c. Interview The third instrument used in this study was interview. This instrument is used
to obtain data to answer the first problem in the problem formulation that is how teacher is implementingthe English teaching learning activity in Sekolah Alam
Nurul Islam Yogyakarta. The strategy used in conducting interview is interview
guide approach, in which topic and issue to discuss were specifically outlined. The interviewer decided the sequence and wording of the questions. By using this
strategy, the comprehensiveness of the data is improved and the data can be specifically collected.
The interview will be conducted before and after the participants filled the questionnaire. The participants of the interview are the teacher of English and the
students of the first grade of Sekolah Alam Nurul IslamYogyakarta.
E. Data Gathering
The first data is gathered from the observation in the classroom during the English teaching-learning activities. The aim of this observation is to find out the
implementation of the teaching learning activities in the class. The second data is gathered from the interview of the teacher and the
students. This interview is intended to answer the third problem that is how the teacher implemented the English teaching learning activity in their teaching
activities. The third data is gathered from the questionnaire that was distributed to the
students. The questionnaire is aimed to find out the students’ perception on the
English teaching learning activity in Sekolah Alam Nurul Islam Yogyakarta. The questionnaires are distributed to the students of Sekolah Alam Nurul Islam
Yogyakarta . The participants are asked to fill out the questionnaire in class. It will
take about 15 to 20 minutes.
F. Data Analysis
After the data have been gathered, the researcher analyzed the data to answer the research problems. The data from the first interviews are transcribed in written
form and analyzed to answer the first problem. The data from the questionnaires are put in table which consisted of the column for the questions and the columns
for the number of students who choose the particular options strongly disagree and disagree, agree and strongly agree. The researcher counted the number of
students who chosen the option strongly disagree, disagree, agree, and strongly agree.
After compiling the data from the participants, the researcher analyzed the data to discover what option considered as the priority that is often chosen by the
participants. After classifying the answer, the researcher counted the average of the result for each statement. The average would determine the major response for
each statement. The presentation of numbers was aimed at making the description data clearer.
After gathering the questionnaire, the researcher analyzed them by recording all the data in the table and discussed them based on the frequency. Then, the data
was described and summarized by using descriptive analysis.
Besides, the scores of the questionnaire also were calculated using descriptive statistics to the source variance. The source of variance consisted of four things,
they are, number of cases, mean, mode, and median. Modus was the score that occurs most frequently in the set of scores. Median was the middle point occurs in
the set of scores. Mean or average point was the indicator of central tendency of the set of score. The formula for getting the mean was:
X = ∑ X N
X = Mean X = Raw score
∑ = the sum of score N = Number of cases number of participants
The frequency and central tendency could be recorded in the table:
Table 3.3. Sample of Frequency and Central Tendency’s Table
Participants’ opinions Central Tendency
N Mean
Median Mode
Notes:
N = Number of cases the number of participants
Mean = Indicators of central tendency of the set of sources
Median = Middle point that occurs in the set of scores
Mode = Scores that occurs most frequently in the set scores
The average scores of the participants reflected the kinds of students’ perception on the English teaching learning activities they had. The scores which
ranged from 1.00 to 2.49 were considered as the negative perception on the English teaching learning activities, while the scores which ranged from 2.50 to
4.00 were considered as the positive perception on the English teaching learning activities.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
