the implementation of english lintas minat 2.doc
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CHAPTER I
INTRODUCTION
A. Background
Curriculum has changed for many times and every changes expected
creates students with good ability and good creativity although in every
curriculum has its weakness. In 2004 government created new curriculum
that popular as Kurikulum erbasis Kompetensi. !his curriculum paid more
attention to students" participation in teaching#learning process $. !hen in 200%
the governmnet made Kurikulum !ingkat &atuan 'endidikan. In this
curriculum every school gives its participant become active in increasing the
curriculum 2. &ince the application of this curriculum some of critical
educations found some weaknesses that happen in this curriculum. (ikewise)
there are only few people who can apply this curriculum. In kompas wrote
that Curriculum Kurikulum !ingkat &atuan 'endidikan cannot create students"critical thinking *.
+s the solution to increase the condition) the government makes a new
education curriculum names Curriculum 20$*. In guideline book of
curriculum 20$* writes that in curriculum 20$* the teacher not ,ust prepared
the students to be the generation who ready for the future but also have a good
moral and attitude 4. !herefore the activities on the teaching learning always
pay attention to students" attitude. esides that in this curriculum prepare a
1 http- duniainformatikaindonesia.blogspot.com 20$* 0/ karakteristik#atau#ciri#ciri#kurikulum.html retrieved at 2 mei 20$42 http- ,ayharianto *.blogspot.com 20$* $2 kurikulum#kbk#ktsp#dan#kurikulum#20$*.html retrieved at 2 mei 20$43 Kompaas online media $$ 1ecember 20$*) retervied at $2 april 20$44 asis 1. 1wiyogo. 20$*. Implementasi kurikulum 20$*. '.$/
http://jayharianto83.blogspot.com/2013/12/kurikulum-kbk-ktsp-dan-kurikulum-2013.htmlhttp://jayharianto83.blogspot.com/2013/12/kurikulum-kbk-ktsp-dan-kurikulum-2013.html
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place for the students to learn the sub,ect that they might interest or they learn
when they enter to an university / .
&enior high number one Curup applies this curriculum in the first grade %.
!herefore) the system and the time allocation for the lesson are 3uietly
different with the second and third grade that still use curriculum Kurikulum
!ingkat &atuan 'endidikan. !he most common different is in first grade which
use curriculum 20$* there is new program namely Lintas Minat .
In Lintas Minat ) students can choose the lesson to be educated
because the aim of Lintas Minat is to increase the students" ability in the area
which is they interested in to prepare their future. It based on the law number
20 of the 5ational 6ducation &ystem of 200* chapter $2 paragraph 7$8 point
b) states that learners are entitled to be educated in accordance with their
talents) interests) and abilities 9. :eaning that since many years ago the
government gave the students chance to take the lesson based on their interestand the term of this chapter applied on curriculum 20$*. Lintas Minat divides
into two 728 kinds of lesson that the students choose by themselves. ;or the
first grade the time allocation for Lintas minat time is six 7%8 hours of school
schedule. In the second and third grade the time allocation is four 748 hours of
school schedule and they have to choose one sub,ect for Lintas minat 8. In this
research Lintas Minat is a new program that at takes from three group interest
language group interest) sosial group interest and science group interest.
5 Interviewed the deputy of curriculum and the 6nglish teacher at 22 march 20$46 're
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+s the part of language group interest there is 6nglish (intas :inat.
!he main goal of 6nglish Lintas Minat is to improve student"s ability in
6nglish especially in writing and oral skills >. !herefore the main activities of
teaching learning the teacher focus on improving those skills. !his is
considering because in their group interest is not specific to improve oral skill.
In Lintas Minat class the material must be different from the lesson that they
get in their group interest class. &o that in 6nglish Lintas Minat the material
must be the same as the lesson in language group interest not as same as the
lesson in their group interest 76nglish material in social or science group
interest8 $0. !he common problem while the government change the curriculum
they not ready yet such as the text book of Lintas Mina t is not ready. +s the
evident of this condition in the pre#observation the researcher found that for
6nglish Lintas Minat there are no teacher guideline book and 6nglish Lintas
Minat text book $$
. +s a result) the process of teaching and learning the teacher ,ust focus on the syllabus. In spite of the fact ,ust syllabus is not enough to
make the teaching learning process runs well $2. It is contrast with the concept
of curriculum 20$* where text book as the monitor of the activities in teaching
learning $*.
&ince it is a new program thus it is interesting to investigate on the
implementation of this program the more specific for 6nglish Lintas Minat . y
doing an investigation toward the implementation we can get valuable
information about how this program has been implemented on &:+ number one
Curup. ased on the information from the head of high school development) and
9 Interviewed) 6nglish language teacher ) at 22 march 20$410 Ibid11
're#observation activity) during the ''( on &:+ $ Curup12 Interviewed) an 6nglish language teacher) at may 20$413 'erbandingan tata kelola pelaksanaan kurikulum) p. 2%
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the survey that the researcher did to three schools which apply curriculum 20$*
this school is the only one school which apply 6nglish Lintas Minat 14. &o in the
end of this research the researcher will get the result how is the condition of
6nglish Lintas Minat from the teacher"s roles and the student"s roles) the problem
facing and the attempt for the problem in 6nglish Lintas Minat . !hen this
research can give valuable information to the school itself and other school that
may apply 6nglish as Lintas Minat class.
B. Research Question
In this research) it is better to identify the problems covering the research. !o
make the study clearer the writer identifies the problems as follows-
$. ?ow well is the implementation of “Lintas Minat” in the school
which is viewed from
a. !he teaching learning activity
b. !he teaching materials ) and
c. !he evaluation system used in the program@
2. hat problems do the teacher and the students encounter during
the implementation of A(intas :inatB@
*. Is there any attempt from teachers or students to overcome the
problems@
C. The Ob ecti!e o" the Research
!his research aims at finding the answer to the 3uestions stated in the problem
statements. !hus) the ob,ectives of the study are-
1. !o investigate the implementation of Lintas Minat in the school
which is viewed from-14 Interviewed :r +nsori) the head of high school development 1IK5+&) at
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a. !he teaching learning activity
b. !he teaching materials
c. !he evaluation system used in the program.
2. !o find out the problem do the teacher and the students encounter
during the implementation of Lintas Minat.
3. !o find out the students" and the teachers" attempts in
overcome the problem in english Lintas Minat
D. De#i$itation o" the Research
1uring the process of research) the researcher ,ust focus on two aspect bellow
that is going to investigate) as follows-
$. !he !eacher"s role and the student"s role
!his research effort to investigate the implementation of 6nglish
Lintas Minat from the teacher"s and student"s role. +ccording to
:ichael there are four roles that teacher appropriately has in
conducting the teaching learning activities) teacher as
coordinator and facilitator) teacher as manager and organi er)
teacher as instructor and teacher as investigator and research.
:oreover there are one main role that student do in teaching
learning student as the actor. In this research the researcher
investigates both the teacher"s and students" roles in doing
teaching and learning.
2. !eachers" problem and students" problem encounter during the
teaching learning in 6nglish Lintas Minat class.
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+fter doing an observation toward the teaching stage) the
researcher is going to do an interview to know what problems
that the teacher and the students face in 6nglish Lintas Minat .
*. !he attempts from the teachers and the students
+ttempts means make an effort to achieve $/ . !he researcher is
going to get information from the sub,ect of the research about
what they have done to solve the problem in teaching learning at
6nglish Lintas Minat .
E. O%erationa# de"inition$. Implementation
Implementation is defined as a specified set of activities designed to
put into practice an activity or program of known dimensions. +ccording to
this definition) implementation processes are purposeful and are described in
sufficient detail such that independent observers can detect the presence andstrength of the Dspecific set of activitiesB related to implementation $%. In
addition) the activity or program being implemented is described in sufficient
detail so that independent observers can detect its presence and strength.In this research implementation means all the activities in teaching learning of
6nglish Lintas Minat.
2. Lintas Minat
Lintas Minat is a new program that include in Curriculum 20$*) as a
program to give a chance for every student to improve their skills more based
on the lesson or sub,ect that they like more. $9 +ccording to udi Kurniawan
15
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Lintas minat is a chance for every student to take a lesson from other group
interest $ .
In '6E:651IK =1 number %> 20$* state that) Lintas Minat must be apply
for every school which use curriculum 20$* as a chance for students to learn
more the sub,ect that they interested in but that sub,ect not include in their
group interest $> . 20$*
http://budikurniawan77.wordpress.com/2013/12/20/peminatan-lintas-minat-pendalaman-kurikulum-2013/http://budikurniawan77.wordpress.com/2013/12/20/peminatan-lintas-minat-pendalaman-kurikulum-2013/http://budikurniawan77.wordpress.com/2013/12/20/peminatan-lintas-minat-pendalaman-kurikulum-2013/http://budikurniawan77.wordpress.com/2013/12/20/peminatan-lintas-minat-pendalaman-kurikulum-2013/
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!his part provides the paper organi ation from chapter one until
chapter five. Chapter I is Introduction. It consists of background) research
3uestions) the ob,ectives of the research) delimitation of the research)
operational definition) significance of the research and systematic of the
research. Chapter II deals with review of related theories. Chapter III is
Eesearch :ethodology. It deals with type of research) sub,ect of the research)
techni3ue for collecting data and instrument of research. !he analysis of the
collected data would be done thoroughly in chapter IF) which is analysis of
the study) which provides the findings and discussions. ;inally the writer
concludes all the result of the analysis and provide in chapter F that consists
of conclusion and suggestion.
CHAPTER II
RE*IE+ O& THE RE,ATED ,ITERATURE
A. RI*IE+ O& RE,ATED THEORIE'
-. ,intas inata. 1efiniton and the goal of Lintas Minat
Lintas Minat is a part of curriculum 20$*) this program give a chance
for the students to learn the lesson from the other group interest which is not
include in their group interest. It is a place for student to improve their
knowledge in other lesson which they are not learning in the regular class 20.
20
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:eaning that students who have science group interest be able to learn the
sub,ect from social group interest or language group interest.
b. !he system of Lintas Minat
!he implementation Lintas Minat is purely handled by the school
because every school can manage the lesson for Lintas Minat class based on
some roles and policy. ;irst) the facilitate in the school) likewise classroom.
!he classroom that use for Lintas Minat does not disturb the teaching learning
activities in every group interest.
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!he material is based on the syllabus that has constructed by the
government. !hus the teachers accomplish the activities based on the syllabus
such as the other lesson.
In 6conomy Lintas Minat ) the students are from science group interest. In
science group interest the students are not taught about counting debit and
credit. In 6conomy Lintas Minat they get the material and the teacher is used
the 6conomy syllabus and book. esides that the activity during the teaching#
learning is handed over by the teacher such as the role on the class) how the
classroom management is. !he activities must be agreeable with the
curriculum 20$* where the students are force to be more active than the
teacher.
c. 6nglish Lintas Minat +s a part of (nguage Lintas Minat, In the role that write on
'6E:651IK =1 number %> 2$) explain in part II in point C tell that school
which does not have (anguage group interest is recommended to make a
language Lintas minat . (angauge Lintas Minat can be a place for the students
from science and social group interest to learn more about language.&enior high school number one Curup as the only one school that
apply 6nglish (intas :inat in Ee,ang (ebong 22. &o that 6nglish (intas :inat
the first time doing in Ee,ang (ebong is in &:+ 5 $ Curup. !he reason why
6nglish choose as one sub,ect or lesson for Lintas Minat is the changed
concept in curriculum 20$*. 6nglish ,ust teach in one meeting a week.In this school 6nglish Lintas Minat has five classes with three teachers and in
every class has more than */ students.$8 1efinition and goal 6nglish (intas :inat
21 '6E:651IK =1) number %> 20$*22 're
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6ngish lintas minat is a place for the students" who like 6nglish :ore
to enhance their accuracy and fluency in understanding and using 6nglish. +s
a part of language group interest the main goal of 6nglish Lintas Minat is to
improve student"s ability in 6nglish especially in writing skill and oral skill.28 !he system of 6nglish (intas :inat
a. !ime allocationHeneral description from theories above that every Lintas Minat in the
first grade has six 7%8 hours a week) it divides into two kinds of lesson. It
means that 6nglish Lintas Minat has three hours meeting a week or totally
6nglish Lintas Minat has $*/ minutes a week. In second and third grade
6nglish (intas :inta has four hours meeting and has one meeting a week. b. !eaching learning activities
6nglish language in 6nglish Lintas Minat is different with the lesson
in social and science group interest 2*. !he teaching material is suitable with
the material in (anguage group interest. !he teacher has to make the students
improve their
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/. Teacher ro#es in teaching #earning
!eachers play a central role in teaching learning process. !o create an
effective teaching) it re3uires individuals wsho can foster their studentAs
academic achievement and guides them toward important social) moral and
ethical goal. +ccording to :ichael in his book entitled Process and
Experience in the lang age !lassroom ) that rewrite in 1enny &etyaningrum
research) he argued some teacherAs roles in classroom namely 29-
a. !eachers as coordinator and the facilitator
!he general role of the teachers in the classroom is as the coordinator of the
learning process. !he teachers are responsible to carry out the learning as the
whole process and maintain the right to intervene with help and advice or set
to the targets.
b. !he teachers as manager and organi er
In particular classroom) especially in language classroom) the teachers may
have the role as manager and organi er through three various approach)
namely) 7$8 creating the framework pro,ect) 728 creating and managing the
learning climate) and 7*8 structuring and guiding the learning process.
c. !he teachers as instructor
!he role of the teachers as an instructor is to show the students how to learn
experientially. !he teachers also need to create the conducive climates and
opportunity as a part of teacherAs managerial) conducting) and participating in27 1enny &etyaningrum) "he implementation o# $"%P in teaching English at the second &ear o# 'edari(a)sa pati ) 200>) p.40 ) published =niversity &6 6(+& :+E6!) &urakarta
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the instructional given. In other word) the teachers act as guides who
encourage the students to become proactive contributors breaking away from
the passive and receptive role.
d. !he teacher as investigator and researcher
In company with reen and Candlin proposing the communicative classroom)
the teacherAs roles cover the roles to engage the knowledge actively in
researching what is happening in the classroom with certain view. It is meant
to understand its process in order to be clearer and to bring about
improvements
+ccording to :artinis Jamin rewrite by 1enny &etyaningrum) he argued that
a teacher or instructor acts as a mediator and as a facilitator. 1ealing with this
definition) teacherAs ,ob descriptions are 2 -
a8 'rovide leaning experiences in order to be responsible
in teaching activity for instance are planning) process and
research.
b8 'rovide or give the stimulus for students" in3uisition
and help them
!o express and communicate their schemata the teachers
become the facilitator when they provide problem experiences and
motivation in conducting learning process.
c8 6valuate monitorial and show student rational in
problem solving.
28
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In conclusion) teachers extremely have essential and central roles in
teaching learning process. !he teacherAs roles cover the role as the mediator)
facilitator and monitor to make the student active in the classroom.
1ouglas rown divides the teacher role without combine each other role for
interactive teaching leraning activities into five categories 2>
a. !he teacher as the controller)
1ouglas explain that in this role the teacher is the person in the class who
determine what should the students do in the classroom) when they should
speak and what form of language that the students can use in the class. ut the
teacher still give a freedom for the student to express what will they say and
do but he still control the class.
b. !he teacher as director
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!he teacher prepare the material) but here he forget his role as manager and
director) but on this role the teacher still guide them based on the roles that
teacher makes on the class. !eacher give chance to the students to get their
own step to understand.
e. !eacher as resource
hen the students learn and they face some problem then they come to the
teacher) on this case the teacher play his role as the resource. !his step also
means that the teacher give chance for the students to know.
0. The students1 Ro#e
In learning process) the learners have the significant role. 5owadays)
students are demanded to be more active and innovative in learning process.
+ccording to Hlasserfeld adapted from 1enny &etyaningrum) he argued that
learnerAs role is to construct his or her own understanding in the transferring
of new information. !he learners should actively look for meaning and try to
find regularity and order the events of the world in the absence of full or
complete information.
In line with this) 1imyati and :u,iono state the roles of the learners could be
described as follows *0-
a. !he actor of searching problem and problem solving
b. !he active participant of doing research
c. !he explorer of problem searching and problem solving
d. !he inventor of the problem solving.
30 1enny &etyaningrum) "he implementation o# $"%P in teaching English at the second &ear o# 'edari(a)sa pati ) 200>) p.40 ) published =niversity &6 6(+& :+E6!) &urakarta
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It can be seen from the theory above that learners play an important role in
teaching and learning process. !he learners are considered as the doer during
learning process. !hey are actively inserting the knowledge) exploring the
information and finding the problem solving.
&uiteble with the tehories above the roles" of teacher can be devide as follows
!able $ !eacher"s Eole
E
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Eole Indicator
&tudent as the +ctor in !eaching
(earning 'rocess
a. &earching the problem
b. &olving the problem
c. +ctive participant
d. 6xplore the problem
e. Invent the problem solving
2. The Prob#e$ in teaching and #earning
a. 'roblems in !eaching and (earning 6nglish (anguage that face by the
student
&ome of the common problems in learning 6nglish given by :akofsky that
rewrite by atinE Hamit in his research paper file are as follow *$-
$8 'ronunciation) Focabulary and Hrammar
+lmost all 6nglish learners encounter at least three types of problems-
challenges with pronunciation 7some people are never able to master certain
sounds8 issues with vocabulary 7most people can add to their 6nglish
31
atinE Hamit ) + &tudy of the 'roblems faced by 6nglish (anguage !eachers of Hu,arati:edium &econdary &chools of Fadodara City ) !he :ahara,a &aya,irao =niversity of arodaFadodara
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vocabulary with study and practice8 and grammar) including challenges with
situational grammar) such as workplace 6nglish versus slang.
28 6ncouraging 6rrors
6rrors in learning 6nglish challenge students) but they typically learn from
their mistakes and progress. ?owever) if 6nglish#language learners feel
intimidated) embarrassed or ,udged) their affective filter can inhibit their
ability to absorb new information and produce 6nglish. !eachers of 6nglish as
a second language and 6nglish as a foreign language typically refrain from
providing an overload of corrective feedback so that students feel more
comfortable expressing themselves in 6nglish) even if it is not perfect.
*8 6arly ?ardships
6nglish#language learners may enter a class or an immersion situation in a
state of shock. !eachers as well as students may feel surprised that many seem
unable to do more than repeat the most basic phrases. !his experience is theinitial phase of learning a language) called the silent period. 1uring this time)
which may last only a few days or up to a few weeks) students receive and
absorb language but are often unable to speak or write it.
48 Choosing +ppropriate !echni3ues
(earning 6nglish re3uires different techni3ues for different types of learners.
&ome people re3uire more time to reflect on concepts before diving into
dialogs and presentations.
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/8 (ack of :odel for &peaking
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6nglish is foreign language and hence cannot be learnt and taught as easily as
mother tongue or first language. +nd when it is learnt or taught as second
language) it re3uires long time and simultaneously ade3uate resources and
materials to create 6nglish classroom climate which facilitate teaching#
learning process.
*8
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CHAPTER III
RE'EARCH ETHODO,O(3
!his chapter describes the method use to conduct the research. It consists of
kind of the research) sub,ect of the research) data collecting techni3ue) research
instrument) and data analysis techni3ue.A. T)%e o" the Research
In this research the researcher uses 3ualitative approach. It means a
research focus in describing any situation or condition in population)
systematically) factually and accurately .**
Mualitative research is oriented to the phenomenon in nature. !his definition
shows that more 3ualitative research focused on the phenomenon or problem
that is rise through the social phenomena that are natural. *4 It means that this
research is kind of descriptive research with 3ualitative approach where this33 5urul Nuriah) Metodologi Penelitian %ocial +an Pendidi)an "eori -pli)asi ) umi
+ksara) akarta-2009.p.4934 Ihsannul ?akim 1kk) Pengantar Metodologi Penelitian ) (p2 &!+I5 Curup) Curup-200>.p.*/
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research is describe the implementation of 6nglish Lintas Minat from the side
of teaching learning activities) the teaching material) the evaluation use) the
teachers" and students" problem and their attempts to solve the problem.
B. 'ub ect o" the Research
&ub,ect of this research is !he 6nglish Lintas Minat teacher who
teach in the first grade and the students. !hey are chosen based on
Convenience sampling. Convenience sampling is a method of get the sample
,ust because they are ready and they are finding on the field of the research. */
&o it means that the people that researcher meet in the field of the researchand they are ready to give the data and correlation with the focus of the
research. Correlation with this statement convenience sampling means the
ssub,ects selected because it is easy to access them) no reason tied to purposes
of research or the students in your class) people on &tate &treet) friends.
In this research the sub,ect are as following
a. !eachers!here are three teachers who teach in 6nglish
(intas :inat) all of them are going to be an informan
for this research.
b. &tudents;or this research the researcher will interview
*/ students as the sample) where they are chosen based35 &ugiyono. 20$0 Metode Penelitian Pendidi)an . andung-+lfabeta.page $24
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on the convenience sampling. It is considered as the
condition where the students in (intas :inat class more
then a hundret student.
C. Techni4ue "or Co##ecting Data
In this research) the research uses triangulation method) observation)
interview) document analysis as the instrument of this research) because it is
pure 3ualitative research. In this process) the researcher identifies and
analyties the corpus of the data. !he data will be taken by interview the
teacher about the teacher problems and how the teacher implication the lesson
in lintas Minat class) observation into the class and also interview the students
about their own roles and the problems faced in Lintas Minat and as the last
the researcher will analysis the data based on the theory and the data.
In the 3ualitative research) the main instrument to collect the data is
the researcher herself. ?ere) the researcher is also helped by some
instruments) such as-a) bser/ationIn this research) researcher uses non participant observation. 5on
participant observation means the researcher does not take any participant in
learning process which is researched. !he researcher only watches the process
of teaching and learning in 6nglish (intas :inat class. !he researcher has
done pre observation to know the general description about the problems. In
doing pre#observation) the researcher saw the teaching activities in 6nglish
Lintas Minat class and the teaching activities in group interest class. (ike
:iles and ?uberman states and rewrite in 5astiti"s research that activity in
observation can be done with interactive and continue until get consistent data.*%
It36 5astiti) 1ebating in &:+ 5 $) 20$2) p.90) published &!+I5 Curup) Curup
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means that the observation can be done more than the researcher plan until all
the data collection answer the research 3uestion. In the next observation
researcher is going to see the activities in 6nglish (intas :inat class for six
times for every teacher. !his research observes the teaching learning activities
from the teacher"s role and the students" role.
b) 0nter/ie !he researcher would like to do some
interview by asking some 3uestions to the respondent. +ccording to :argono)
there are two types of interview those are structure interview and
unstructured interview.&tructure interview is an interview which 3uestions are arrange before)
this kind of interview choose to make a efficiencies of time and make the
interview activity become an structure activity. !he entire 3uestions construct
based on the theory about teachers and students problem in teaching learning
activity for every stage) what attempts that they had done to solve the
problems) and information that the researcher need for the research.!he time of doing interview will be adapted based on the students and
teachers schedules.
37
Eobert k yin.$>>%. st d& )as s desain and method . akarta. Ea,awali press. ' $0>38 5asution. 200*. Penelitian % r/e& . andung-Hramedia 'ustaka '. *439 ?asi)&utrisno. $> >. Methodolog& esearch . Jogyakarta-+ndi offset. '.$>2
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!his interview consists of some 3uestions that will be used to
get information both from the teacher and the students. !he following
are example of the 3uestions-
5o Fariables (ist of 3uestion Informant
$. !eacher as
Coordinator and the
facilitator
a. hat do you do to carry
out the process@
b. hat problem do you
facing when carrying thelearning process@
c. hat do you do when
the students face a
problem in learning
process@
d. ?ow do you give an
advice to the students@
e. hat problem do you
face in helping and
advising the students@
6nglish Lintas
Minat
!eachers"
2. !eacher as :anager
and
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frame work pro,ect@
c. c. hat do you do in
creating and managing the
learning climate@
d. d. hat problem do you
face in creating and
managing the learning
climate@
e. e. ?ow do you structuring
and guiding the learning
process@
f. f. hat problem do you
face in structuring and
guiding the learning
process@
*. !eacher as Instructorg. a. hat do you do in
creating the conductive
climate@
h. b. hat problem do you
facing in creating the
conductive climate@
i. c. hat do you do to make
the students participating
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in the instruction given@
,. d. hat problem do you
facing in making the
student participate to the
instruction given@
4. !heteacher as
Investigator and
researcher
a. hat do you do in
providing the learning
problem experience@
b. hat problem do you
facing in providing the
learning problem
experience@
c. hat do you do in
giving motivation to the
students@
d. hat problem do you
facing in giving
motivation to the
students@
e. hat do you do in
evaluating monitorial and
showing students rational
in problem solving@
/. &tudent as the +ctor a. hat do you in finding 6nglish Lintas
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in !eaching (earning
'rocess
the material problem in
teaching learning
activities@
b. what problem do you
facing in finding the
material problem in
teaching learning
activities@
c. ?ow do you explore the
material problem in
teaching learning@
d. hat problem do you
facing in exploring the
material problem in
teaching learning@
e. hat do you do in
solving the problem that
you find@
f. hat problem do you
facing in solving the
problem that you find@
Minat
&tudents"
D. Instru$ent o" Research
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!he instrument of choice in naturalistic in3uiry is thehuman) we shall see that other forms of instrumentationmay be used in later phases of the in3uiry) but thehuman is the initial and continuing mainstay. ut if thehuman instrument has been used extensively in earlier stages of in3uiry) so that the instrument can beconstructed that is grounded in the data that the humaninstrument has product. 40
;rom the (incoln and Huba in &ugiyono statement above the researcher
will be the key instrument. ;urthermore) the researcher used other
instruments for completing the data. !hey were 3uestionnaire) field note
and interview guidance.$. ;ield 5otes
;ield notes are the observer"s record of what he or she has seen) heard)
experienced) and thought about during an observation session. !hey contain
descriptive and reflective aspects. 4$ ;ield notes are your main way of recording
data. !hese might be practical details about events) times) dates and places. 2
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data from each respondent. +ll interviews must be conducted in essentially the
same manner .44 In this research the researcher use 20 3uestions in interview
section for the teacher and % 3uestions to the students in order to know their
problems" and their attempts for the problems. 6ven the nominal of the
3uestion may be changed based on the condition and the information needed.
*. !ape Eecorder
!he researcher use tape recorder to do this interview. Catherine says
the advantages of using tape recorder are- a. It can concentrate on listening to
what they say) b. It can be able to maintain eye contact) c. It can have a
complete record of interview for analysis) including what is said and
interaction between interviewer and interviewee) d. It can have plenty of
useful 3uotations for report. 4/ +fter that) the recorded data about the teaching
learning activities) material teaching and class condition are changed into
written transcript text.
E. Enhancing *a#idit) and Reducing Bias
!he researcher prepared two techni3ues of data collecting) namely
doing observation and interview in getting the important data of this research.
!hey are- !he teachers" and the students" roles in 6nglish (intas :inat class)
the problem that they face in teaching learning process and the attempt for that
problem . !hen) the researcher uses triangulation method by cross checking the
result of observation and interview. !he findings is discussed with advisor to re#
check in reach the credibility.
44 0bid.,45 1awson. p.!it., page.%%
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Eesearcher bias can be minimi ed if the researcher spends enough time in the
field and employ multiple data collection strategies to corroborate the findings.
:any researchers agreed that triangulation is typically a strategy for improving
the validity and reliability of research or evaluation of findings. 4% :athison in
$> elaborates this by saying-
!riangulation has raised an important methodological issue innaturalistic and 3ualitative approaches to evaluation in order tocontrol bias and establishing valid propositions becausetraditional scientific techni3ues are incompatible with thisalternate epistemology.
&. Techni4ue o" Data Ana#)sis
+ll the data will be analy ed by these steps) namely data managing) reading)
description) classifying) interpreting.-. Data anaging
1ata managing involves creating and organi ing the data collected
during the study. 1ata managing is in order to make sure that you have dated)
organi ed and se3uenced all field notes) transcripts observer"s comments)memos and reflection. !he main purpose of data managing is first to organi e
the data and check it for completeness) second is to start the researcher on the
process of analy ing and interpreting the data. 49 In this research this step will
be used to organi e the data from pre observation) observation) interview
based on indicators.
/. ReadingEeading involves reading the field notes) transcript) memos) and
observer comments to get a sense of your data. 4 !he researcher reads all the
data to get general description about the data that have been got) so can know
how to arrange those well.0. Descri%tion
46 :uhammad ashir. eliabilit& and alidit& o# alitati/e and perational esearch
Paradigm . 'akistan.'age.4$47 0bid .) page.24$48 0bid .)
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