THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
D. Questionnaire
1. Comprehensive Teaching Technique CTT
In line with the research purpose, the data which support the research objectives will be discussed in this section. The researcher recapitulated the
responses and perceptions from the students of EC 4 ELTI – Gramedia
Semarang who experienced the Comprehensive Teaching Technique experimental group.
This research is aimed to see the effectiveness of Comprehensive Teaching Technique CTT and therefore researcher asked few things which
represent the elements of Comprehensive Teaching Technique CTT. Considering the fact that respondents are children; the researcher was in
attendance during the questionnaire response process. The researcher assisted and sometimes simplified the objectives in order to make students understand
the given questionnaire.
a. The Comprehensive Teaching Technique at ELTI – Gramedia Semarang
The respondents’ perceptions about the Comprehensive Teaching Technique CTT at ELTI
– Gramedia Semarang will be discussed in this section. Question number A2, A3, A4, A5, and A6 will represent the aspects of the Comprehensive
Teaching Technique CTT at ELTI – Gramedia Semarang from the respondents.
The analysis:
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
The aim from question A1 “Apakah di ELTI – Gramedia Semarang, pelajaran grammar diberikan secara menyenangkan, menarik, dan jelas?” is to know
whether students have experienced a fun and catchy English learning process at ELTI
– Gramedia Semarang using Comprehensive Teaching Technique. The statistical data can be seen through the table below:
Table 4.18 The Learning Process at ELTI
– Gramedia Semarang
Categories Response
Percentage a. Menyenangkan,
menarik, dan jelas untuk diterima
12 80
b. Biasa saja 3
20 Total
15 100
Source: Primary data questionnaire number A1, 2008 Table 4.12 suggests that most of the students have experienced a fun and
catchy English learning process at ELTI – Gramedia Semarang using
Comprehensive Teaching Technique. The ai
m of question A2 “Apakah di ELTI – Gramedia Semarang, pelajaran grammar diberikan secara tuntas, sesuai dengan kebutuhan masing-masing
pesertamurid, meskipun dari berbagai tingkatan?” is to measure the students’ satisfaction in learning grammar at ELTI
– Gramedia Semarang. The statistical data can be seen through the table below:
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
Table 4.19 The Respondents’ Satisfaction of Comprehensive Teaching Technique CTT
Categories Response
Percentage a. Ya
15 100
b. Tidak Total
15 100
Source: Primary data questionnaire number A2, 2008 Based on table 4.13, it can be concluded that the respondents were satisfied in
learning grammar using the Comprehensive Teaching Technique CTT. The aim of question A3 “Bagaimana pendapat anda mengenai tingkat
kesulita n dalam mempelajari grammar? ” is to measure the students’
understanding level. The statistical data can be seen through the table below:
Table 4.20 The Respondents’ Perception about Grammar’s Difficulty Level
Categories Response
Percentage a. Mudah dipahami
11 70
b. Sulit 4
30 Total
15 100
Source: Primary data questionnaire number A3, 2008 Table 4.14 indicates that most respondents answered “a” and the researcher
assumes that children comprehended grammar through Comprehensive Teaching Technique CTT.
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
The aim of question A4 “Apakah pelajaran bahasa Inggris di ELTI – Gramedia Semarang disampaikan melalui kegiatan-kegiatan yang menarik,
seperti menggunakan games, perangkat audio, serta diskusi kelompok?” is to measure the students’ awareness of the Comprehensive Teaching Technique
CTT. The statistical data can be seen through the table below:
Table 4.21 The Respondents’ Awareness of Comprehensive Teaching Technique CTT
Categories Response
Percentage a. Ya
13 97
b. Tidak 2
3 Total
15 100
Source: Primary data questionnaire number A4, 2008 Children were aware by Comprehensive Teaching Technique CTT usage in
the classroom, and it was a different teaching method they experienced. This is shown by the result from table 4.15 that most respondents a
nswered “a”. The aim of question A5 “Apakah pelajaran bahasa Inggris di ELTI –
Gramedia Semarang yang diberikan secara bervariasi dengan menggunakan berbagai metode, misalnya berbagai games, perangkat audio, diskusi kelompok,
dan metode lainnya, menjadikan anda terampil dan cepat dalam penguasaan bahasa Inggris?” is to identify the Comprehensive Teaching Technique’s effect
to students’ grammar absorbent. The statistical data can be seen through the table below:
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
Table 4.22 The Comprehensive Teaching Techniq
ue’s Effect to Students’ Grammar Absorbent
Categories Response
Percentage a. Ya
13 97
b. Tidak 2
3 Total
15 100
Source: Primary data questionnaire number A5, 2008 The researcher assumed that children were assisted by the Comprehensive
Teaching Technique CTT in absorbing grammar. An illustration of this is comes from table 4.16.
The aim of question A6 “Dengan menggunakan berbagai metode tersebut, apakah anda menyukai penyajian pelajaran bahasa Inggris di ELTI
– Gramedia Semarang?” is to measure the students’ satisfaction in learning grammar at ELTI
– Gramedia Semarang. The statistical data can be seen through the table below:
Table 4.23 Students’ Satisfaction to the Learning Process
Categories Response
Percentage a. Ya
15 100
b. Tidak Total
15 100
Source: Primary data questionnaire number A6, 2008
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
Table 4.17 shows that all respondents were satisfied with the learning process using Comprehensive Teaching Technique at ELTI-Gramedia Semarang.
Recapitulation:
Table 4.24 Recapitulation
Number Major Respondents’
response Minor Respondents’
response Total
sum percentage
Sum percentage
sum percentage
A1 12
80 3
20 15
100 A2
15 100
15 100
A3 11
70 4
30 15
100 A4
13 97
2 3
15 100
A5 13
97 2
3 15
100 A6
15 100
15 100
Source: Primary questionnaire data, 2008
b. The needs to study in an English course to enhance students’ English skill