38 researcher in the discussion and data analysis to answer the research problems on
the use of reinforcement skill in Microteaching class.
F. Research Procedure
First of all, the researcher put the interest on Microteaching class especially the basic teaching skills that have been implemented. It would focus on
the reinforcement skill. The researcher defined two research problems to be investigated. There was a need to compose a proposal addressed to the
researcher’s supervisor describing the willingness to conduct the research on the use of reinforcement skill in Microteaching class to assure whether the research
was possible to be conducted. As stated in ELESP Academic Book see chapter II, Microteaching is a
further training of applying the concept and procedure of English language teaching Tutyandari, et al., 2011, there are five basic teaching skills taught in the
course including reinforcement skill Suseno Gilarso, 1986. In the previous semester, the researcher also experienced the skill and the curiousity about the use
of reinforcement skill was started from taking the course. The researcher collected the information about the reinforcement skill in Microteaching class from a
lecturer who was responsible for the course. Microteaching students played the role as the teacher and student during the course. To gain the information related
to their perceptions, the lecturer also suggested that the researcher had better investigate from both sides. From the information collected, the researcher
arranged a set of instruments to collect the data. The instruments consist of
39 questionnaire and focused group discussion. The questionnaire had two parts,
close-ended and open-ended. The focused group discussion was designed to allow the researcher and all the participants to have discussion and not dominate other
participants when exchanging their ideas. The researcher chose Microteaching students of year 2009 who were
taking the course in even semester of 2012. There were 7 classes chosen for the target of distributing the questionnaire. As this research using sampling to gather
the data, the reason of choosing them was that the participants have implemented teaching practice demonstrating reinforcement within the basic teaching skills.
Before the distribution, the researcher needed to ask permission in order to conduct research in an institution, i.e. English Language Education Study
Program of Sanata Dharma University. Furthermore, it was necessary to ask the lecturers of Microteaching course to have their students as the participants. There
were 145 questionnaires ready to be distributed after the time of the class was over. The researcher allowed the participants who could not stay longer in the
class to carry the questionnaires in other places to retain the reliability of the answer. Then, they were asked to return the questionnaires in the following day.
There were 108 participants returning the filled questions on the following day. The total returns were reduced by the broken questionnaires and incomplete
response for each statement. For being valid, the researcher took half of the total questionnaires as many as 54 participants.
After getting all the information needed, the next step was to analyze the data. The calculated score resulted in a table of percentage. It was used for further
40 analysis. Each statement’s reason and explanation during the focused group
discussion would strengthen the result of the questionnaire. Those results led into
a deeper discussion to answer the problem formulations.
41
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, there are detail discussions about the research results, analysis and discussion related to the theories. In reporting the data, the researcher
divides the data into two parts, based on questionnaire and focused group discussion FGD result. Then, it goes to analysis and ends up in a discussion to
answer the first research question that is Microteaching students’ perception on the use of reinforcement skill. The last part presents the suggestions from
Microteaching students on the use of reinforcement skill to answer the second research problem.
A. Microteaching Students’ Perception on the Use of Reinforcement Skill in Microteaching Class
This part reports the data from questionnaire and focused group discussion FGD results. There are two parts that will be discussed in this section. The first
part is students’ perception as the student and the second one is students’ perception as the teacher. Both perceptions are intended to answer the first
problem formulation.
1. The Result of Students’ Perception as the Student
This section presents the result of questionnaire data. There are two parts in the questionnaire. The first is closed-ended part consisting of 10 statements to
