THE IMPLEMENTATION OF ENGLISH LINTAS MINAT 2.doc

8/18/2019 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$*. '.$/

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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

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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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