unknown which
will be the object of research. And accident we met Mr. X
3.3 Data Collection
Technigues
In a research, data collection can be done in a variety of
settings, a variety of sources, and a variety of ways. When viewed from the
setting, the data can be collected in a natural setting, in the laboratory with
an experimental method, at home with a variety of respondents, at a seminar,
discussion, on the road and others.
Data collection techniques used of this research is
participant observation and quesioner, and held on 8 may 2013. Participant
observation is observation and researchers involved in the daily activities of
the person being observed or used as a source of research data. While
performing the observations, the researcher was involved in what is done by the
data source, and to feel like grief. With this participant observation, the
data obtained will be more complete, sharp, and to determine the level of
significance of any behavior that appears.
3.4 Data Analysis
The Calculating Of Observation result by the researcher :
No
|
Preparation
|
Persentation
|
Execution/Methods
|
Personal Characteristic
|
Teacher/ Student
Interaction
|
1
|
2
|
3
|
2
|
4
|
2
|
2
|
2
|
2
|
2
|
3
|
3
|
3
|
2
|
3
|
3
|
3
|
2
|
4
|
3
|
3
|
2
|
3
|
|
5
|
3
|
1
|
3
|
3
|
|
6
|
2
|
3
|
2
|
||
7
|
2
|
2
|
2
|
||
8
|
2
|
2
|
3
|
||
9
|
2
|
2
|
2
|
||
10
|
3
|
2
|
2
|
||
11
|
3
|
||||
12
|
2
|
||||
13
|
2
|
||||
Total
|
6
|
25
|
30
|
15
|
24
|
Average
|
2
|
2.5
|
2.3
|
3
|
2.4
|
The Average
|
|||||
The Evaluation
|
Scoore
|
||||
Preparation
|
6
|
||||
Presentation
|
25
|
||||
Execution/Methods
|
30
|
||||
Personal Characteristic
|
15
|
||||
Teacher/Student Interaction
|
24
|
||||
Total
|
100
|
||||
Persentage (Total : total number of assessment)
|
100 : 41
|
||||
Total Average
|
2.4
|
||||
Table 1.1 teacher
achievement
The Calculating Of
Observation result by the student:
No
|
Student Name
|
Aspects Of Assessment
|
Total
|
||||
Preparation
|
Persentation
|
Methods
|
Personal Characteristic
|
Teacher/ Student
Interaction
|
|||
1.
|
Adi
|
3
|
2
|
2
|
1
|
2
|
2
|
2.
|
Fadil
|
2
|
2
|
2
|
2
|
2
|
2
|
3.
|
Fatah
|
2
|
3
|
3
|
2
|
1
|
2.2
|
4.
|
Gilang
|
2
|
2
|
3
|
1
|
2
|
2
|
5.
|
Kiki
|
2
|
3
|
3
|
3
|
3
|
2.8
|
6.
|
Lisa
|
2
|
2
|
2
|
2
|
2
|
2
|
7.
|
Nova
|
2
|
3
|
2
|
1
|
2
|
2
|
8.
|
Novi
|
2
|
2
|
2
|
2
|
2
|
2
|
9.
|
Puji
|
2
|
2
|
2
|
3
|
2
|
2.2
|
10.
|
Riska
|
3
|
3
|
3
|
3
|
2
|
2.8
|
Average
|
2.2
|
2.4
|
2.4
|
2
|
2
|
||
Total Average
|
2.2
|
||||||
Table 1.2 teacher
achievement
CHAPTER IV
Finding and Discussion
4.1 Findings
Data obtained from SMA N 1 Kuningan, the amount of students
in class X.9 is 39 students. With a male
English teacher, I call him Mr.X to keeping the personal performance. The
author using source assessment of a book Titled
Teaching By Principle (H. Douglas Brown).
In the field the researcher known the methods and techniques
used by teachers as well as related infrastructure available in the field, such
as the availability of projector (infocus), soud systems to support the
listening activities in teaching, cleaning tools and pictures relating to
subjects in the school.
In collecting the data, the researcher uses tools such as
notebooks, recorders and video to make the data more visible and objective.
4.2 Data Analysis
In assessing the quality of the teacher who becosme the
object of research, the authors used a standardized assessment of a book with
the title "Teaching by principle" and using questioner.
Based on data obtained from direct observation and spread
leaflets of questions to the student in random way with ten students, known
data showing performance or achievements of teachers who teach English using
the five aspects. - The preparation, the presentation, method, personal
characteristic and-teacher interaction-. Benchmark assessment is taken from the
book "teaching by principle" - 1 = Unsatisfactory, 2 = average, 3 =
above average, 4 = exellent-.
In preparation Mr.X scored 2 of researchers and 2.2 of the
students, it shows that the ability of the teacher preparation is not maximized
because the teachers can be classified at an average capability, and it would
have been less than satisfactory.
In the presentation the teacher gained 2.5 of researchers and
student scored 2.4 for the English
teachers at that time, the number of teachers in the presentation so it is also
still in standard or the average, the average here can be said something that
is usual and frequently encountered in the English teachers in teaching, while
the current education requires an update in order to improve student learning
passion from day to day.
The method used by Mr.X at the time of the research is used the
percentation method and lectures, and even looks like teacher center and I
think it is not too good to applied. It is comparable to the value obtained
from the 2.3 researchers and 2.4 of the
student.
To be a likeable person in the world and is able to merge
their students is expected by every teacher of course, but it is certainly not
an easy thing, it is visible from the acquisition rate of 2.3 and 2 of the
students 'research, which showed that the teachers' personal characteristic The
fairly standard or average.
The last point is teacher interaction, the acquisition value
of 2.4 of the researchers and 2 of the students, and it is yet another
interpretation that the teacher creates less interaction, it means the teacher
is on average.
Thus, of the five points are the focus of assessment,
teachers as a whole both from researchers and students scored 2.3 and the
figure shows that the ability of the teachers that teacher assessment only got
an average or standard.
CHAPTER V
Conclusion and Suggestion
5.1 Conclusion
Based on the data obtained
from the observation and questioning on the most of students, it can be
concluded that Mr.X male English teacher at SMAN 1 Kuningan, this includes
teachers with the ability or expertise to teach that on average, regardless of
personal intelligence has. It is likely to be affected by the use of methods
that are less suitable in the classroom or student ability levels, both English
language skills or age. Therefore, to be a satisfactory teacher, the selection
of the current method of teaching is very important to do, it can be done by
discussion or interaction with students directly and look for methods,
techniques or other so both teachers and students feel comfortable in learning
activities without override the main purpose of learning is to create students
who are smart and rich of knowledge.
5.2 Suggestion
In this research, the
authors recognize that there are shortcomings and the things that escaped from
the research. The author expects to further research can enhance this research
and dig deeper into the responses of all students of any stimulus that teachers
provide when teaching and learning activities take place, so the data more
objective and accurate.
Authors expect criticism and
suggestions from readers for fixing the deficiencies in this research.
Appendix
1.
Preparation of the teacher
No
|
Name
|
Aspek Penilaian
|
Sangat Setuju
|
Setuju
|
Kurang setuju
|
Tidak setuju
|
1
|
Adi
|
Guru bahasa inggris melakukan persiapan dengan
baik utuk proses kegiatan belajar mengajar.
|
ü
|
|||
2
|
Fadil
|
ü
|
||||
3
|
Fatah
|
ü
|
||||
4
|
Gilang
|
ü
|
||||
5
|
Kiki
|
ü
|
||||
6
|
Lisa
|
ü
|
||||
7
|
Nova
|
ü
|
||||
8
|
Novi
|
ü
|
||||
9
|
Fuji
|
ü
|
||||
10
|
Riska
|
ü
|
2.
The persentation
No
|
Name
|
Aspek Penilaian
|
Sangat Setuju
|
Setuju
|
Kurang setuju
|
Tidak setuju
|
1
|
Adi
|
Guru bahasa inggris menjelaskan materi
dengan baik dan mudah dimengerti.
|
ü
|
|||
2
|
Fadil
|
ü
|
||||
3
|
Fatah
|
ü
|
||||
4
|
Gilang
|
ü
|
||||
5
|
Kiki
|
ü
|
||||
6
|
Lisa
|
ü
|
||||
7
|
Nova
|
ü
|
||||
8
|
Novi
|
ü
|
||||
9
|
Fuji
|
ü
|
||||
10
|
Riska
|
ü
|
3.
The method
No
|
Name
|
Aspek Penilaian
|
Sangat Setuju
|
Setuju
|
Kurang setuju
|
Tidak setuju
|
1
|
Adi
|
Guru menggunakan metode yang menyenangkan
dan membuat penyampaian materi lebih efaktif
|
ü
|
|||
2
|
Fadil
|
ü
|
||||
3
|
Fatah
|
ü
|
||||
4
|
Gilang
|
ü
|
||||
5
|
Kiki
|
ü
|
||||
6
|
Lisa
|
ü
|
||||
7
|
Nova
|
ü
|
||||
8
|
Novi
|
ü
|
||||
9
|
Fuji
|
ü
|
||||
10
|
Riska
|
ü
|
4.
The personal character
No
|
Name
|
Aspek Penilaian
|
Sangat Setuju
|
Setuju
|
Kurang setuju
|
Tidak setuju
|
1
|
Adi
|
Guru bahasa inggris terkait memiliki
karakter/ kepribadaian yang menyenangkan dan menunjang dalam proses
pembelajaran.
|
ü
|
|||
2
|
Fadil
|
ü
|
||||
3
|
Fatah
|
ü
|
||||
4
|
Gilang
|
ü
|
||||
5
|
Kiki
|
ü
|
||||
6
|
Lisa
|
ü
|
||||
7
|
Nova
|
ü
|
||||
8
|
Novi
|
ü
|
||||
9
|
Fuji
|
ü
|
||||
10
|
Riska
|
ü
|
5. Teacher interaction
No
|
Name
|
Aspek Penilaian
|
Sangat Setuju
|
Setuju
|
Kurang setuju
|
Tidak setuju
|
1
|
Adi
|
Guru bahasa inggris terkait memiliki
kemampuan interaksi yang baik dengan seluruh siswa.
|
ü
|
|||
2
|
Fadil
|
ü
|
||||
3
|
Fatah
|
ü
|
||||
4
|
Gilang
|
ü
|
||||
5
|
Kiki
|
ü
|
||||
6
|
Lisa
|
ü
|
||||
7
|
Nova
|
ü
|
||||
8
|
Novi
|
ü
|
||||
9
|
Fuji
|
ü
|
||||
10
|
Riska
|
ü
|
REFERENCE
Blaxter, I., Hughes C. and Tight M. (1996) How to Research. Buckingham,
Open University Press.
Bricolage, Inc., Jamaica Plain, MA
Bryman, A. and Cramer D. (1999) Quantitative Data Analysis
with SPSS 8 Release for Windows: a guide for social scientists.
London, Routledge.
Burns N, Grove SK
(2005) The Practice of Nursing
Research: Conduct, Critique, and Utilization (5th
Ed.). St. Louis, Elsevier Saunders
Cohen, L ; Manion, L & Morrison, K (2000) Research Methods in Education (5th edition). London, RoutledgeFalmer.
Greenfield, Tony (ed) (1996) Research Methods – Guidance for
Postgraduates. London, Arnold.
Kanji,
Gopal (1993) 100
Statistical Tests. London, SAGE Publications.
Marie F. Hassett, Ph.D.
Plewis, Ian
(1997) Statistics in
Education. London, Arnold.
Robson, C. (1990) Experiment, Design and Statistics
in Psychology. Middlesex, Penguin Books.
Rose, D. and Sullivan, O. (1993) Introducing Data Analysis for
Social Scientists.
Buckingham, Open University Press.
Sugiyono
.(2012) Metode Penelitian Pendidikan. Bandung, ALFABETA, cv.
http://en.wikipedia.org/wiki/Quantitative_research
http://www.sahs.utmb.edu/pellinore/intro_to_research/wad/pop&samp.htm
http://www.sahs.utmb.edu/pellinore/intro_to_research/wad/pop&samp.htm
No comments:
Post a Comment