4.1
The
Problems Faced by the Teachers in Administering Evaluation
4.2.1 The Data Analysis from the
Teachers’ Interview
The teachers’
interview was intended to answer the
second research question regarding the teachers’ problem found in the teaching
of English especially in the evaluation
system. The headmaster’s interview was treated as an additional information on
how the implementation of SBC in that school from the school manager’s point of
view. The overall teachers’ responses to the interview can be seen in Table
4.7 in the Appendix 3.
From the result of the teachers’ interview, it can be noted some points
as follows: in terms of the teachers’
concepts on the existing curriculum, it is revealed that the implementation of
SBC in that school has not been fully implemented well because of the lack of
facility, and the students’ factor (especially lack of motivation). It is
similar to Lewy (1991:10) that schools should allocate resources such as equipment, manpower,
space and time for carrying out SBCD (School Based Curriculum
Development) work. Here the
respondents suggest some points that the teachers should apply various techniques
in teaching that will be suitable for the students. Moreover, the implementation should take into account
the need of work field especially for the graduates. It is relevant to Wang’s
point (2010:114) who says that
the objective of vocational education
is to improve the attributes of workers and to promote the construction of socialist
modernization.
The teachers elaborated some reasons underlying the existing of SBC. They
thought that SBC is the improvement of
the previous curriculum. Additionally, SBC tended to make the students’
competence equal and to make the learning more familiar. It is in accordance
with BSNP’s description (2006) that indicates SBC is a transformation
of the previous curriculum, KBK-Competency Based Curriculum, which was
developed to be one of the educational innovations to enhance the quality of
education.
The respondents admitted that the teachers play main role in developing
SBC in the class. They can apply it through
motivating the students to use
and to practice English, creating the
conducive situation in order to help the students learn English well, measuring
the students’ competency guided by Competence Standard.
However, the teachers found some problems in implementing the teaching plan and the techniques into the process of teaching in the
classroom. One of the problems deals with the class situation which does not
support the learning process. The students were very crowded and noisy, and
like to be playful. Moreover, the lack of facility also becomes a problem. The teachers often changed what had been
planned according to the existing situation. The other problem relates to the
students’ motivation which is less in learning. The result is similar to the
previous study of Halawa (2008) that shows that the implementation of the
teaching and learning process was not in accordance with the lesson plan that
had been made. Here, the teachers should be more aware of learners
characteristics and differences as pointed out by Harmer (2001).
The
problems in English teaching at the school from the teachers’ point of view can
be described as follows:
Firstly, the main problem is dealing with vocabularies. The students do
not know the meaning of the words, they do not know how to pronounce as well, and they mostly do not have a dictionary. Meanwhile, the
school support are not adequate in facilitating
the media of teaching such as dictionary
and tape recorder.
Secondly, the teacher faces the problems dealing with big classes which
cause the management of the class is very hard. Additionally, the students’ attention are not focused on the learning. However, in
term of the evaluation, the teacher finds no problem at all.
Thirdly,
the teacher elaborates that the problems are dealing with too many subject s at
the vocational school. He thought that the students often felt being forced to
learn English, not because they liked it
but because they had to. In general, the main problem which is felt by all the
teachers is dealing with the students’ motivation. The students have less
motivated in learning.
As discussed earlier, the problems are similar to the study stated in
China Papers (2011). Also to what Lewy
(1991) and Kunandar (2009) have
elaborated that schools should allocate resources such as equipment, manpower,
space and time for carrying out School
Based Curriculum. Moreover, the role of the students are active, creative and
productive. Here, the teachers should improve their techniques in teaching to
increase the students’ motivation in learning.
The teachers carried out different ways to solve the problems such as
feeling free not to be burdened in teaching, being patient, motivating the
students, and doing self-reflective activity.
.
4.2.2 The Data Analysis from The
Headmaster Interview
The head master’s responses in the interview can be described in Table
4.8 in the Appendix 5. Based on the result, it reports that English teaching at
the school is similar to the other school, in which English is given 4 meeting
hours. One that makes it different is the method and the style that the
teachers used, whether it is classical or more modern. Most of the English
teachers in the school are UPI graduates majoring in English so the
qualification is appropriate. But according to the competence standard of
vocational school, the teachers are considered inadequate. The headmaster also
explained that the school manager has taken some steps in supporting the
English teaching such as the teachers are given authority to choose and to
provide the textbook and the worksheet as well, as the teaching material
source. Additionally, the teachers are free to use any media of teaching.
Moreover, the school officer always asks all the students at the third
grade to conduct a kind of TOEIC to measure the students’ competency in English
in a certain time.
It is admitted that the facility is not
well-completed, but the head master has a great concern to do better. The
school has also conducted an English day in which all the students and the
teachers should speak English in that day. But it was soon failed. The school
had gave many English compact discs material as a support for English learning.
Dealing with the problems in implementing SBC at the school, the headmaster
admitted that the socialization has not been satisfying. The socialization
should have done throughout the academic year so the teachers’ understanding
will be more comprehensive. The fact during the three years, it is found out
that SBC was only the duty of the headmaster and his
staffs.
Moreover, according to
the headmaster, the unique of SBC has not been appeared yet because the end of
the teaching objective is to face the
national exam in which the items standards come from the government though the SKL
(graduate standards) were distributed
before.
The headmaster gave
some solutions to the problems as follows: firstly, the socialization for the
teachers that SBC is all school personals’ responsibility is conducted for the
whole year. Secondly, the SBC design will be all the teachers’ assignment
gradually. In the future, it is expected that SBC is truly made by all the
personals of the school. The SBC is hopefully focusing on the vision and
mission of the school.
Although there are some
weaknesses, the implementation of SBC is viewed to be appropriately from year
to year. It is proved by the degree of the students’ graduation from the
school. The indicator indicates that the
graduates did not wait too long to find
a job as the school orientation that is to create a mechanic at intermediate
level who is ready to work or to create
a work field. It is admitted that almost 30 0r 40 % graduates have worked in
every year. It is a proof that SBC is successful according to the headmaster.
At last, the headmaster
suggests that the spirit of SBC should be implemented accordingly. The
government should not violate it. Honestly, the headmaster admitted that SBC cannot
be implemented fully. He elaborates that as long as the national exam is carried out,
the implementation will not be fully applied. It is better not to be busy in
designing the SBC. It is wise according to the headmaster to re- implement the
spirit of 1999 curriculum because it has been produced from the adaptation of
the national curriculum and the local curriculum.
In short, the head
master has a positive attitude toward the English teaching, and he has tried
the best to improve some weaknesses. His understanding on SBC is in line with
some principles put forward by Bolstad (2004), Lewy (1991) and BSNP (2006).
4.2
The
Students’ Responses toward the Evaluation System
4.3.1 Data Analysis on the Students’
Questionnaire
The questionnaire was intended to answer the third research question that
is what are the students’ responses toward the evaluation system”. The questions
were assigned to get
the answers of the students’
responses on SBC in general
and English teaching in particular.
There were 21 questions in the form of closed-ended and 2
questions in open ended questionnaire. The closed questionnaire was
made to make it easier for the students to choose the answer as there were
several options reflecting their choice. The items were tried out first to the
other classes in order to test the clarity of the question. The students could
also write their own responses if there was no option reflecting their ideas.
Therefore, instead of the options a, b, c, d, or e; they could choose the
option f. For the two questions at the end of the questionnaire were intended
to get the students‘ opinion on the
evaluation system which was going on and
also to obtain the students’ idea in the
form of suggestion on how the English teaching should be like in the future.
The total subject of class X who were involved in responding the
questionnaire were 135 students. For class XI was 55 and the third grade
(class XII) was 49 students. 4 papers out of 243 were discarded because of
technical errors.
The
questionnaire format for the students and the presentation of the students’
choice in the questionnaire can be seen in the Appendix 6.
4.3.1.1
The Analysis on the Closed-ended questionnaire
The result of the students’ responses to the questionnaire can be shown
in Table 4.9, Appendix 6. It can be shown on the figures below the
presentation of the students’ responses in all grades toward the points in the
questions.
Note
: X axis refers to the students’
categories of responses on the options
available
Y axis refers to the percentage of
the students’ responses among the three grades. The color refers to the
different grades of the students
Figure 4.1 The students’ opinion on the English teaching
1.
Very interesting 3.
Just in common (as usual) 5. boring
2.
Interesting 4.
Uninteresting 6.
Other responses
The graph indicates that the teaching of
English is considered to be just in common, nothing interesting, only a few
number students (5%) think that the teaching is very interesting. This shows
that the process of teaching learning at the present time is viewed to have not
a special characteristics compared with the other subjects. It is line with a
study stated in China Paper (2011) which reported that many students in China
are weak in using English and have no interest in learning English. Therefore,
the teacher’s role in increasing the students’ motivation in learning is very
vital in this research site.
Figure 4.2 The students’ opinion on
English itself
1. Very difficult 3.
Adequate 5. Very easy
2. Difficult
4. Easy 6. Blank 7.
Others
It indicates that
English is viewed as difficult subject especially for the class XI (reached the
peak). It seems that English could be the subject that the students do not like
to study further since it is difficult to master. This could be interrelated
with less motivated in learning English. This finding above goes with what
Rivers (1987, cited in Gebhard, 1996) maintains that language learning and
teaching can be an exciting and refreshing interval in the day for the students
and teacher. There are so many possible ways
of stimulating communicative
interaction, yet, all over the world, one still finds classrooms where language
learning is a tedious, dry-as-dust process, devoid of contactwith the real
world in which language use is as natural as breathing.
Figure
4.3 The language skills which is the
most difficult to learn
1. Speaking
3. Listening 5.
All language skills
2.
Reading 4.
Writing 6. Mixed 7. Others
The
graph indicates that for most of the students, listening is the most difficult
to cope with. This attitude may be caused by many reasons. One of the reasons
could be related to nature of listening itself as suggested by Nunan (1998), in comprehending aural language,
listeners do a great deal of constructive
and interpretive work in which they integrate what they hear with what
they know about the world. In addition,
the other reason could be the existence of listening media in the teaching
learning process. As Harmer (2001) maintains that the use of media will be
effective in the teaching.
Figure
4.4 The aspect of language skills which
is the easiest to learn.
1. Speaking 3. Listening 5.all skills
2. Reading
4. Writing 6-12 various (mixed ) answers including blank
Based on
the graph 4.3 and 4.4, they are
indicated that listening is considered to be the most difficult,
whereas the easiest is reading and writing. As it is mentioned
earlier, listening characteristics (Nunan,1998) may cause the problem for the
students to master. On the other hand, for reading and writing seem not to be a
big problem for the students in the research site. This may be caused the
frequency of the practice of these skills which was quite a lot compared with
listening skill. Therefore, listening skill is need to be more improved in the
site.
Figure 4.5 How
the teacher assesses the students’ learning
1. Oral
test 3. Project 5. Performance
2. Written
test 4. Group work 6-14 others
The teachers mostly conducted written test to assess the students’
learning, oral test was on the second rank after the written test. This is in
opposite side with what BSNP (2006) has maintained that the assessment based on SBC focuses on the
languange function as a means of communication in which an integrated skills
involved, maintaining some interactive tasks included in four language. In
addition, a lot of techniques and instrument of evaluation can be used, as presented
in the previous section, as suggested by BSNP (2006).
Figure 4.6 The assessment that is
frequently used by the teacher
1. Oral
test 3. Project
assignment 5. Performance
2. Written
test 4. Work group
The evaluation on the English teaching is mostly written test, especially
for the third grade (as it is indicated by the peak on the graph), various
forms of evaluation are conducted in the first grade as it is shown from the
graph above. The discussion is similar to the Graph 4.6. In conclusion, the
teachers in the site need to be improve their types and instruments of
evaluation in the teaching.
Figure 4.7 According to the students’ opinion, the way of the
teacher determines to pass the grade
1. Daily
test 3. Attitude 5. Others
2. Mid/final
tests 4. Assignments 6-19
various mixed answers
According
to the students’ opinion, the way of the teacher determines the passing
criteria to the next grade can be defined
by all aspects include the daily assignments, tests, presence, and
attitude. This means that the teachers consider all aspects in their
evaluation. This findings is in line with SBC (BSNP: 2006) and Herrick (1996)
who says that a unitary system in which an assessment system that measures not
only knowledge and facts, but also the application of knowledge as well as the
impact of experiences from work and life.
Figure 4.8 the knowledge
of the MMC (minimum mastery criteria)
1. Yes,
… 3. Indistinct 5. Don’t care
2. Don’t
know 4. forgot
Most of the
students are familiar with what ‘MMC’ is
and how it is implemented in the teaching. It shows that the socialization of
MMC as the prerequisite for learners to pass the learning subjects run well as
suggested by BSNP (2006).
Figure
4.9 whether the teacher told the value of MMC ( minimum mastery criteria)
1. Always
3. Sometimes 5. Never 7-8 others
2. Often
4. Seldom 6. Blank
It indicates that the teachers give enough information on the value of
MMC to be reached. As the discussion on the Graph 4.9, the students’
understanding on MMC are good enough. This may be influenced by the teacher’s
role in socializing the MMC. This is the good point in the research site.
Figure 4.10 whether the teacher always gives a homework
after teaching learning process
1. Always 3.
Sometimes 5. Never 7-10 various mixed answers
2. Often 4. Seldom 6. Blank
In term of homework, the teachers sometimes give homework after teaching
learning process. The students’ works are sometimes returned to the students.
There is an expectation of the students that all their works on the assignments
or projects are returned back to the students, as suggested by Brown (2001)
that language teachers should give optimal feedback to students.
Figure 4.11
The factors influencing the successfulness of
the students’ learning
1. Teacher
4. Facility 7-17 various mixed answers
2. Self
motivation 5. Environment
3. Curriculum 6. Blank
Most of the
students think that the aspects which influence
their success in learning are deal with self motivation and the teacher.
This shows that the students are very aware of the teachers’ role and
motivation in their learning. The result is in line with what Harmer (2001) has maintained that
increasing and directing student motivation is one of the teacher’s
responsibilities. Harmer elaborates that there are three areas where the
teachers behavior can directly influence the students’ continuing participation
including goals and goal setting, learning environment and interesting classes.
It is relevant to Chung’s suggestion
(2005) who says that a model as so
called the Individual Developing
Model can assist teachers to discover
and develop students’ individual differences in the generalized curriculum
settings without having to design individual lesson plan for every student.
Figure
4.12 whether the students know the name of the existing curriculum
1. Yes,.. 3. Indistinct 5. Don’t care 7. Mixed answers
2. Don’t
know 4. Forgot 6. blank
Most of the students did not know
what is the name of the
existing curriculum as it is indicated by the graph. This means the
socialization of curriculum in the research site is not good enough, as
suggested by BSNP (2006) that the developing curriculum should be an ongoing
process. Therefore, the socialization of the existing curriculum should be more
improved in the site.
Figure
4.13 the main problems in English teaching and learning
1. Media
3. Teacher’s
strategies in teaching 6-11 mixed
answers
2. Supporting
facilities 4. Less self motivation 5. Others
The biggest problem in
English learning according to the students is concerning to the
techniques used by the teachers. They thought that the techniques tend
to be monotonous and uninteresting, especially for the first and the third
grade which got the biggest number, while for the first grade deals with self
motivation. This means that teachers were not satisfying in using various
techniques in teaching, as suggested by Brown (2001) that a good language
teacher should use a wide variety of techniques, efficiently design and execute
lesson plan. Similarly, Harmer (2001) maintains that the teachers should be
more aware of learners characteristics and differences in creating a successful
learning.
Figure
4.14 whether the students know their scores on
their achievement along the
learning process to end of the semester or
the next grade.
1. Always 3. Sometimes 5. Never 7-8
mixed answers
2. Often 4. Seldom 6. blank
The teachers sometimes tell about the students’ score or the achievement
along the teaching learning process to the end of the semester. This seems that
not all scores that the students had been achieved during the process of
teaching learning were described transparently to the students. This is in
opposite to the principles of SBC (BSNP, 2006, Brady, 1983) that SBC should be
focused on students’ potential, and need.
Figure 4.15 whether there is an
enrichment learning in English teaching
1. Always 3. Sometimes 5. Never 7
mixed answers
2. Often 4. Seldom 6. Blank
Enrichment learning is never carried out, if there is one, it is usually
dealing with the third grade as the preparation of upcoming National
Examination. This finding shows that for enrichment learning is rarely
conducted for all students in each grades. This is not in line with Harmer
(2001) that the teachers should be more aware of learners characteristics and
differences, and also with the principles of SBC (BSNP, 2006, Brady, 1983) that
SBC should be focused on students’ potential, and need.
Figure 4.16 whether the teacher
gives a remedial process
1. Always 3. Sometimes 5. Never
2. Often
4. Seldom 6. Blank
The teachers frequently gave a remedial teaching to the students. From
this finding, it seems that the teachers were more frequently carried out a
remedial teaching than the enrichment teaching. Some reasons may underlie this
phenomena as it is indicated from the result of the teachers’ analysis in the
next section.
Figure
4.17 the time when the teacher gives a remedial test/teaching
1. After
the tests/daily test 4.
At the end of the semester
2. After
the learning process 5.
blank
3. At
the beginning of the learning process 6-10
others
For remedial teaching, it is often conducted after the daily test. As shown by the result
in the teachers’ interview, this remedial teaching is intended for the students
who got the scores below the MMC value. In this sense, many students in all
grades frequently got the score under the standard value, so that the teachers
conducted a remedial teaching which is usually taken after the daily test.
Figure
4.18 The school role in supporting
the successful learning in
general
1. Very
supporting 3. Less supporting 5. blank
2. Supporting 4. Not supporting 6.others
Most of the students have a positive attitude on the school in term of giving a beneficial support for
the learning. This attitude should be appreciated as the nature of SBC (B
(BSNP, 2006, Brady, 1983) maintains SBC is
a curriculum which focused on students’ potential, need and the existing
environment. In short, the school environment is interrelated to the students’
successfulness in learning.
Figure
4. 19 the form of influencing support given by the school for English teaching
1. Providing a good teacher with a skillful techniques in
teaching
2. Providing a
training for higher achievement
3. Full
facility available
4. Giving
a scholarship for the students
5. Others
6. Mixed
answers
The forms of
support include providing a good teacher
with skillful techniques in teaching, providing a
training for higher achievement,
providing full facility available at
school. This result indicates the students’ choice in improving the English
teaching, and it needs to be taken into account for the school manager in
developing the curriculum.
To sum up, from the findings of the closed –ended questionnaire, the
results suggest that the English
teachers are challenged to change the wrapped image of English as a
difficult subject to be the more convenient one. It is in line with a study
stated in China Papers (2011) that how
to learn English well and improve English competence in occupational situations
becomes the issue for vocational educators to think and study which is based on
the fact that many students in China are weak in using English and have no
interest in learning English. The various techniques in teaching learning are
expected by the students. This is as suggested by Brown (2001) and Hammer
(2001) that a good language teacher should use a wide variety of techniques.
The use of various media will be effective to prevent the boredom.
Moreover, the teacher is viewed to
be the main role in influencing the successful teaching and learning process.
The teacher is expected to be more creative and innovative in their teaching
strategies, at least to make the students interested to learn more about
English. This is what Brown (2001) has maintained that the language teacher should
possess some criteria in term of technical knowledge, pedagogical skills,
interpersonal skills, and personal qualities. Particularly in adapting textbook
material creatively and other audio, visual and mechanical aids need to be
improved. In short, the teachers could be viewed as having the least amount of
preparation in their teaching roles as described by Adams (1999). The use of
pictures, or information technology can
be implemented to increase the students’ motivation. At last, it is expected
that slowly but sure the image of
English as a difficult subject will be decreasing.
Furthermore, in SBC (BSNP, 2006)
it is stated that the teacher
should do the evaluation which is based
on the objectives of teaching which are then reflected in CS and BC. These
competences are represented in some measurable attitudes which are called
Indicators. These indicators should be
developed by the teachers with considering the cognitive, affective, and psychomotor
aspects. These aspects are clearly defined
by what it is called “Bloom Taxonomy” (Suherdi :2009) which include:
a. Cognitive
(knowledge) : recalling, understanding, application, analysis, synthesis,
evaluation.
b. Affective (attitude) : receiving, responding,
appreciating, organizing individual attitude system, internalizing (adopting
attitude).
c. Psychomotor
(skill) : rewriting, manipulating, articulating, naturalizing.
The evaluation
which covers the whole of the aspects is very recommended by SBC (BSNP, 2006). The teacher usually assesses the
competency in the low level, such as in
the cognitive aspect, it is mostly in
the level memorizing/recalling and
understanding, rarely in application or analysis. This is in line with Suherdi
(2009) that recalling is still the most dominant compared with the other aspects
of Bloom Taxonomy in the classroom interaction.
The evaluation technique is recommended to be varied, not only focusing
on the written test, but also oral test, performance test, observation, project
assignment, portfolio, so on. It is again the teacher’s role plays the central
point to develop the evaluation
instrument which cover all those aspects
as the Government Rule no. 20/2007 about the Evaluation standard. It is easy to
say but it is hard to do, but for the improvement of the quality of teaching,
it is not impossible.
In terms of the students’ work, it indicates that the students want to
get the work back after it has been assessed by the teacher. The best product
of the students’ work is better to be displayed in the class or in the school
board. It will increase the motivation and self appreciation. It is in line
with Gordon (1999) that secondary vocational education teachers may therefore
have less motivation to use the data if there is lack of time to address
problems related to assessment quality.
It is an input for the school particularly that SBC socialization is needed not only for the teachers but also
the students even though in the introduction level, at least they are familiar
with the name of SBC. It is great concern to find that the students did not
know the name of the existing curriculum even the name, as the Indonesian
proverb says “tak kenal maka tak sayang”.
As Bezzina (1991, cited in El-Okda,2005) maintains that School based Curriculum
is a collaborative effort which should not be confused with the individual
efforts of teachers or administrators operating outside the boundaries of a
collaboratively accepted framework. Also as suggested by Lewy (1991) that schools should allocate
resources such as equipment,
manpower, space and time for carrying out SBCD (School Based Curriculum
Development) work.
4.3.1.2 Data Analysis on The
Open-ended Questionnaire
The students’
responses on the open-ended questionnaire can be shown in Table 4.10 in the Appendix 7. From the
result, it can be determined some criteria as follows:
4.3.2.2.1
The students’ opinion on the existing evaluation
system by the teachers
Table 4.7The
result of the analysis on the open ended questionnaire
|
No |
Criteria |
The total number of responses from each
classes |
||||||
|
Attitude |
Responses |
X |
% |
XI |
% |
XII |
% |
|
|
1. |
+ |
Very good |
5 |
3.7 |
|
|
1 |
2.0 |
|
2. |
+ |
Good |
4 |
3.0 |
9 |
16.4 |
2 |
4.1 |
|
3. |
+ |
Good enough |
14 |
10.4 |
9 |
16.4 |
9 |
18.4 |
|
4. |
+ |
Very satisfying |
2 |
1.5 |
3 |
5.5 |
|
|
|
5. |
+ |
Satisfying |
13 |
9.6 |
2 |
3.6 |
1 |
2.0 |
|
6. |
+ |
Satisfying enough |
23 |
17.0 |
3 |
5.5 |
1 |
2.0 |
|
7. |
+ |
Fair enough |
3 |
2.2 |
4 |
7.3 |
|
|
|
8. |
+ |
Adequate |
|
|
|
|
3 |
6.1 |
|
9. |
+ |
Just in common |
10 |
7.4 |
10 |
18.2 |
4 |
8.2 |
|
10. |
+ |
Interesting |
4 |
3.0 |
|
|
|
|
|
11. |
+ |
Good and bad (mixed) |
6 |
4.4 |
2 |
3.6 |
1 |
2.0 |
|
12. |
- |
Less satisfying |
37 |
27.4 |
5 |
9.1 |
9 |
18.4 |
|
13. |
- |
Disappointing |
|
|
1 |
1.8 |
3 |
6.1 |
|
14 |
- |
Unsatisfying |
7 |
5.2 |
|
|
|
|
|
15. |
- |
Unfair |
2 |
1.5 |
3 |
5.5 |
|
|
|
16. |
- |
Less good |
|
|
|
|
2 |
4.1 |
|
17. |
- |
Not adequate |
|
|
|
|
2 |
4.1 |
|
18. |
- |
Uncertain |
|
|
|
|
2 |
4.1 |
|
19. |
- |
Blank |
3 |
2.2 |
2 |
3.6 |
4 |
8.2 |
|
20. |
- |
Others |
2 |
1.5 |
2 |
3.6 |
2 |
4.1 |
|
21. |
- |
Not understandable |
|
|
|
|
3 |
6.1 |
The total subjects : class X
=135 , XI = 55 , XII = 49.
The result above can be drawn as follows:
Figure 4.20 The Representation of
Students’ Responses on the Open Questionnaire
Note : 1-22 (X
axis) refers to the students’ responses as it is indicated on the table above,
from the criteria ‘ very good’ to ‘Not
understandable’.
Y axis indicates
the percentage of the students’ responses.
It can be seen from Figure 4.20 above that for the class X , some of the
students feel that the exiting evaluation is less satisfying ( 27.4 %) and some
are satisfying enough ( 17 %). In
general, it can be said that the number of the students who have a positive attitude
toward the evaluation (represented by 84 subjects) are more than the ones in
negative attitude (51 subjects). Hence for the students, the evaluation is good
enough.
For the second grade students, the evaluation is considered to be good
enough as it is indicated by the number of the students who gave positive
responses reaches 42 students. The responses were various from the criteria
very good, satisfying, fair, adequate, just in common and mixed. The smaller
number of the students (13 students) gave a negative response starting from
less satisfying, disappointing, and unfair .
The responses from the third grade students are various, and almost equal
between the positive and negative responses. The negative
responses (of 27 students) is bigger than the positive one (the 27
responses). The top responses are good enough (18.4 %) and less satisfying (
18.4 %). The others responses are spread out from very good
up to uncertain.
The finding shows that the
teachers have satisfactorily carried out evaluation as indicated by the
students’ satisfaction as seen on the graph above. It is relevant to Gronlund’s
point who says that the main purpose of classroom instruction is to help
pupils achieve a set of intended learning outcome. These outcomes would typically include all desired pupil
changes in the intellectual, emotional, and physical spheres. The pupils’
changes in learning progress is periodically evaluated by tests and other evaluation
devices (Gronlund: 1985:6). Similarly, Rudiana
(2006; 123) points out that evaluation is very essential for teachers to know
their students exactly and to enhance learning outcome.
This result is also in line with the result of the teachers’ interview
which indicates that for the evaluation,
the teachers found no problem at all.
4.3.2.2.2 The Students’ Suggestion
on the English Teaching in the Future
Here the students wrote their opinion or ideas relating to how the English teaching should be like. They
were asked to be free to write anything they would say. Therefore some of the
students gave some responses, so the responses are more than the total respondents.
The responses
can be seen on table in the Appendix 6. It can be analyzed, that the students
suggest some related aspects in teaching, such as :
Table 4.8 the Conclusion of the Students’ Suggestion
|
No |
The aspect |
Suggestion |
X |
XI |
XII |
|
1. |
Teacher’
Character |
a.
Knowledgeable
about the situation and condition ,learning problems, the lack of the
students (empathy) |
4 |
|
|
|
b.
The explanation
should be clear and easily understood |
7 |
2 |
5 |
||
|
c.
Be more discipline |
1 |
1 |
|
||
|
d.
Be patient, do
not be upset, not too serious and too sensitive, and be humorous |
13 |
8 |
1 |
||
|
e.
The teaching
should not be boring but interesting and exciting |
4 |
4 |
2 |
||
|
f.
Be kind, warm
hearted, teaching with fun professional,
responsible, communicative |
5 |
5 |
4 |
||
|
g.
Do not be late,
come on time |
2 |
|
1 |
||
|
h.
Be tough
and firm to the trouble makers |
9 |
3 |
|
||
|
i.
The teacher
should tell first if he/she will give
a test |
1 |
|
|
||
|
j.
skillful in
teaching so the students will feel convenient |
4 |
2 |
1 |
||
|
k.
Creative and unique
so the students will be motivated in learning |
3 |
1 |
3 |
||
|
l.
Master the
class management so the students will
be happy learning and easily understand the material |
3 |
|
1 |
||
|
m.
Do not write
too much |
4 |
|
2 |
||
|
n.
Do not give the
material too much and explain too fast |
3 |
|
|
||
|
o.
Do not give too
much assignments |
6 |
1 |
|
||
|
p.
The teacher is
a beautiful young woman to motivate the students more. |
2 |
1 |
|
||
|
q.
The teacher
should not pursue the curriculum, go on to the next material but wait until the students understand well
the existing material |
1 |
|
|
||
|
r.
Always gives
motivation to the students |
2 |
2 |
1 |
||
|
s.
Maintain
discipline in the class |
4 |
1 |
|
||
|
t.
Provide tests
quite often |
1 |
|
|
||
|
u.
Should not
explain too much |
1 |
|
|
||
|
v.
Use English in
the class more |
1 |
|
|
||
|
w.
Review the
previous material |
1 |
|
|
||
|
x.
Do not give too
much rules |
|
1 |
|
||
|
y.
Give a lot of
homework |
|
1 |
|
||
|
z.
The handwriting
should be understandable and the voice is loudly |
|
|
2 |
||
|
aa.
Be more
effective, be focused |
|
|
1 |
||
|
Total responses |
82 |
32 |
24 |
||
|
2. |
Learning
session |
a.
There should be
extra session or some kind like an English extracurricular learning or a free
private lesson |
7 |
3 |
3 |
|
b.
The time should
be reduced because it is too long, boring and confusing |
11 |
|
|
||
|
c.
The learning
time should be added as English is a UN subject |
1 |
|
|
||
|
Total responses |
19 |
3 |
3 |
||
|
3. |
Teaching Media/facility |
a.
The media of
teaching should be available and completed |
4 |
3 |
1 |
|
b.
The teaching
facility should be more improved |
17 |
2 |
1 |
||
|
c.
Provide a
language laboratory |
3 |
1 |
4 |
||
|
d.
Provide a lot
of dictionaries for the students |
1 |
2 |
|
||
|
e.
Provide many interesting
source books |
1 |
|
|
||
|
f.
The fee should be reduced |
|
1 |
|
||
|
g.
There should be
teacher’ training |
1 |
|
|
||
|
Total
responses |
27 |
9 |
6 |
||
|
4. |
Teaching’
technique |
a.
There should be
a quiz and English competition |
1 |
|
|
|
b.
The teaching
should be better, not boring but interesting |
9 |
2 |
5 |
||
|
c.
The
teaching should make the students move
forward and be smarter in English |
1 |
|
|
||
|
d.
Practice is
more than theory |
1 |
|
3 |
||
|
e.
Speaking is
more active, make speaking a habit at school |
1 |
2 |
1 |
||
|
f.
Provide a
learning and working group |
1 |
1 |
|
||
|
g.
There should be
various teaching’ techniques |
1 |
|
2 |
||
|
h.
There should be
enrichment teaching |
1 |
|
|
||
|
i.
Translating is
given the great attention |
|
2 |
|
||
|
j.
A lot of
exercises after teaching |
|
|
2 |
||
|
k.
Listening
should be paid attention |
|
|
1 |
||
|
Total responses |
16 |
7 |
14 |
||
|
5. |
The
material |
a.
It should not
be too difficult |
|
1 |
|
|
b. it has much to learn |
|
1 |
|
||
|
Total responses |
0 |
2 |
0 |
||
|
6. |
No
comment/irrelevant |
|
6 |
4 |
3 |
|
Total responses |
150 |
57 |
50 |
||
Note : X, XI,XII refer to the amount of
students in each grade who give the
responses.
The result can
be described into a graph as follows:
Figure 4.21 The Representation of the
Students’ Suggestion
1.
Teacher’ character 2. Learning session 3.
Teaching media/facility
4.teachinng technique 5. Teaching material 6.Blank / no comment /irrelevant
The figure above indicates that the teacher’s character is put at the top
in the graph. It means that the teacher’s character is viewed to be the most
important point from the students’ point of view. If all teachers have all the
characteristics, they will be perfect teachers. This result shows that the students’ awareness of the importance of the teachers’ character
is very great. This is in line with
Brown(2001) that a good character is a part of a good language teacher
characteristics, and it is the main factor to influence a successful learning.
For the first grade, the teacher’s character is the main point, followed
by the facility or the media of teaching, the time in learning and the
techniques. The result showed the same for the second grade.
For the third grade, the teacher’s character is still the main point,
then followed by the techniques used by the teacher, then the media of
teaching. The learning session and the blank opinion got the same number, and
got the last position.
In general
according to the students, the teacher should be (the top ten responses):
1.
Be
patient, do not be upset, not too serious and too sensitive, and be humorous
2.
The
explanation should be clear and easily
understood
3.
Be
kind, warm hearted, teaching with fun professional, responsible, communicative
4.
Be
tough and firm to the trouble makers
5.
The
teaching should not be boring but interesting and exciting
6.
Skillful
in teaching so the students will feel convenient
7.
Creative
and unique so the students will be motivated in learning
8.
Do
not give too much assignments
9.
Always
gives motivation to the students
10.
Knowledgeable
about the situation and condition ,learning problems, the lack of the students
(empathy)
The result indicates that in terms of teaching facility, most of the
students hope that the facility for teaching will be greatly improved.
Moreover, the teaching is hopefully
completed with a media to make the teaching more interesting.
Dictionaries and source books are the things the students expected to exist
more. This is relevant to what Harmer
(2001) says that as language teachers, we use a variety of teaching aids to
explain language meaning and construction, engage students in a topic, or as
the basis of a whole activity.
Dealing with the teaching’ technique, the students want to have
interesting, and exciting teaching, not boring. Speaking is expected to be more active, make speaking a habit at school,
not just writing or reading. There is only a small number of the students who
want to get easy material, not too difficult. And 10 students have no comment
at all, and 3 students who gave irrelevant responses dealing with they want to
be more diligent in learning.
From the result, it is recommended
that the teachers should improve their
teaching techniques to be more interesting one, as Rivers (1987, cited in
Gebhard, 1996) maintains that language
learning and teaching can be an exciting and refreshing interval in the day for the students and teacher. Additionally,
Rivers (1987) adds that there are so
many possible ways of stimulating communicative interaction, yet, all over the
world, one still finds classrooms where language learning is a tedious,
dry-as-dust process, devoid of contact with the real world in which language
use is as natural as breathing.
In addition, relating to the result, increasing and directing student
motivation is one of the teacher’s responsibilities (Harmer, 2001). Harmer
elaborates that there are three areas where the teachers behavior can directly
influence the students’ continuing participation including goals and goal
setting, learning environment and interesting classes.
In addition, the teachers could refer to what China Papers (2011) has suggested that task based learning could be
one of the solution to the lack of the
students’ motivation as the study indicates that task based learning contributes to the improvement of English
application ability of students in vocational school. Students show more
interest in English than before, in the sense that students learn language and
use it while doing things. Moreover, language learning and language use are
properly integrated. This is in accordance
with the teaching
mode of “learning
by doing, teaching by doing”
advocated in vocational education.
4.3.3
Data
Analysis on The Students’ Interview
There were 5 students involved in
the interview. Generally, their opinion is similar. The students’ responses in
the interview in detail can be described in Table 4.13 in the Appendix 5. The
result of the students’ interview can be described as follows:
The English teaching is good enough but for some students are not quite
satisfying. Most of the students think that English is difficult subject. The skill
that it is considered to be the most difficult to master is listening (3
students), writing (1 student) and speaking (1 student). The easiest one is
writing (3 students). The respondents view that the way the teacher evaluates
the learning by looking at the attitude/behavior, daily tests, assignments,
presence, and participation in the class. The types of evaluation vary one
respondent to the others. Mostly are written test, and some are oral test and
assignments.
All the respondents understand about the MMC (minimum mastery criteria) even though some of them did not know the MMC
value for their class because the teachers rarely tell it during the teaching
process. The teachers sometimes gave the homework after the end of session.
The respondents view that the factors influencing their success in
learning is the teacher aspect who plays the main focus, then the student’s
motivation and the environment. Dealing with the curriculum, all the students
did not know the curriculum being applied at the school. Taken as an example,
the students’ response to the researcher’s question about the name of the
existing curriculum:
Q : “Apakah kamu tahu kurikulum yang sedang berlaku saat ini?”
R1: “lupa lagi, Bu..kalo kurikulum.”
R2 : “nggak tahu, Bu”
R3: “tidak tahu”
R4: “Kurikulum? ..belum tahu, karena
nggak ada pemberitahuan”
(Transcribed
data of the students’ interview, Question no.13. See Appendix 5 for detail)
The problems in learning English according
to the respondents are varied, such as the embarrassed feeling, the classroom
atmosphere, the facility and the teacher. The teachers also gave a remedial
teaching after the test for the students whose the scores are below the MMC,
while for the enrichment teaching is intended for the third grade.
Moreover, the respondents think
that the school is viewed to be positive in supporting the learning. The respondents
also put forward their idea on the existing evaluation system. Mostly, they thought
that the evaluation system was viewed to be adequate in measuring their competence even though the expectation was more.
Finally, the respondents suggest
that learning English should be interesting. That is the main concern. The way
to make it interesting can be achieved through choosing an appropriate teacher
who understands the students’ condition, and be able to communicate well with
the students, not to be serious, also joyful. Moreover, the facility should be
better completed.
From the findings, the students’ responses in the interview were similar
to the responses in the questionnaires. As
discussed earlier, the results suggest that
the English teachers are
challenged to change the wrapped image
of English as a difficult subject to be the more convenient one. It is in line
with a study stated in China Papers
(2011) that how to learn English well and improve English competence in
occupational situations becomes the issue for vocational educators to think and
study which is based on the fact that many students in China are weak in using
English and have no interest in learning English. The various techniques in
teaching learning are expected by the students. This is relevant to what Brown
(2001) and Hammer (2001) have suggested that a good language teacher should use
a wide variety of techniques. The use of various media will be effective to
prevent the boredom.
Moreover, the teacher is viewed to
be the main role in influencing the successful teaching and learning process.
The teacher is expected to be more creative and innovative in their teaching
strategies. This is what Brown (2001) has maintained that the language teacher
should possess some criteria in term of technical knowledge, pedagogical skills,
interpersonal skills, and personal qualities.
Furthermore, in SBC (BSNP, 2006)
it is stated that the teacher
should do the evaluation which is based
on the objectives of teaching which are then reflected in CS and BC. The
evaluation which covers the whole of the aspects is very recommended by SBC
(BSNP, 2006). The evaluation technique
is recommended to be varied, not only focusing on the written test, but also
oral test, performance test, observation, project assignment, portfolio, so on.
It is again the teacher’s role plays the central point to develop the
evaluation instrument which cover all
those aspects as stated in the Government Rule no. 20/2007 about the Evaluation
standard.
It is an input for the school particularly that SBC socialization is needed not only for the teachers but also
the students even though in the introduction level, at least they are familiar
with the name of SBC.
4.4 Synthesis
In this chapter,
it has explored the findings of the study gained from the collected data and the result
of the data analysis. The results are treated to find answers to the three
research questions. The discussion of the findings is also elaborated here
along with some tables and figures to make the data representation more clearly
defined. The following chapter will elaborate the conclusion of the study and
some recommendations relating to the findings of the study.
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