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and know what should the English teachers do for the best education in Kaimana especially for learning English process.
3.3.2 Participants
The participants of this research are student from three schools in Kaimana namely YPPK Santo Thomas Aquino Kaimana, SMA Negeri 1 Kaimana
Kaimana and SMA YAPIS Yayasan Pendidikan Islam Kaimana, West Papua. There are 124 participants for questionnaire data and 6 participants for interview
data where those participants were in second grade when this research conducted. The participants for questionnaire data respectively amount to 43, 43 and 38,
while the participants for interview data respectively 2 participants in each school. The interview data is used to support the questionnaire so that a good description
of students’ perception of learning English in Kaimana is possible to describe.
3.4 Data Gathering Instrument and Data Collection
To obtain the goal of this research, both instruments; questionnaire and interview are used. These instruments are grounded on the seven components
included in the blueprint. These components involve classroom situation, the facilities and teaching aids, the strategies and method used by the teacher in
managing the class, the application of the learning process, the students’ motivation, the students’ roles and learning goals. Those components are specified
as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 3.1 Blue Print for Questionnaires and Interview
NO COMPONENTS
CODE INDICATORS
TOTAL ITEMS
QUESTIONNAIRE
1 Classroom
Situation CS
- Physical Appearance
- Seating arrangement
- Lighting and ventilation
3
2 Teaching Aids
and Facilities TAF
- Textbooks - Teaching
1
3 Teacher
Classroom Management -
Method and Strategies
TCM –MS - In handling the
class and encouraging the
student and responding the
students’ problem
8
4 The Application
of English Learning Process
AELP - During the
class session - After class
4 5
Student Motivation
SM - Internal factors
- External factors 5
6 Student Roles
SR - Attention
- Facial Expression
- Actions 5
7 LearningGoals
LG - Comprehension
4
The seven tested items are applied to investigate the students’ perception of learning English in senior high schools of Kaimana. This blueprint or the tested
items can be depicted as the following figures. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Figure 3.1 Student Perception
This figure specifies the perception dealing to the goal of the research. After describing the seven items, the goal of learning is possible to have if the
seven items in the outer circle of this figure can be appropriately applied in the learning process.
3.4.1 Questionnaire
The questionnaire has alternative answers from the number 1 to number 5 which are respectively stand for strongly disagree, disagree, neutral, disagree,
and strongly disagree. As seen in the following table, each question is coded based components of Table 1 indicating categories from which student perception
of learning English in senior high schools of Kaimana is obtained. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 3.2 A Questionnaire on Students’ Perception of English Learning Process
No Students’
Perception Components
Questions Question
Number
1 Classroom
Situation In the learning process, the teacher
closes the door and turn on the lamp. 3
In the learning process, the teacher lets the window and the door opened or
closed [the teacher does not pay attention whether the door opened or
closed. 4
In the learning process, the teacher always uses English to interact with the
student. 5
2 Teaching Aids
and Facilities The teacher uses the facilities such as
book, dictionary, visual aids, and so on. 1
3 Teacher
Classroom Management -
Methods and Strategies
In the learning process, the teachers’ group the student ininto some groups.
2 The explanation that the teacher give is
helpful for me in accomplishing my task.
10 The instruction that is given by the
English teacher is easy to understand. 11
I like the way the English teacher teaches me English.
19 I feel that I have good confidence to
accomplish an English task. 26
I am frustrated with the tasks given by the English teacher
27 The experience in English class helps
me to improve my spirit to study more 29
I am frustrated with English 30
4 The Application
of English Learning
Process The teacher interacts with the student in
accomplishing their English task. 6
I will ask the teacher some vocabularies if I do not know them.
7 The teacher interacts with the student in
accomplishing the difficult structure in English
8 The teacher explains the way the task
accomplished before giving the task. 9
5 Student
Motivation I like studying English
13 My English teacher is able to give the
highest influences to my ability. 15
31
Based on my opinion, the English in not interesting to study
16 I enjoy studying English.
20 I have an easy technique in learning
English. 28
6 Students’ Roles
I ask a friend to keep calm if they were make noisy.
12 After learning English in school, I feel
that I have any progression in using English to communicate with the
teacher and foreigner who came to my town.
22
I do focus on finding the difficulty of word meaning of English
23 I do my homework on time
24 If I do not understand the material
given, I will ask the teacher 25
7 Learning Goals
After learning English, I feel that I any progression
14 The teacher gives me tasks applicable to
build my comprehension. 17
I understand with the material given by the teacher
18 The English material given is
appropriate to what need 21
The questionnaires above heads for the students’ perception of learning English which can be described as the following fugure.
3.4.2 In-depth Interview
Besides questionnaires, in-depth interview is also needed to support the authenticity of data. The following table shows 25 core questions asked in the
interview section. Each question is coded based components specified in Table 1 and Figure 1 which are respectively shownBlue Print for Questionnaires and
Interview and student Perception. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 3.3 Interview Questions on Student Perception
of English Language Teaching
NO Questions
English Language Teaching Components
1 What is your name?
Participant Personal Data 2
Where do you school? -
3 What grade are you?
- 4
What is your favorite subject? The Application of
English Learning Process Teaching
Classroom Management – Method and Strategies
5 If all of your subjects are organized in a series,
what series is the English? Classroom Situation
6 Based on your opinion, the arrangement of
seats and the lighting of the class appropriate class and well supporting?
-
7 Do you have a guide book such as printed
book, dictionary and etc.? Teaching Aids and
Facilities 8
Does your English teacher use such books? -
9 Are you interested in the way your English
teacher teaches? Teaching Classroom
Management-Method and Strategies
10 Does your English teacher have good quality
in teaching English? -
11 Has your English teacher always used English
in teaching? The Application of
English Learning Process 12
If you find the difficulties in learning process, what you do usually? Ask the teacher or ask
your classmate? Student Roles Students
Motivation 13
Based on your opinion, is the explanation given by your teacher can be understood
easily? Teaching Classroom
Management-Method and Strategies
14 Before beginning the classroom, what
activities does your English teacher do? -
15 Are you asked to do something like reviewing
all subjects given previously? -
16 Do you always have homework from your
English teacher after a class? -
17 If you were given homework by your teacher,
will you do it or not? Student Motivation
Student Roles 18
Based on your opinion, do you have any advantages from the tasks or homework?
Learning Goals 19
If it is so, what advantages do you get? -
20 Do you want to master in English?
Student Motivation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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21 What motivation makes you being motivated
to learn English? -
22 Do you have any suggestion for the
beneficence of the English learning process? Learning Goals
23 If you were an English teacher, how do you
ask your student to study? Teaching Classroom
Management-Method and Strategies
24 What will you do if your students do not have
spirit in learning? -
25 As a Papuan, what is your order and
impression about the education in Papua generally and in Kaimana notably?
Student Motivation Student Roles Learning
Goals
3.5 Data Collection Techniques
This section shows the step to reveal the student perception of learning Learning English in senior high schools of Kaimana. The research procedure to conduct this
research was established as follows: 1.
Giving a call the three schools in Kaimana namely Santo SMA Thomas Aquino, SMA Negeri 1 Kaimana, and SMA YAPIS Yayasan Pendidikan
Islam Kaimana to extend the questionnaires 2.
Finding two students from each school randomly to conduct interviews 3.
Transcribing the data derived both questionnaire and interview to understand easily.
3.6 Data Processing
This part will present data processing so there will be a clear description of the data research.
1. From the list of questionnaire and interview, I categorized them according to
the components or categories the blue print questions seen in Table 1 and Figure 1. In this process, I coded the seventh components to avoid the
massive piles of data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
2. Categorized data were thematized to endeavor tentative profile of the student
perception of the learning English. 3.
Due to this qualitative research, as a researcher, I let all participants express their opinion an thought to confirm the participant’s suggestions, comment
through the interviews from two students derived from each school and its then functions to support the questionnaire data.
3.7 Data Analysis
The data were analyzed after all questionnaires extended and interviews conducted. After I had collected the data, transcripted them all and coded them,
which can be seen in appendix 2. The coding of the data can be seen in Table 1 - Blue Print for Questionnaires and Interview
in which the seventh components are coded by CS for a classroom situation, TAF for teaching aids and facilities, TCM-
MS for teacher classroom management-method and strategy, AELP for the application English learning process, SM for student motivation,, SR for
students’ roles andLG for learning goals. The components, extending randomly in the questionnaire and interview
are grouped in tables and counted using SPPS for valid data. The data taken from will be used to support the data from the questionnaire.
3.8 Trustworthiness in Research Findings
This study needs to be valid and reliable so that I trust the findings of the inquiry.In this research, I used data triangulation to measure three important
aspects in trustworthiness, namely: transferability, dependability, and conformability. Data triangulation is a way to measure data based on
35
theconvergence of data source Sugiyono, 2014, while, Merriam 2002 holds that all researchers aspire to produce valid and reliable knowledge in an ethical
manner. I want to assure if the findings of investigating are believed and trusted. The following figure how the component being interviewed to triangulate the
student’s perceptions.
Figure 3.2 Trustworthiness
Collection data in English learning class Design blueprint of interview questions
Conducting interview processing interview data
making tentative student percepetion Reflecting student perception
verifying student perception discussion student perception
making conclusion PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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