THE LECTURERS’ STRATEGIES IN
CREATING A HEALTHY LEARNING ENVIRONMENT FOR STUDENTS’ SUCCESS IN THE CLASSROOM at 2ND
SEMESTER OF ENGLISH STUDY PROGRAM OF UMB
RESEARCH PROPOSAL
Written By:
Name: JON SASTRO
NPM: 0821110047
ENGLISH
EDUCATION STUDY PROGRAM
THE FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF BENGKULU
2012
THE FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF BENGKULU
2012
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INTRODUCTION
This chapter presents brief discussion of the background,
research question, objective of the research, the limitation of the research,
significances of the research and the definition of key terms.
1.1
Background
English language teaching is a serious matter, which
needs to be improved in order to prepare students in mastering English. The
success of students in learning English depends on several factors. These
factors are divided into two; internal and external factors. The internal
factors are the factors that are caused by students themselves, like
motivation, intelligence, maturity and individual factors. The external factors,
however, are the factors that are caused by the environment surrounding of
students, such as family, teachers and the way of the teaching, teaching
equipment, opportunity to use the language (change) and social motivation ( Harsono, 2006).
Thus both factors need to be considered by all elements of environments either
family, teacher or the learners themselves in order to succeed in learning
English.
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As a matter of fact, however, it is hard to create a
good environment of learning English. In fact, some English teachers seem not
to be able to occupy the criteria of the good environment in teaching English.
It is proven by the researcher’s experience when he did teaching practice at
SMP 16 Bengkulu. The students felt bored if the teacher just sits and talks
monotonously from the opening until the end of the class, especially when the
teacher always teaches by using lecturer technique, the students become passive
listeners in the classroom and as a result, the process of teaching and
learning will not run well or there is no interaction between the teacher and
the students. The researcher also did a preliminary study by asking some
members of the public, such as English college students about their class and
how the lecturers teach in the class, and mostly they answered that their
classes were boring. Farther, based on the researcher experiences when he took
English classes at UMB University, he also found that those classes were
sometime boring. From those proves, it is noted that interaction is one of the
most important parts in the success of teaching learning process in order to
build great teaching and learning processes.
After seeing the problems of creating good
interaction in the class by providing a healthy learning environment, the
solving problem should be found. The strategies in teaching should be freshen
and varied. The teacher who gives many strategies in their teaching process
will be more successful than the teacher who always teaches by using lecturer
technique. The reason is quite clear, it is because she/he could build the
students interest in learning English and make a good interaction in the
classroom activities. In this way, a teacher is expected to give teaching
variations in creating a healthy learning environment that includes of three
aspects, namely; to provide positive feedback, to treat the participants as
individuals, and to maintain the self-esteem of learners (Sulivan 2003). So
that, the environment will be more positive and healthy and the student will be
more interested in the lesson and it will make their learning successful.
In the other hand Brown said that “Another thing
that should not be left behind in creating a health learning environment is
classroom management”. The classroom should be managed well because it is a
core place for both students and teacher do interaction. Farther, Eggen (1998) Classroom
is a place where teaching and learning process is done. The teacher should have
an ability to teach and manage the students. If the teacher can manage the
classroom in a good managing, the student will have a healthy environment in
learning. Classroom management is which one way to create healthy environment
learning, so it can make the students comfortable and be effective and
efficient. According to Brown (1994) that there are six components in classroom
management, they are the class itself, the teacher voice and body language, unplanned
teaching midstream lesson changes, teaching under adverse circumstances, teachers’
roles and style, and creating a positive climate. Thus classroom management is
very important to create positive environment learning.
Since creating a healthy learning environment is a
great thing to discuss, the researcher is interested in investigating the
lecturer strategies in creating a healthy learning environment to students’
success at 2nd semester of English study program in UMB.
1.2
Research
Problem
Based on the background above, the
problem of this research is, “What are the English lecturers’ strategies in
creating a healthy learning environment to students’ success in the classroom
at 2nd semester of English study program in UMB?”
1.3
Research
Objectives
The objective of the research is to investigate the
lecturers’ strategies in creating a healthy learning environment to students’
success in the classroom at 2nd semester of English study program in
UMB.
1.4
Significance
of the Study
It is hoped that this research can give some
benefits for:
1. The
English Lecturers
It is hoped that the result of this research may
inform them about the kinds of strategies in creating a health learning
environment of learning and teaching English. Therefore it can be useful
information to improve the student’s successfulness in their learning process.
2. The
English Students
It is also hoped that the result of this research
may give comprehension about the kinds of strategies in creating a health
learning environment of learning and teaching English. Therefore, it can be
useful information to improve their ability in English,
3. Another
Researcher
This research can be a reference for him who wants
to do the same research about strategies in creating a health learning
environment of learning and teaching English.
1.5
Limitation
of Study
This research is just limited to
discuss about the lecturers’ strategies in creating a healthy learning environment
to students’ success in English subject lecturers who teach at 2nd
semester of English study program in UMB.
1.6
Operational
Definition
1. Lecturers’
strategies
The ways, which are consciously selected by the
English lecturer in teaching and learning process in classroom
2. Learning
Is Process of acquiring modifications in existing knowledge,
skills, habits, or tendencies through experience, practice, or exercise
3.
Healthy learning is convenient for students to learn and able to motivate students in learning
4.
Environment is a complex system in which various factors affect the reciprocal of each other
5. Students’ successes are
the students who get the good score and the
student more interested in the lesson.
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LITERATURE
REVIEW
This
chapter will describe about the definition of strategy, creating
a healthy learning environment, the students’ success, classroom management and previous
studies.
2.1 Definition
of Strategy
A strategy is a
plan of action designed to achieve a particular goal. Strategy is profoundly
different from tactics. Strategy is relevant to many areas of life, from
getting the right date for school disco to running a business, can conclude
that strategy is a plan to getting a particular goal. For example, the goal of
a company may be to increase profits: the strategy chosen might be to undertake
an advertising campaign; invest in a new computer system; or adjust pricing, Duffy
(2009)
Teachers strategies
is teacher creatively in creating a lesson in stimulating student to speak up
trough appropriate task where students will be active and successfully (Nunan:1991).
Teaching strategies are actions, behavior, step, and techniques used to achieve
instructional objectives.
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2.1.1
Strategies for English Teacher
According Herrel
(2004) learning strategies are approaches that can be used across curricular
areas to support the learning of students. The strategies described based on
the theories of the linguists described in this introductory section. The goals
of the strategies are to enhance learning. To provide this enhancement, one or
more of the underlying premised of effective instruction of English language
learners are emphasized in each of the ways. These premises are the following:
1. Teachers
should provide instruction in a way that ensures that student are given
comprehensible input.
2. Teacher
should provide opportunities to increase verbal interaction in classroom
activity.
3. Teacher
should provide instruction that contextualizes language as much as possible
4. Teacher
should use teaching strategies and grouping techniques that reduce the anxiety
of student as much as possible
5. Teachers
should provide activities in the classroom that offer opportunities for active
involvement of the student.
The step teachers’
strategies in teaching learning are: (a) matching strategies and curriculum;
select the strategy to be taught by thinking about the curriculum to be studied
and the demand it will make on the learner. Plan to teach only a few strategies
at first, giving the students opportunities to practice the strategies well
before introducing new ones, (b) develop student self-awareness by having them
reflect on how they approach a learning task, (c) modeling strategy use; model
the strategy you are teaching, (d) practicing the strategy provide an opportunity
for the student to practice using the strategy while you are available to
assist, if needed,(e)discussing strategy use; hold an evaluation discussion,
(f) making visuals for self-help; have the students make strategy poster to
display in the classroom, which explain the steps in the taught, make a
checklist with the strategy names and students name to use as you observe them
completing assignment. Jordan and Herrell (2004)
According
Finocchiaro (1974) there are some strategies in teaching for teacher:
1. Start with the known environment of
your student
2. Use dialogues wherever possible
3. Vary the type of student
participation for the different parts of your lesson
4. Encourage your student to prepare
materials according to their ability
5. Create a “cultural island” in your
room
6. Provide opportunities for students
to act as listeners and as speakers
7. Use authentic language at normal
speed in the classroom
8. Teach, don’t test
2.2 Creating a Healthy
Learning Environment
According to
oxford advanced learner’ dictionary create a healthy learning environment do by
lecturer in make the climate be comfortable in learning English because the
classroom was conductive where before the start the material. Shortly, create a
healthy learning environment can make the teaching and learning activity more
successful in classroom.
A
healthy classroom environment makes a big difference to
students' learning experience and motivation of student to come to school and
learning. Educators have a responsibility to their students, because
students spend so many of their days in
class. Simple activities can create positive relationships
between students and teachers.
Providing a safe and healthy learning environment is a key to help students in
developing essential skills and knowledge because it is necessary for college
and career readiness (Mujtaba, 2004).
2.2.1 Lecturers’ Strategies in Creating a Healthy Learning
Environment
When the
lecturer creates a healthy classroom atmosphere, students learn better. Every
student must feel safe and important in
the class in order for maximum learning to take place. A healthy classroom
environment does not just happen but the lecturer creates it. Based on the
Ktashuk (2007) theory there are have two theories in create a healthy
environment, they are:
1.
Create a Positive Physical
and Emotional Atmosphere
a.
Lead your students by example.
Changes begin with the teacher’s positive caring attitude and thoughtful
construction of the physical environment
b. Begin
each class greeting students with a smile and a personal welcome. Help each
student feel important and set a positive tone to the class
c. Organize
classroom neatly and methodically to control confusion and stress. Teacher and
students need to know where to find books and materials at all times
d. Plan
lessons that allow students to actively participate in the learning process,
and arrange the desks to meet the needs of the students and lessons.
e. Teach
student to set measurable academic and behavior goals. Acknowledge the completion
of the goals with stickers, treats, public announcements and certificates
f. Search
for students’ strengths and build on them. Put activities in your lesson plans
that allow every student to feel a measure of success.
2. Create
a Positive Classroom Discipline System
a. Allow
students to help set classroom rules to give them ownership in the discipline
process. Post the rules and consequences in the room
b. Stick
to the rule and fairly and consistently execute the consequences
c. Use
negative consequences infrequently by reinforcing positive behaviors with a
reward system
d. Integrate
correct behavior and accountability instruction into lesson plan. Hold each
student accountable for her actions and don’t allow the blame game
e. Discipline
student privately. This demonstrates respect and protects the student from
public humiliation
f. Praise
the student frequently and find something positive to say about each student
According Sullivan (2003).The effective trainer is
one who can create a healthy learning environment; you first need to understand
the characteristics of adult learners.
Adult learners:
1.
Require learning to be relevant
2.
Are highly motivated if they believe learning is
relevant
3.
Need participation and active involvement in the
learning process
4.
Desire a variety of learning experiences
5.
Desire positive feedback
6.
Have personal concerns and need an atmosphere of
safety
7.
Need to be recognized as individuals with unique
backgrounds, experiences and learning needs
8.
Must maintain their self-esteem
9.
Have high expectations for themselves and their
trainer
10. Have personal needs that
must be taken into consideration
A create healthy learning environment is created
through the use of a variety of learning strategies including: 1).Audiovisual
aids. 2). Illustrated lectures. 3).Demonstrations. 4). Brainstorming. 5).
Small group activities. 6). Group discussions. 7). Role plays and case studies.
8). Guest speakers
The effective trainer helps to create a healthy
learning environment by using a variety of strategies for providing positive
feedback. To provide positive feedback:
1.
Give verbal praise either in front of other
participants or in private
2.
Use positive responses during questioning
3.
Recognize appropriate skills while
coaching
4.
Let the participants know how they are
progressing toward achieving learning objectives
Be sure to treat the participants as individuals. To do this you
can:
1.
Use participant names as often as possible
2.
Involve all participants as often as
possible
3.
Treat participants with respect
4.
Allow participants to share information with
others
To maintain the self-esteem of your learners, you can:
1.
Reinforce those practices and beliefs embodied
in the course content
- Provide
corrective feedback in an appropriate manner
- Provide
training that adds to their sense of competence and self-esteem
- Recognize
participants' own career accomplishments
Farther, McFarland-McDaniels
(2011) stated that there are ten create a healthy learning environment tips to
students’ success in classroom.
1.
Get to know each student as a person as soon as
possible after meeting them. Have each student complete a survey and/or write a
biography.
2.
Spend time with students individually every day.
It’s crucial to make personal connections with your students. They need to know
they are important to you.
3.
Fill your classroom with positive messages and
quotes. Make it impossible for students in your classroom to not feel that they
are each destined for greatness.
4.
Provide frequent positive feedback. Let students
know that they are doing a good job. Tell them that you notice their efforts
and appreciate their hard work.
5.
Give students outlets for expression. Create a
special place to display student art and writing.
6.
Conduct a daily community meeting with students.
7.
Allow students to make appointments with you to
talk privately about overwhelming problems, issues and dilemmas.
8.
Make it clear that everyone in your classroom is
to conduct themselves in a respectable manner, treat others with respect and
respect the property of others.
9.
Make discipline about accountability and growth
instead of punishment. Give students who exhibit inappropriate behaviors a
place to cool off and calm down.
10. Do everything you can to
make the physical environment of your classroom as comfortable and cheerful as
possible.
Create a healthy learning environment requires
planning and work on the part of the trainer. Using these suggestions you can help
build a positive learning environment that will make your training more fun,
effective, successful and create the motivation for student in learning.
2.2.2 Learning Environment
The creation of positive classroom learning environments
is hard work and requires professional knowledge, thoughtfulness, patience, and
consistency over time (James. 2000).
According Harmer (2002) the teacher can still do
a lot of about their physical appearance and the emotional atmosphere of your
lessons. Both of these can have a powerful effect on the initial and continuing
motivation of student. When student walk into an attractive classroom at the
beginning of a course, it may help to get their motivation for the process
going. Teacher can decorate even the most unattractive classrooms with all
kinds of visual material to make them more agreeable as learning environment.
All of this less important, however, than the emotional atmosphere that
teachers are able to create and sustain.
2.2.3 Motivating Students
When it comes to creating a classroom climate
for language learning, Williams and burden (1997) point to 3 levels of
influence: national and cultural influences on the language being learned, the
education system where the language is being learned, and the immediate
classroom environment. However, teachers do influence the classroom environment
by motivating unmotivated student.
In language learning, motivation is more
specific than in a content-based subject. The history teacher can motivate
students to take an interest in the subject, but the language teacher is
looking for more than interest. Language is a skill, and a skill needs to be
applied, not just stored in the head or admired at a distance. Teachers
encourage language use through both intrinsic and extrinsic motivation.
Harris
(2010) state, Some Ideas for motivating
students, that are:
1. Explain.
Some recent research shows that many students do poorly on assignments or in
participation because they do not understand what to do or why they should do
it.
2. Reward.
Students who do not yet have powerful intrinsic motivation to learn can be
helped by extrinsic motivators in the form of rewards.
3. Care.
Students respond with interest and motivation to teachers who appear to be
human and caring.
4. Have
students participate. One of the major keys
to motivation is the active involvement of students in their own learning.
5. Teach
Inductively. It has been said that presenting
conclusions first and then providing examples robs students of the joy of
discovery.
6. Satisfy
students' needs. Attending to need satisfaction is
a primary method of keeping students interested and happy.
7. Make
learning visual. Even before young people were
reared in a video environment, it was recognized that memory is often connected
to visual images.
8. Use
positive emotions to enhance learning and motivation.
Strong and lasting memory is connected with the emotional state and experience
of the learner.
2.3 The Students’ Success
The
students learning in the class and the teacher management are the resource of
learning. There are some factors that influence in learning language, Tucker
(1975) says: The successes of the process on learning foreign languages are influenced
by: The between the individual, the learning process, the social culture.
In learning foreign language, talent and motivation
have influenced on the success or not the success of learning. It means the
background knowledge of students could influence the ability of students itself. The background knowledge here means all
students know about something that has relation to the material, which will be
given by teacher.
The successful students on learning English cannot
guess from his talent of knowledge language. But the prediction about the target,
while how to use the attitude of the information that has been learned.
According
to Blum (1984), there are twelve characteristics of effective teaching to get
the students success in classroom:
1. Instruction is guided by a
preplanned curriculum there
2. There are high expectations for
student learning
3. Student are carefully oriented to
lessons
4. Instruction is clear and focused
5. Learning progress is monitored
closely
6. When students do not understand,
they are rethought
7. Class time is used for learning
8. There are smooth and efficient
classroom routines
9. Instructional group formed in the
classroom fit instructional need
10. Standards for classroom behavior are
high
11. Personal interaction between and
students are positive
12. Incentives and reward for student
are used to promote excellent.
Generally, it can be concluded that there are many
teaching technique that can be used by the teacher. Teaching technique is a
variation that used by the teacher to make classroom in teaching more
interesting in learning English.
Rubin
and Thompson (1982) suggest that good or efficient learner tend to exhibit the
following characteristics as they go about a second language:
1. Good learners find their own way.
2. Good learners organize information
about language.
3. Good learners are creative and do
experiment with language.
4. Good learners make their own
opportunities and find strategies for getting practice in using the language
inside and outside the classroom
5. Good learners learn to live with
uncertainly and develop strategies for making sense of the target language
without wanting to understand every word.
6. Good learners use mnemonic (hymens,
word association, etc to recall what has been learned).
7.
Good learners make errors work.
8.
Good learners use linguistic knowledge. Including
knowledge of their first language in mastering a second language.
9.
Good learners let the context (extra-linguistic
knowledge and knowledge of the word) help them in comprehension.
10. Good learners learn to
make intelligent guesses.
11. Good learners learn
chunks of language as wholes and formalized routines to help them perform
‘beyond their competence’.
12. Good learners learn
production techniques (e.g. techniques for keeping a conversation going).
13. Good learners learn
production strategies
14. Learners learn different styles of speech and
writing and learn to vary their language according to the formality of the situation.
So, in learning
and teaching process in classroom, the teacher or lecturer must use appropriate
strategies, especially
in creating a healthy learning environment to students’ success in classroom.
2.4
Classroom Management
When
one speaks of management, it means there is something to manage. According to Nunan and Lamb (1996)
"management refers to the planning and the creation of the positive
pedagogical environment which facilities learning. They focus on the kinds of
the professional decisions teachers must make to ensure that learning takes
place effectively. In the context of classroom teacher is classroom manager. Where
the teacher is directing and succeeding
in getting the job of the teaching accomplished.
2.4.1 Characteristic of Good Classroom Management
The
teacher must plan managing the classroom to create a condition good classroom
management and the students have good achievement learning. According Brown
(1994) there are six characteristic of effective teaching.
1.
The Physical Environment of the Classroom
If
the face of your decisions to implement language teaching principles array of
clever technique, the student are indeed proudly affected by what they see,
hear, feel when enter classroom. Like: a). sight, sound, and comfort. b). Seating arrangement. c). Blackboard used equipment
2.
Teachers’ Voice
and Body Language
The teacher must manage the classroom to do
with voice and body language. One of the first requirements of good teaching is
good voice projection. You do not have to have a loud becoming voice but the
teacher need to be heard, clearly by
all of students in the classroom.
3.
Unplanned Teaching: Midstream Lesson Changes
When
situation your lesson have to change in some way. The teacher must manage
classroom involves decision about what to do when;
·
The students digress and throw off the plan for
the way
·
Digress and throw off plan for day
·
A student is disruptive in class
·
There isn’t enough time at the end of a class
period to finish an activity that has already started.
So the teacher will keep the respect of your student
and your own Self-confidence by staying calm, assessing the situation quickly,
making a Mid-stream change in your plan, and allowing the lesson to move on.
4. Teaching under Adverse Circumstances
a. Discipline
Discipline is very important in the class in order to
make the student more be active these are;
-
Learn to be comfortable with your position of
authority
-
State clearly and explicitly to your student
what your expectations are regarding their behavior in class, attendance, and
any extra class obligation.
-
Be firm but warm in dealing with variances to
these expectations.
-
Gain the respect of your students by treating
them all with equal fairness
-
In resolving discipline problems, try to End the
source of the problems rather than
symptoms (for example: if a students is not paying attention in class, it could
be because of the lack sleep caused by trying to work a late night shift in
which or a different time blanket for English class.
-
Try, initially. To resolve disciplinary matters outside
of class time ( ask to see a students after and quietly but firmly make your
observation and let the students respond so that valuable class minutes are not
spent focusing on one spent.
b. Cheating
Cheating is a special disciplinary matter that careful
treatment. The first step to solving problems of cheating is to ascertain a
student’s own perception, he teacher
gives minimizing
opportunities to cheat.
5. Teachers’ Roles and Styles
a. Roles
A
teacher has to play many roles, there are 2 rules of thumb in growing comfortable
and confident in playing multiple roles is a willing acceptance of many ways
that students will perceive you and a consistent fairness to all students
equally.
b. Styles
Teaching
style will almost always be consistent with your personality style, the
teaching style such as; Shy, formal, serious, emotional, humorous, etc.
6. Creating a Positive a Classroom Climate
a. Establish Rapport
Rapport is the relationship or connection you
establish with your students. A relationship that is built on trust and respect
and that leads to students’ feeling capable, competent, and creative, how do you
set up such a connection by;
-
Showing feedback on each student as a person
-
Giving feedback on each person’s progress
-
Openly soliciting students’ ideas and feeling
-
Valuing and respecting what students think and
say
-
Laughing with them and not at them
-
Working with them as a team and not against
them
-
Developing a genuine sense of various joy when
they learn something or otherwise succeed.
b. Praise and Criticism
Part of the rapport you create is based on the
delicate balance that you set
between praise and
criticism.
c. Energy
Energy is an aura of
creativity sparked by the interaction of students at class, where the teacher
have prepared, confidence, enjoy, with ability to teach material in the
classroom.
2.4.2 Classroom Rules
It is important that you have a
consistent approach in ensuring that students adhere to the rules. Treat
everyone fairly; students will then feel confident and secure in class.
Probably
the most fundamental technique in preventing classroom management problems is
the establishment and teaching of classroom rules. Note that there are two
parts to this technique. First classroom rules must be thought about and
established; then they must be taught to the student (Jacobsen:1981).
In
establishing rules, either authoritatively or more democratically in
Glasser-type classroom meetings (Glasser, 1969), you should be sensitive to
general school rules and policies to know how your particular classroom rules
will interface with these large rules.
So, from some of
the theories of the experts above, researcher can infer to combine or collaboration
the theory to get the good strategy in a research” the lecturers’ strategies in creating a healthy learning environment for
students’ success in the classroom” they are an outline
the strategies:
I.
Based on Sullivan’s theory (2003).
1)
To provide positive feedback
2)
To treat the participants as individuals
3)
To maintain the self-esteem of learners
II.
Based
on the Ktashuk’s theory (2007)
4) To
create a positive physical and emotional atmosphere
5) To
create a positive classroom discipline system
2.5 Previous Studies
There are some previous studies
about teachers’ or lecturers’ strategies. The previous studies can see in below
table 1.
Table1.
Previous Studies
No
|
Researcher
|
Objectives
|
Results
|
1
|
Yoyon Hirianto
(2007)
|
English Lecturer’s
Strategies to Motivate the non English Students of Muhammadiyah University of
Bengkulu to Speak English in Classroom
|
The
result of this research showed that, there were five strategies that use by
the English lecturers who teach English subject, they are: 1). Asking question.
2). Asking short answer question. 3). Pair/group discussion. 4). Situational
practice, and 5). Reading.
|
2
|
Aksa Okta
Putri Yanti
(2009)
|
The Strategies
of English Teachers in Teaching English at SMPN 7 Bengkulu
|
The
result of this research showed that, there are some strategies that use by
the English teacher who teach English subject, they are: a). automaticity,
b). meaningful learning, c). the anticipation reward, d). intrinsic
motivation, e). strategic investment, f). language ego, g). self-confident,
h). risk taking, i). language culture connection, j). the native language
effect, k). inter language, and, l). communicative competence
|
3
|
Noto Haryanto
(2005)
|
Teachers’
Strategies for Supporting Students’ Involvement in Learning English at SMPN 1
Bengkulu
|
The
result of this research showed that, there are nine strategies that use by
the English teacher who teach English subject, they are:1). Leveled
questions, 2). Shared reading, 3). Partner work, 4). Total physical response,
5). Imaging, 6). Communication games, 7). Cooperative learning, 8).
Reciprocal teaching, 9). Other strategies.
|
Summary
From the previous studies above, researcher pointed out that
all research about lecturers’ or teachers’ strategies, but the object is
different. Yoyon Hirianti conducted a research on English lecturer’s strategies
to motivate the non English students of Muhammadiyah university of Bengkulu to
speak English in classroom. Aksa Okta Putri Yanti conducted a research on the
strategies of English teachers in teaching English at SMPN 7 Bengkulu. Noto Haryanto
conducted a research on Teachers’ strategies for supporting students’
involvement in learning English at SMPN 1 Bengkulu. In this research, the
researcher will conducted a research on the
lecturers’ strategies in creating a healthy learning environment to students’
success in the classroom at 2nd semester of English study program in
UMB.
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METHODOLOGY
This chapter
concerns to research design, subject of the research, instrument, collecting
data technique, and data analysis.
3.1 Research
Design
This
design of this research is a descriptive method. The descriptive method is
useful for investigating a variety of educational problem (Gay L.R : 1987).
While according to Sudjana (1987) the descriptive method is investigation that
effort to describe an event that happen now. It will describe lecturers’ strategies
in creating a healthy learning environment for students’ success in classroom at
2nd semester of English study program of UMB.
3.2
Subject of the Research
The subjects of
this research are all English subject lecturers who teach at 2nd
semester in English study program. They are one lecturer of Grammar II, one
lecturer of Listening II, one lecturer of Pronunciation Practice II, two
lecturers of Reading II and one lecturer of Speaking II. Hence, the total
number the lecturers are six lecturers.
For more detail
it can be seen in the following table
Table2. The Total
Number of English lecturers who teach in 2nd semester.
No
|
Lecturers
|
Study
Subject
|
Total
|
1
|
Fera Zasrianita, M.Pd
|
Grammar II
|
1
|
2
|
Ewik Novika, S.Pd
|
Speaking II
|
1
|
3
|
Drs. Arasuli, M.Si
|
Pronunciation Practice
II
|
1
|
4
|
Ade Prasetyo, S.Pd
|
Reading II
|
1
|
5
|
Wahyudi Badri, S.Pd
|
Listening II
|
1
|
6
|
Hellen, S.Pd
|
Speaking II
|
1
|
7
|
-
|
-
|
-
|
Total
|
6
|
Sources: taken from English Study Program
of UMB 2012 (2nd semester)
3.3
Instrument
The instruments
of this research are observational checklist and video recorder (handycam).
3.3.1
Observational
Checklist
The researcher
uses observational checklist form based on Sullivan and Ktashuk’s theory. There
are five items investigated in the collecting the data. First, is providing positive
feedback. The second is treating the participants as individuals. The third is maintaining
the self-esteem of learners. The next is creating
a positive physical and emotional atmosphere and the last is creating a
positive classroom discipline system. It also has two alternative responses;
they are “yes” or “no” on each of lecturer strategies in
creating a healthy learning environment.
3.3.2
Video
Recorder (handycam)
This video recording will be used
to capture the real conditional about how the lecturers’ strategies in creating
a healthy learning environment to success in classroom.
3.4
Data Collecting Technique
The researcher
uses classroom observational collect the data of this research. The observation
will do 2 times for one lecturer. The steps of collecting data, they are:
1. The
researcher comes to the class
2. The
researcher records the whole activities
and lecturers’ performance during teaching learning activities by using video
recorder
3. At
the last the researcher completes the observational checklist related to
lecturers’ strategies in creating a healthy environment
3.5
Data
Analysis
In
analysis the data, the researcher runs it through some steps, they are:
1. The
researcher checks the finding from the observational checklist and
recorded-video.
2. The
researcher identifies the strategies used by lecturer in what terms that shown
by observation checklist
3. The
researcher calculates the percentage of those strategies in observational
checklist notes. It is ranked to decide the strategies. The data in this
research are analyzed by using the formula:
(Herzberg
: 1982)
Notes:
P
= Percentage of lecturer’ strategies
N
= the total number of lecturer
F
= the frequency of lecturer’ strategies
4. The
researcher classifies the strategies used by lecturer
5. The
researcher describes the result
6. And
the last researcher makes a conclusion
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