36
CHAPTER IV FINDING AND DISCUSSION
There are two major sections in this chapter, namely the finding of the research and the discussion of the discussion. The first section elaborates the way
the data are processed and analyzed. After analyzing the finding, the students’ perception of learning English in Kaimana’s senior high schools is obtained. All
of which are specified as follows.
4.1 Finding
This section presents the result of data analysis. As elaborated in the previous chapter, this research is to examine the students’ perception of learning
English in senior high schools of Kaimana which is based on the seven tested items, namely aclassroom situation, teaching aids and facilities, teaching
classroom management-method and strategies, the application and English learning process, student motivation, student rolesand the learning goals.All these
items are asked to 124 respondents to have the in depth description of student’s perception. The Figure 4.1 below is the specification of the seven tested items in
the form of questionnaires. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Figure 4.1 The Specification of the Seven Components
As seen in the table, AELP in the high blue prints amounting at 0, 97. The application of English learning process, then is followed by TAF and TCM-MS
which respective amount to 0, 84 and 0, 80. The next amounts are followed by SM, SR, and GL which respective amount 0, 57, 0, 56 and 0, 53 and the lowest
one is CS which is at 0, 05. The distribution of each component can be grasped in detail in each component finding below.
4.1.1 Classroom Situation
A classroom situation is a main factor in a learning process. A comfortable situation will enable the teacher give the lesson easily, but an unpleasant situation
certainly will impact to the learning achievement. To describe the situation of the classroom, four questionnaires are made which are scattered randomly in
questionnaire number 3, 4, and 5. Those components, respectively, have
0.05 0.84
0.80 0.97
0.57 0.56
0.53
Classroom Situation
CS Teaching Aids
and Facilities TAF
Teacher Classroom
Management - Method and
Strategy TCM-MS
Application of Learning
Process AELP
Student Motivation
SM Student
Roles SR
Learning Goal
LG
38
reduction as follow; in learning process, the teacher closes the door and turns on the lamp Q-3, in learning process, the teacher lets the window and the door
opened or closed [the teacher does not pay attention, whether the door opened or closed Q-4,
and in the learning process, the teacher always uses English to interact with the student Q-5
The distribution of this can be specified in detail as in Table 4.1.
Table 4.1 The Distribution of Classroom Situation in Questionnaire
QUESTION NUMBER SCALE
TOTAL STRONGLY
AGREE AGREE
NEUTRAL DIAGREE
STRONGLY DISAGREE
The teacher closes the door
and turns the lampQ-3
16 25
-47 -56
-62
The teacher lets the door and
window openQ-4
68 39
-28 -28
51
The teacher uses English to
interact with the teacher Q-5
58 40
-40 -8
30
TOTAL
19
TOTAL ITEMS 06,33
TOTAL ITEMS PER 124 RESPONDENTS 00,05
As seen in this table, there are some columns named items, scale and total. The column ‘items’ presents an item listed in column and from which they are
derived from. As this table shows, the items are derived from questionnaire 3, 4, and 5 that all of which have different scales. CS 3 and CS 4 respectively
show -62 and 51 while CS 5 is 30. The amount -63, 51 and 30 is a subtraction result of scale total. All total of each item is multiplied and then divided by total
