61410870 Proposal Skripsi
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Transcript of 61410870 Proposal Skripsi
CORRELATION BETWEEN TEACHER’S SKILL IN TEACHING
WITH STUDENT’S INTEREST IN LEARING ENGLISH
IN ISLAMIC JUNIOR HIGH SCHOOL
AT IX CLASS IN (MTs) LABORATORIUM JAMBI
Lecturer : Mrs. Dewi Hasanah, M.Pd.I
By :
Fitriani (TE. 070 196)Hasnah Arfa (TE. 070 201)Megawati (TE. 070 232)Miza Riana (TE. 070236)
Class : B.Inggris (VI) A
Subject : Bimbingan Skripsi
The State Institute of Islamic Studies
Sulthan Thaha Saifuddin
of English Department
Jambi
2010
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A. Background
English is a compulsory subject in Indonesia which had been taught
formally to Indonesian students since they were in Junior High School. The
English subject consists of four skills such as listening, speaking, reading, and
writing. Speaking skill has become the first priority to be taught between the
four skills since communicative approach implementation has been influential
in foreign language learning. It is based on instruction goal of curriculum
2006 of KTSP (Disdiknas 2006).
English teachers should create active learning condition and develop
their technique to help learners communicate more effectively by considering
suitable activities for each group of learners. Brown and Yule (1983:103) say
that one of the main aims of most English teachers is to make their students
able to communicate and convey information effectively in spoken English.
Besides, the teachers should create active learning condition and develop their
techniques. They should attend factor of sex differences of their students.
Sometime teacher who has an high intelligence of academic did not
has a good skill in teaching English, it caused some factors include in this
phenomena. One of these factors is lack of practice in giving some materials
or in psychology side of the teacher, and sometime a teaching who did not
has an high intelligence of academic has good skill in teaching English, it
caused that she/he could make their students feel interesting in their lesson.
Because that teacher always practice her/his ability (skill) in teaching.
Problem that often happened in learning process is from teacher’s skill in
explaining the learning materials.
Main of contents form education and the purpose is to develop the
potentials had the pupils to transform and cultivate the totality of human who
had quality, stand alone, and discipline.
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The case of existence English teachers has many influences. The
English teachers as the educator in teaching learning process as the
component of human has participate in effort to formation of human resource
who has potential, because of the English teachers as one of element in
education area.
Skill in teaching English is very important to discuss, because it would
determine a good or bad for learning process. A teacher will feel success, if
her/his student can be more active in learning process. So teacher as a
educator must think about the ways that would make their students active in
the class.
For this reason the teacher must create a good skill in their teaching, to
make their students could enjoy, and love in that lesson.
Based on the background above the researcher interest to conduct a
research by the title “Correlation between teacher’s skill in teaching with
student’s interest in learning English in Islamic Junior School at IX
Class (MTs) Laboratorium Jambi”.
A. The Formulation of Problem
Based on the background elaborated above the writer has identified
some problems, namely :
1. How is high score of the teacher’s skill in teaching?
2. How is high skill that must include in teaching?
3. How is high the correlation between teacher’s skill in teaching with
student’s interest in learning English?
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B. Limitation of Problem
In this research the problem will be limited about teacher’s skill in
teaching especially teaching English, and it’s around the method, strategy,
which is can make the students feel enjoy, relax, and enthusiasm in learning
process. Thus writer would like to research how big the teacher’s skill in
teaching with student’s interest in learning English In Islamic Junior High
School (MTs) IX Class Laboratorium Jambi.
C. Objectives and Significant of the Research
1. Objective of Research
The aim of the research are :
a. To know many high score of the teacher’s skill in teaching.
b. To know how high skill that must include in teaching.
c. To know high the correlation between teacher’s skill in teaching with
student’s interest in learning English In Islamic Junior High School
(MTs) IX Class Laboratorium Jambi.
2. The significant of Research
a. As the input substance for teachers to develop their teaching skill
ability.
b. As the input substance for students interest in learning English.
c. As a partial fulfillment of completing my studies for Undergraduate
Degree (S1) in English of The State Institute for Islamic Studies
Sulthan Thaha Saifuddin Jambi of English Department.
d. The researcher hope the research can be given function for human.
D. Frame of Theory
The meaning of frame of theory is some of theory base or basic
determines which involved the problem to be reference to discover or analyze
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the problem which researched both theory and practice. And the propose some
of basic theory was relevant with problem will be researched.
1. INTEREST
a. Definition of Interest
According to Hurlock (1993) “Interest is a source of
motivation that support some people to do whatever they want to do
when they are free in choosing. When someone rate about useful
something, so it would be interesting for them, then it would create the
satisfied. When satisfaction is low then for interest will be low also. So
that interest is not a permanent thing. But interest is temporary thing
or could be changed”.
According to Crow & Crow (1984) “Interest could show an
ability to pay attention of someone. A thing or activity or something
that can give some affects for a experience that has stimuli of that
activity. Interest could be caused of some activities and produce of
that own activities. Then Crow & Crow mentioned that Interest has a
tight correlations with support, motives, and emotional respond”.
According to Chauhan (1978) “Interest for adult determined
an important thing in personal development and behavior. Interest is
the main point to understand the individual and bring some activities
for the future.
Some of definition above the writer can take the summarize
that the skill of teaching English is very important and correlate with
student’s interest. Teacher’s ability in developing student’s interest
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could be a motivation for them to learn English deeply and they will
feel enjoy to study English.
2. TEACHING SKILL
a. Tips in Teaching Skill
There are some tips for all dedicated teachers, who want to
enhance their skills in teaching. It’s truly said that “Children are
like a pot of flower. If we’ll give them proper attention, it’ll grow
up, but if we’ll give them either lack of attention or extra attention,
it’ll be ruined”.
Remember that every student trust us very much. They have
lots of expectation from us. Being a teacher, it’s wise to be loyal
and dedicated towards our profession. Love them, care them, listen
to them and treat them like you own child.
Always remember that children are very sensitive, So treat them
with gentle love. They notice each and every thing in us; From our
dress to our gestures, So always be prepared for every thing.
Children usually ask us many questions and some times we don’t
know the answer of few questions. At that moment, just try to be
loyal and tell your students that you’ll search it and will tell them
tomorrow or day after. In this way you’ll not only gain trust and
confidence from your students side, but there will be a strong bond
of relation on both the sides too. Always try to interact with
students and never stop them to share their views and ideas. Their
ideas might be more resourceful and wrathful for us. (Marshall
Brain : 2007).
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b. Emphasis on Teaching
What is Good Teaching?
All students have had hundreds of teachers in their lifetimes.
A very few of these teachers they remember as being exceptionally
good. What are the qualities that combine to create an excellent,
memorable teacher? Why do some teachers inspire students to work
three times harder than they normally would, while others inspire
students to skip class? Why do students learn more from some
teachers than others?
If we are trying to become a better teacher, these are
important questions. This issue of "Emphasis on Teaching" focuses on
the four essential qualities that distinguish exceptional teachers:
knowledge, communication skills, interest, and respect for students.
1) An Experiment
Here's an experiment I have done in a number of my
classes. The results may surprise you. Go into one of the classes
you are teaching and have your students take out a sheet of paper.
Ask them to list for you the qualities they feel are important in a
good teacher. Ask them to identify the qualities they admire in the
best teachers they have had. Then give the students enough time to
think about it and write something down. Five minutes is good, but
ten might be better. Let them answer the questions anonymously if
they desire.
What you will get if you combine all of the responses is a
fascinating collage of ideas. I have found that most of the responses
fall into two specific categories: 1) a set of "core qualities" that
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students recognize in good teachers, and 2) a set of specific skills
that are developed by good teachers.
"Core qualities" are the essential characteristics needed to
be a good teacher. I would like to concentrate on the core qualities
in this issue, and in the future discuss specific techniques that can
be used to improve your classroom environment.
2) Knowledge
In every survey that Marshal Brain had given, students
consistently and clearly target as the number one quality of a good
teacher exactly what you would expect: knowledge of the subject.
You must be an expert in your field if you are going to be a good
teacher at a university. This is a prerequisite.
3) Communication
The second core quality that good teachers possess is the
ability to communicate their knowledge and expertise to their
students. You may be the greatest expert ever in your field, but
what would happen if you lectured in Latin? How much would
your students learn?
It is a common misconception at the university level that
knowledge of a subject is all that's required to be a good teacher;
that the students should be willing and able to extract the meat from
what you say regardless of how it is delivered (even if it is
delivered in Latin). This might be true at the upper graduate level,
but elsewhere it is definitely untrue. It is especially untrue at the
undergraduate level. The teacher's job is to take advanced
knowledge and make it accessible to the students. A good teacher
allows students to understand the material, and to understand what
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it means (because it is one thing to understand how nuclear bombs
work, but quite another to understand what nuclear bombs mean).
4) Interest
A good teacher starts with a firm knowledge of the
subject, and builds on that with a clarity and understanding
designed to help students master the material. The best teachers
then go one step further. Because good teachers are interested in
the material being taught, they make the class interesting and
relevant to the students. Knowledge is worthless unless it is
delivered to the students in a form they can understand. But the
effort expended making the material understandable is wasted if the
students are asleep when it is delivered, or if the students can see
no point in learning the material.
Good teachers recognize this, and work hard to make their
material relevant. They show students how the material will apply
to their lives and their careers. Bad teachers make material
"relevant" by threatening students with failure on a test. Good
teachers go far beyond this: they make students want to learn the
material by making it interesting.
This is one of the things that makes research so important
and vital to a university: research makes the ideas discussed in
class exciting and important to the teacher, as well as to the
students. If the teacher isn't interested in what's being taught, then
why should the students be?
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5) Respect
Good teachers always possess these three core qualities:
knowledge, the ability to convey to students an understanding of
that knowledge, and the ability to make the material interesting and
relevant to students. Complementing these three is a fourth quality:
good teachers have a deep-seated concern and respect for the
students in the classroom. Why else would a teacher put in the time
and effort needed to create a high quality class?
The creation of a good class requires an immense amount
of work. You don't simply come up with clear explanations and
examples and experiments for class off the top of your head. You
don't create fair, consistent, high quality tests and homework
assignments (read "learning experiences") five minutes before you
hand them out. You don't figure out ways to integrate new
materials and research into a class in an understandable way on the
drive in one morning. You work at this sort of quality all the time.
You spend time with your students so you can learn about holes in
their understanding. You read and write and create to build an
exciting and interesting class every day. The only thing that would
drive you to do that is a concern and respect for the adults in your
classroom.
Based on the explanation above the writer can take the conclusion
for this, they are ; if we want to become a good teacher and to create a
good class, the four core qualities are essential: knowledge, the skills to
convey that knowledge, the ability to make the material you are teaching
interesting and relevant, and a deep-seated respect for the student. Without
these four qualities, good teaching will not exist.
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E. Hypothesis
Ha : There is significant positive Correlation between teacher’s skill in
teaching with student’s interest.
Ho : There is no significant positive Correlation between teacher’s skill in
teaching with student’s interest.
F. The Scope of the Research
This research will be correlated between teacher’s skill in teaching with
student’s interest. The location will be taken place at XI Class in Islamic
Junior High School Laboratorium Jambi.
G. Kinds and Data Source
1. Kinds of Data
a. Primary of Data
Primary data is the data obtained from respondent directly
without mediator (Hadi, 1998 : 125), which relation with the problem
about correlated between teacher’s skill in teaching with student’s
interest.
b. Secondary data
Secondary data is the data have been collected by not only the writer
(somebody else ) for example, statistic, magazine, newspaper,etc.
( Mukhtar,2007:91)secondary data this research are:
a) History and geography of Islamic junior high school at IX class
in Laboratorium Jambi.
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b) Structure of organization at Islamic junior high school at IX
class in Laboratorium Jambi.
c) Condition of English teachers and students Islamic junior high
school at IX class in Laboratorium Jambi.
d) Facilities and pre facilities of school at Islamic junior high
school at IX class in Laboratorium Jambi.
2. Source of data
The source of data is subject where is the data can get into this
research (Arikunto,2006:129). The source of data this research is
headmaster and English teachers at Islamic junior high school at IX class
in Laboratorium Jambi and also documentation and literatures which are
related to this research.
H. Population and Sample
1. Population
Population is all of research subject ( Arikunto,2006:130). The
populations, which will be objective in this research, are all of English
teachers in Islamic junior high school at IX class in Laboratorium Jambi
and the object of this research is the headmaster of Islamic junior high
school at IX class in Laboratorium Jambi.
2. Sample
Sample is part of representative of population that will be
researched ( Arikunto,2006:131). In this research, the writer will take the
sample of the students and all of the English teachers at Islamic Junior
high school at IX class in Laboratorium Jambi.
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I. The method of collecting data
1. Questionnaire
Questionnaire is one of instrument is gathering data to get more
information that related to opinions, motivation, aspiration, desire, habit,
etc. (Arikunto, 2002 : 128). The writer using this method for English
teachers as respondent in form of scale like : (1) yes, (2) no. the method
used to know and get the data about teacher’s skill in teaching with
student’s interest in learning English.
2. Documentation
Documentation is a method use to look for the data regarding
something or variables, such as notes, transcript, book, newspaper.
(Arikunto, 2006 : 158). this method is used to get information of
geographical condition, English teachers and student condition, and
facilities of school.
J. Data Analysis
This research has quantitative characteristic. In this research uses
correlation technique analysis. To determine about teacher’s skill in
teaching with student’s interest in learning English. So the formula should
be used to analyze the data was below :
1. This steps as follow
a. To find out mean of variable X (variable I), formulated :
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Mx = ( ∑ fx ) N
b. To find out mean of variable Y (variable II), formulated : My = ( ∑ fx )
N
c. To find out standard deviation of variable X (variable I),
formulated :
SDx = √ ∑ x 2
N
d. To find out standard deviation of variable Y (variable II),
formulated :
SDx = √ ∑ y 2 N
2. To know the relationship of about teacher’s skill in teaching with
student’s interest in learning English, so used formula of product
moment correlation is :
a. rxy = ∑xy
SDx . SDy . N
As note :
N : Subject number
∑xy : Multiplication from X score and Y score
SDx : Deviation standard of variable X
SDy : Deviation standard of variable Y
rxy : Index correlation (Sudijono, 2007 : 206)
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K. Research Schedule
To do this research, the researcher make the list of research below :
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REFERENCES
Anas Sudijono, Pengantar Statistic Pendidikan, Jakarta : PT Raja Grafindo
Persada, 2008
Article Marshall Brain, 2007 taken from http://www.bygpub.com/eot/eot1.htm
Mukhtar, Bimbingan Skripsi, Tesis, dan Artikel Ilmiah, Jambi : Sulthan Thaha
Press IAIN STS Jambi, 2007
Nana Sudjana, Dasar-dasar Proses Belajar Mengajar, Bandung : Sinar Baru,
2005
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta :
Rineka Cipta, 2006
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