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what present by the questionnaire for item 15 - my English teacher is able to give the highest influences to my ability Q-15.
As seen in Table 4.5, for instance, the total result just amount to 34. It is lower that what we hope even though many
participants give positive opinion on item 16 and item 20 which respectively have wording - based on my opinion, my, the English in not interesting to study
Q-16 and I enjoy studying English Q-20.
Dealing with what has been previously proposed; a general description of learning English can be grasped from the following data interview.
“For the field of English is very behind at all. For the field of English language in Papua, especially in Kaimana regency no increase at
all From year to year for sure the level does not change, so in my opinion if allowed teachers who were given the task or responsibility to teach
English should have the ability higher and were taught using various ways motivates students to speak English in class and outside class”
Participant 4 A-31
In general, this quote indicates that English comprehension of student places the lowest position rather than another student in another town in Indonesia.
Limitation of the teacher’s methods and strategies in English teaching effect on their comprehensions to have the goal of learning. The variety of techniques and
strategies should be also considered to have the better goal of learning.
4.2.1.6 Student Roles
Both teacher and student play the main roles in the process of learning to have the goal of learning. The goal of learning will never be reached without
having good student roles. To describe the student perception ofthe student roles, the three following questioned are made. Those statements are scar aced randomly
in questionnaires numbers12, 22, 23, 24 and 25 namely I ask friend to keep calm if they were make noisy Q-12,after learning English in school, I feel
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that I have any progression in using English to communicate with the teacher and foreigner who came to my town Q-22, I do focus on finding the difficulty of word
meaning of English Q-23, and I do my homework on time Q-24 and if do not
understand the material given, I will ask the teacher Q-25. As seen in Figure 4.1, the item student roles shows the signification result
scores 0. 56, but it is as previously mentioned lower than item student motivation, the application of English learning process, teaching classroom management-
methods and strategies, and teaching aids and facilities. The distribution of student roles furthermore can be seen in Table 4.6. As seen in this table, the items
12,22, 23, 24, and 25 respectively score 103, 29, 94, 31, and 94. Looking at these results, item 22 and 31 has lower total rather than of the others. It then
as previously mentioned describes the negative description of student role in learning process, while the rest show the positive description of the learning
process. All of which will be discussed soon below. Both 22 and 31’s results are taken from questionnaires – I feel that I
have any progression in using English to communicate with the teacher and foreigner who came to my town Q-22
and I do my homework on time Q-24. When the participant is asked about the usage of English in communication, as
their student’s effort to upgrade their abilities, they say that they only have in progression in vocabularies such as proposed by participant 1 A-31 – “…I know
the English sources and I have many vocabularies” overmore when the
participant 1 is asked a question – whether they do their homework on time or not, some students says yes for that question but some time do not. The participant 1
A-28, for instance, says “…I will do the best for my homework and ask the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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teacher if i did not understand it” This sentence indicates that he did it as possible
as he can and it is difficult to answer, he will ask the teacher about it. Another answer can be grasped from the participant 2 A-47 – “…no, sometimes, I get
bored easily, so that if it were difficult for me to do, I will leave it” This sentence
means that the student would do what they think easy to do. The other examples can be grasped from the participant 3 A-32 whether she did by herself or not she
says that she did it by herself but if it is difficult to do, she will ask her friend. “…If I was still working on its own, but it is very hard, we work
together in groups to help each other and we can collect our task on time” Participant 3 A-33
Based on the three participants, we describe that not all plays their roles in getting the goal of learning. Recalling to the answers of participant 1 and 2 for
instance, they preface to tow that they had done if they had difficulties in understanding the task given. The participant 3 furthermore is a good description
to describe co-operation attitude between teacher and student and the student with their other classmates. As a teacher, we also need to pay attention on tho the
whole character for the goal of learning. Because only some students who think that they must do what the teacher give like what the following participant says.
“…if you want to go forward you must also be in need of another party but when teachers find it difficult to explain how you so that you can
achieve what you want” Participant 1 A-48
The other questionnaires presenting the significant results are questionnaires listed in 12, 23 and 25 – I ask a friend to keep calm if they
were made noisy Q-12,I do focus on finding the difficulty of word meaning of English Q-23,
and if do not understand the material given, I will ask the teacher Q-25.
These results respectively show significant results as seen in Table 4.6 – PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
