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Wednesday 29 May 2013

Qualitative Research : Teacher Performance

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
    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
Stages in Participatory Observation :
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   


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