30 did not make any effort to communicate with the class so that the class could walk
as it did. The researcher prepared a checklist as a guideline of conducting the class observation. The class observation’s guideline is followed:
Table 3.2 Check List of Observation No.
Points of observation Descriptions
1. Teachers’ teaching style
This checklist of observation used to guide the researcher in observing the way teachers taught
their students based on Text-based syllabus. It was used to compare whether their perception
about the way they teach their students using Text-based syllabus was enacted in their
teaching or not. 2.
The use of communicative language
This checklist of observation was used to see the implementation of the teachers’ perceptions
on the language that was used to communicate in their class and how it could develop the use
of Text-based syllabus. 3.
Students’ motivation It observed whether or not the students were
motivated to learn English. 4.
Students’ enjoyment It observed if the students enjoyed the class
5. Students’ understanding
It observed whether the students could grasp the material by being able to answer questions
and respond the class activities.
D. Data Gathering Technique
The data was collected by coducting in-depth interview to the teachers from different school backgrounds in order to know their perceptions toward the
31 use of Text-based syllabus. The in-depth
interview was conducted for several times for every teacher until the researcher could gather all of the information that
was really needed for developing her research. Then, after conducting the interview, the researcher conducted a class observation. The observation was
conducted once for every teacher in order to know the condition and the atmosphere of the implementation of Text-based syllabus and in order to see the
suitability of the teachers’ perception with the condition of the class. On the other hand, it is used to evaluate the implementation of the teachers’ perception. The
purpose was to analyze the detail information that was given by teachers and compare it with the data that was obtained from the field. Then, the researcher
would analyze whether teachers’ perception is enacted in their teaching or not and discuss it in the chapter IV.
E. Data Analysis Technique
The analysis technique would be conducted based on the data that was obtained before by looking at the differences of the teachers’ perception and the
implementation of their perception. The purpose was to see how teachers’ perception on the use of text-based syllabus was really reflected on their teaching.
It was aimed to answer the teachers’ hesitation on the use of text-based syllabus, which was a new syllabus design for Indonesian Educational system.
The researcher would analyze whether teachers’ perception from the different background of school were the same or not. Besides, she would analyze
whether or not their perceptions were reflected in their teaching. Through their
32 perception we would understand the effectiveness of using this syllabus design in
our educational teaching-learning process.
1. Procedure
As stated before, this thesis was concerned with two major problems to solve. However, the study must follow the procedure of this research. It was
divided into three main activities; those were:
a. Preparation
This activity consisted of asking permission to the headmaster of the schools where the research was conducted. Firtsly, the researcher went to the
regional govermement of Bantul to have a permission to conduct a reserarch in SMA Negeri 1 Bantul. Then the reseracher went to the headmaster of SMA 1
Bantul and SMA Stella Duce Bantul to have permission to conduct this research. Then the researcher tried to build a good relationship toward the English
teachers through conducting pre-interview. Hence, hopefully, the researcher could successfully conduct In-depth interview and get all of the information needed for
the research. Next, the researcher came to the teachers to arrange a schedule about when the In-depth interview would be carried out.
b. Gathering the data
It consisted of two main stages. The first was In-depth interview toward the teachers’ perception then the second was observation, which was conducted in
order to complete the data that was obtained by interviewing. The in-depth
33 interview was conducted for more than once based on the information that was
needed. While classes observation was conducted at least once for every teacher in order to compare their perception with the real condition and atmosphere of the
class. c.
Result This activity analyzed the data that were collected by comparing the data
from the interview and observation. Based on the comparison, the correlation between the teachers’ perception with the condition of the field could be
determined. In the other words, it could be seen whether or not the teachers’ perception were enacted in their teaching-learning activity.
34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
