RESEARCH METHODOLOGY Comparative Analysis between Students' and Teachers' Beliefs on Effective English Language Teaching (A Survey on SMA Negeri 3 Tangerang Selatan)

8 Only correct students indirectly when they produce oral errors instead of directly e.g., correctly repeating back to them rather than directly stating that they are incorrect. 9 Be as knowledgeable about the cultures of those who speak the language English as the language itself. 10 Not grade language production i.e., speaking and writing primarily for grammatical accuracy. 11 Teach English primarily by having students complete specific tasks e.g., finding out prices of rooms and rates at a hotel rather than grammar-focused exercises. 12 Have students respond to commands physically in English e.g., “stand up,” “pick up your book,” etc.. 13 Address errors by immediately providing explanations as to why students’ responses are incorrect. 14 Require students to speak English beginning the first day of class. 15 Not use predominantly small groups or pair work to complete activities in class. 16 Mostly use activities that practice specific grammar points rather than activities whose goal is merely to exchange information. 17 Ask students to begin speaking English only when they feel they are ready to. 18 Not present a particular grammar point without illustrating how the structure is used in a specific, real-world context. 19 Speak English with native-like control of both grammar and accent. 20 Teach grammar by giving examples of grammatical structures before explaining the grammar rules. 21 Use predominantly real-life materials e.g., music, pictures, foods, clothing in teaching both the language and the culture rather than the textbook. 22 Not simplify or alter how they speak so that students can understand every word being said. 23 B ase at least some part of students’ grades on their ability to interact with classmates successfully in English 24 Use activities where students have to find out unknown information from classmates using English. Table 3.2. General Categories of Questionnaire Adapted from: Brown ’s Questionnaire Category Effective Teacher Questionnaire Item Number Grammar Teaching 10, 16, 18, 20 Error Correction 5, 8, 13 Target Language Use 7, 14, 17, 19, 22, 23 Culture 3, 9 Computer-Based Technology 1 Communicative Language Teaching Strategies 11, 12, 2, 4, 15, 21, 23, 24 Assessment 2, 6, 10, 23 The scoring of the questionnaire uses Likert scale, which is one of scaling technique of rating scale. It is requiring the respondent to make an evaluate judgement of the target by marking one of a series of categories organized into a scale. 3 To scale this questionnaire, the writer 3 Zoltan Dorney and Tatsuya Taguchi, Questionnaire in Second Language Research, Madison Avenue, New York: Routledge: 2010, p.26. used Likert scale, which is typically used to investigate how respondents feel about a series of question. 4

E. Data Analysis

The main purpose of this study is to run a detailed and comprehensive comparison between teachers’ and students’ beliefs on the issues in English language teaching included in the study’s questionnaire. The questionnaire data calculated per item using independent group t-test in SPSS to compared students’ and teachers’ beliefs. Then the items that have significant difference will be displayed on the table and being discussed. For investigating the research question, descriptive and inferential statistics were employed. In comparing the students’ and teachers’ beliefs, a two-sample, independent group t-test was calculated. 4 James Dean Brown, Using Survey in Language Program, New York: Cambrige University Press, 2001, p.40 31

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

This research tended to investigate XI grade students and teachers of SMA Negeri 3 Tangerang Selatan about effective language teaching using a questionnaire. The questionnaire was given to 253 students and 2 teachers. The questionnaire focused on seven general categories which are grammar teaching, error correction, target language use, culture, computer-based technology, communicative language teaching, and assessment. Furthermore, the writer runs independent group t-test on every item to compare all teachers’ and students’ responses of the questionnaire . Table 1 shows the result of teachers’ responses towards the questionnaire. Table 4.1. Teachers’ Responses of Effective English Language Teaching Questionnaire Item Mean 1 2 2 2 3 1 4 2.50 5 2 6 2 7 3.50 Item Mean 8 2.50 9 2.50 10 2.50 11 2 12 1.50 13 2 14 2 15 2.50 16 3.50 17 2.50 18 2 19 2.50 20 3 21 2 22 2.50 23 2 24 2 From the table above, the teac hers’ responses ranged from 1 to 3.50. The smallest mean score found in the item 3 and the highest mean score found in the item number 7 and 16. Item number 4 is categorized as culture. It says that teacher must devote as much time to the teaching of language. Meanwhile, item number 7 and 16 categorized as target language use and grammar teaching. Item number 7 says that in English language classroom, the use of Bahasa Indonesia is not allowed. And item number 16 says that effective English language teaching should mostly use activities that practice specific grammar points rather than activities whose goal is merely to exchange information. Table 4.2. Students’ Responses of Effective English Language Teaching Questionnaire Item Mean 1 1.91 2 1.76 3 2.06 4 1.94 5 2.14 6 2.22 7 2.18 8 2.27 9 1.79 10 2.88 11 2.20 12 1.77 13 1.92 14 2.80 15 2.75 16 2.48 17 2.63 18 2.60 19 1.89 20 1.77 21 1.70 22 2.06