CHAPTER
1V
RESULT
AND DISCUSSION OF RESEARCH
This chapter
presents the result and discussion of research, the data collected from
observation and interview which are discussed on previous chapter. This chapter
is presented based on the research focus stated on the first chapter.
A.
Result of Research
In this part,
the rearcher wiil explain the result of
the implementation of
stimulation question strategy in introduction to linguistics class at TBI first
semester of IAIN Madura and the student’s
response.
To obtain the
data related of the implementation of stimulation question strategy in
introduction to linguistics, the researcher
observed the lecturer and teaching
and learning process at TBI
the first semester namely of C class as well as the researcher conducted
this research of two meetings those are on 11st
March 2019 and 18th March
2018.
1.
The Result of
Observation
a.
The First Observation
In
this part the researcher would like to
describe from the result of research that has gotten through observasion,
interview and documentation. The researcher took the data from the lecturer and students activities
when the teaching learning process is conducted.
1)
Pre-Teaching
Based on observation that the
reasearcher got at the first meeting,
a) The lecturer prapared the
material taught before entering
to the classroom
b) The lecturer prepared handbook / hand out
c) The lecturer entered to the class at 08: 00
d) The lecturer begun the subject by saying
Salam
e) Firstly, the lectures asked one student to lead praying together
f) And
then, the lecturer said
Lecturer
: good morning class?
Students : Good morning
mam
Lecturer : how are you today?
Students
: I am fine,
thank you
g) After that, the lecturer was cecking the attendence
list of students.
h) Then,
the lecturer asked to the students about readiness of
the students to follow the introduction to linguistics class
i)
The next step, the lecturer reviewed the past
material about linguistics by asking some
stimulation questions to the students, as:
Teacher : “Do you still
remember, what is phonetics”?
Student : (Rise her hand) “is the study of the
production of speech sound”.
Teacher : “
Ok, Good! And what do you differ between place of articulation and manner of
articulation?”
Students :
(Rise her hand), “Based on what I
read place of articulation is where the vocal tract is made while manner of
articulation is how the airstream is modified by the vocal tract to produce the
sound”.
Lecturer :
Well done!
By this,
the researcher was
as observer who observed the activity in the classroom teaching and learning process. In this step, the
lecturer started implementing the stimulation question strategy through the
pre-teaching in order to warm the students up as well as get their enthusiastic
in learning. In addition, the researcher also explained the result of the
activities which occured through the clasroom teaching and learning process. In this case the lecture did the activities
well-expected since she involved some
questions to the students to stimulate their understanding and also to review
their previous learning result. In this case, the reseracher
gives explanation about the criteria that the lecturer has done in the pre-teaching. The lecture
did the pre-teaching well. In which the students focused
on and try to dig up their undertanding
toward the questions given, then they are quiet excited to answer the questions.
2)
Whilst-Teaching
In
this section is the main
activity in teaching learning process namely the researcher described the situation of introduction
to linguistics teaching learning process that the
researcher got from the first observation. In this case, the classroom activity had been started by presenting group
discussion at the first.
a)
The lecturer asked the next group to present their
turn topic of lingusitics subject,
the topic was Phonology.
b) The group of students started to present their topic
discussion
c) Then, the lecturer asked other students
to listen to and pay attention to the presentation while
making question from both
what they got from the presentation
and what they read from the hand out given, this step is
called by stimulation question strategy by which the lecture stimulate and
engage the students to be active and participative through the classroom
activity. The questions such as:
-
What is the difference between distinctive and non-distinctive sounds?
-
What is phoneme? And,
-
When do contrastive and non-contrastive sounds happen?
d) After the presentation, the lecturer collected some questions from the
students then asked the presented students to answer the questions from the
audiences. In this case, the lecturer collected five question from five
different students. This activity can be a stimulation for them to be brave and
confident in sharing ideas and opinions.
e) The presented students tried to answer the questions
asked by their friends, when the presented students find difficult or cannot
answer the questions given, then the lecturer take turn helping them to answer
the questions asked.
f) The last step was that the lecturer re-explained the
material presented, it was done in order that all students had more
understanding toward the linguistics material presented and questioned.
Actually, in the whilst-teaching, the result is different with
pre-teaching. It means that the lecturer asked the students to listen to their friends
presentation as well as read the hand out they had, the purpose it was to
engage and encourage the students to make questions based on what they listened
to and what they read. In brief, this activities is the type of stimulation
question strategy in which it is not only asking the students questions but
also engaging and involving them to make question based on the linguistics
material presented. This strategy can stimulate the students to be eager to be
active and enthusiastic through the class discussion besides to arouse their
linguistics understanding.
3) Post-Teaching
This
section is the last point in teaching learning process Based on
the observation, the
teacher closed the
teaching activities by concluding and motivating.
a) The lecturer
concluded today’s material of linguistics, by revising and making the students’
answer clearer toward the questions asked.
b)
The lecturer asked the students to read the next topic of
lingusitics namely “Morphology”.
c)
The lecturer gave motivation to the students
d)
The lecturer closed the material by saying Salam together.
The lecturer : Thank you, see you to the next meeting Wassalamu’alaikum
wr.wb.
The students : Wa’alaikumsalaam.
In the
result of the activities the lecturer lead the classroom activities in the post teaching well-expected, the lecturer concluded today’s
material about phonology as well as reviewed the next material to be taught then motivated the students in
learning.
From the three steps of the activities, the
researcher can conclude that all of result of three steps the teacher done all the activities good and well-expected. The researcher can concluded that the implementation of stimulation
question strategy was success.
Base on the first observation, the researcher summarized that the lecturer gave
stimulated questions about phonetics to the students in pre-teaching in order
to arouse their understanding as well as to remind what they had learnt from
the previous meeting. While in the process of teaching the lecturer asked the
students to present their assignment of introduction to linguistics, during
presenting other students were asked to pay attention to the presentation as
well as to read the hand out given, that was done in order to the students
arouse their understanding and make questions based on the material presented,
this activity called by stimulation question which is made by students to
stimulate the presented students in front of the class.
Through answering
questions the lecturer helped the student in answering the questions asked and
make the material presented clearer, at last she also concluded the linguistics
material discussed. That classroom activity involved the stimulation questions
strategy which was actually implemented explicitly by the lecturer in order to
make the students brave in questioning, making enthusiastic and getting their
understanding toward the topic discussed namely phonology.
b.
Second Observation
In the second meeting of the research
was conducted on 18th
March 2019. This meeting was like the first meeting where the researcher as a
passive participant who only observed the teaching learning activity without
following the teaching learning process. There are also three steps of this meeting. It will be
discussed in the following:
1)
Pre-Teaching
a) The lecturer prapared the
material to be taught namely Morphology.
b) The lecturer
started
the class at 08. 00
c) The lecturer begun the subject by saying
salam and firstly pray together
d) Then,
the lecturer said greetings good
morning my students, how are you today?
The students answered it.
e) After this, the lecturer cecking the attendence
list of students firstly.
Actually, in the second meeting
the result of this activities were same
with the first activities. The teacher conducted the activities were very good and well-expected. It means that the
lecturer gave best way in the pre-teaching before the teaching learning process
was started.
2)
Whilst-Teaching
This
part is main activities in teaching learning process namely in this point will be described the situation of introduction to linguistics classroom
activity that the researcher got from the the observation of in TBI C class of
the first semester.
a) The lecturer prepared some stimulated questions about
morpholgy to be asked to the students.
Example : - What is morphology?
-
What do you know about morpheme?
-
What do you differ between derivational and inflectional morpheme?
-
Etc.
b)
The lecturer asked each questions about
today’s introduction to
linguistics topic namely morphology
c)
Several students rise their hand to answer the
stimulated questions, some of them answered by adding opinions or reasons
toward their answer.
d)
The students were
enthusiastic in answering the questions asked about the topics of morphology.
Since, they prepared as well as read the topic before the class.
e)
After some students answered a question, the lecturer
added an explanation about each questions she asked to.
f)
The teacher gave an apreciation to the each
students who answer the questions by saying “that’s good” or “well done!”
By this, the lecturer thaught in the whilst-teaching well-prepared in involving
stimulation question strategy. In this case, the students had prepared the
topic of introduction to linguistics to be taught at the day. Therefore, from
the classroom activity that the students participated well in answering the
questions asked by the lecturer. Basically, the teacher used stimulation
question strategy through the learning process especially in pre-teaching and
in whilst-teaching as well, the aim was so that all students had motivation,
had prior knowledge to the learning topic, and had preparation in facing each
class meetings of introduction to linguistics. As a result some students were
ready to answer the questions given through stimulation question strategy.
3)
Post-Teaching
This
section is the last point in teaching learning process
e) The lecturer gave top-up questions to the students about the topics
had taught or discussed
f) The students wrote down their answers on a paper.
Then,
g) The teacher gave reflection about the
material taught. Then, asked the students to prepare their
next presentation, she also asked the students to dig up information and read
the next topic to be taught.
h) The teacher closed the material by
praying together then saying Salam.
In
the last steps of this activity was different with the first meeting, the
result of this activity the teacher conducted the activity was good and appropriate with the purpose of what the
researcher expected. In the post-teaching the lecturer also provided stimulated questions
through top-up questions, it was done to reemphasize and strengthen the
students understanding toward the learning topics of introduction to
linguistics taught. Besides, to encourage and arouse the students’ interest as
well as their ability as long they learnt the material of linguistics. In
addition, in order that they were used to learn and make preparation before
joining the class such as deepen the material, read and comprehend the
linguistics topics to be taught as well.
Basically the implementation of stimulation question
strategy was conducted by the lecturer in the process of introduction to
linguistics class either in the first meeting or in the second meeting of
observation. In the process of teaching of the first meeting, the lecturer
implemented the stimulation questions strategy during the pre-teaching as well
as on whilst-teaching, she gave some stimulated questions about phonetics which
had learnt and discussed on the previous meeting, automatically, the students
who still remember and prepared themselves tried to answer the questions
bravely.
On the other
hand, in whilst-teaching the lecturer asked the students to read the hand out
and listen to their friends’ presentation, then requested them to make
questions to be asked to the presented students and the lecturer helped the
presented students in answering the questions asked to them about the topic
presented. That was stimulation questions strategy which was implemented by the
lecturer through the teaching and learning process. This activity made the
students active, talkative and enthusiastic in following the class activities,
this strategy also made them diligent in reading the subject, arousing their
ability, and well-prepared in following the classroom teaching and learning
process especially when the lecturer involved the stimulation question
strategy.
Based on the result of second meeting, that the researcher also observed the lecturer of introduction to
linguistics subject at the C class of TBI, the researcher had observed the teaching
learning process related with the
implementation of stimulation question strategy in teaching introduction to
linguistic.
In this meeting, the lecturer provided some questions related to the topics
will be taught at the day namely Morphology, when the lecturer gave each
questions it looked that some students rose their hand they were ready and enthusiastic
answering the questions given, it seemed that the students had prepared and
studied about what become the topic questions for that day lesson. Most of
students wanted to be the best and participated actively through the classroom
activity.
In brief, the implementation
of stimulation question strategy was success and complete enough, by which the
students were motivated and influenced positively with the strategy used.
Since, they were able to develop and prepared the lesson of linguistics well
that they were mostly able to answer the stimulated questions and asked what
they did not understand through the classroom teaching and learning.
After
conducting observation in the classroom activity about the
implamentation of stimulation question steategy at C class of TBI, researcher also conducted interview with the lecturer and the students to convince that the data more valid.
2.
The Result of Interview
Talking about the result of interview, the researcher
obtained this data when the lecturer
and students were free or out of the class.
Based on the result of interview
with the lecturer of
Introduction to Linguistics at C class of TBI, She stated that
“I use stimulation question strategy in teaching
introduction to linguistics actually to warm up the students and to make them
enthusiastic in following the teaching and learning process, this strategy
requires them to answer the stimulated questions given, this strategy also good
to know the students’ understanding toward the material teaching to be taught
or have been taught, it also tells me which one of them who really study or
ready to follow the classroom activity. Furthermore, this strategy is very
effective to engage the students’ readiness in learning, they really prepare to
answer the questions to be asked”.[1]
Based
on the result of interview with the lecturer and strengthened by
observation that is conducted by the researcher
at TBI C class of the first semester, when the researcher joined the teaching
learning process above can conclude that the lecturer used and implemented
stimulation question strategy in teaching of introduction to
linguistics namelly in the topics of phenetics, phonolgy and morphology as well.
The
statement above also support by Anisa as
a students at TBI C class.
“The strategy used by the lecturer was
stimulation question, where the lecturer prepared some questions to us, those were about the previous
topic or the topic to be taught at the day, it makes us compete each other who
can answer the questions, and I think my friends were ready to answer the
questions given because they have learnt or they read the topics, it can
motivate us to comprehend the material, and when we can answer the question the
lecturer gave point for us. ”.[2]
Based
on statement above the students states that the lecturer use stimulation question strategy where by using this strategy makes the students motivated and
enthusiastic to follow the class, it also shows their readiness toward the topics
will be taught. It
was supported by
Kamila statement
“My lecturer of introduction to linguistics was stimulated questions in teaching
linguistics, it is showed by she always ask some questons to us either before
teaching or in the process of tecahing, this activities done in order to know
who have studied or involved the
students to be active in the classroom activity. Moreover, when our friends do
presentation they also asked us to read and pay attention to the presentation
then ask us to make question about the topic presented if we did not understand
about what my friends presented, she also helped them to answer the questions
to make clearer”.[3]
From
both statements above, which were statesd by students at TBI C class of the first
semester, the researcher can conclude that using stimulated questions
in the process of teaching introduction to linguistics is very effective, because
the strategy can increase the students’ understanding as well as make them
really ready to follow the classroom activity. In addition, it can know the students’ prior
knowledge about the topics to be taught. It was also strengthened by the lecturer statements
“Almost all of students more active, excited, and eager to the
topics taught in teaching and learning activities when I
used stimulation question strategy. In this case, the students prepared before the class by
reading and comprehending the topics taught such as phonetics, phonology and
etc. By this strategy I can know the students who really study and prepare the
topics will be given. Also, this strategy does not only force the students to
answer the questions, but it also needed their participation toward their
friends’ presentation, in this case they ask about the part of topics they did
not understand, this strategy really help them in the process on teaching and
learning process”.[4]
The statements
above can be concluded that the students more active, excited, and eager
to follow the teaching learning process when the lecturer gave questions about the topic.
They are get ready since
they have prepared the material taught.
As the researcher known
from observation that stimulation questions strategy does not only require the
students ready to answer the questions asked, but they also requested to be
active participated through the classroom discussion by asking them to make
question about the topic presented, this strategy involved the students to be
more well-prepared in every sessions of classroom activities.
According
to Ms. Fitrih as the lecturer of introduction to linguistics class in TBI C
class, She stated
that:
“My students is glad, enthusiastic and enjoy every sessions of learning, this strategy
involved advantages for them such as make them to be active, excited, and brave to share their knowledge as well as their
understanding to the field of linguistics taught. In addition they sometimes doubt or even afraid to
answer the questions or to ask, but above all activities run well and all
students were satisfied with their answer. With this I can acknowledge the
active and the passive students”.[5]
Based
on explanation above the students response very happy and enthusiastic
through the strategy in the classroom
teaching and learning process, they can share their idea, their understanding
of the questions given, the lecturer can also know the active and talkative
students through the activity.
“I am very interested
in because every activities my lecturer namely mam Fitri used question as stimulation, because it
invited students to be more in learning of the sub-topic, so the students who
have really prepared to the sub-topics were ready to rise their hand and answer
the lecturer’s question, I think
it was about a fantastic strategy by involving students to answer the question,
it also makes them to be seriously studied.[6]
Based on students
statement above the students very
interesting when the lecturer implemented the stimulated question. Since it
can make the students to be diligent in learning the sub-topics to be taught,
this strategy also make the students are serious in deepening the linguistics
subject. By questioning the students will be prepared in following the class.
[1] Interview with Fitrih,
The Lecture at TBI C class of the
first semester. (
Monday,18 March 2019)
[2]Direct Interview with Anisa, The Student at TBI C
class of the first semester (Wednesday,
18
March 2019)
[4]Direct Interview with
Fitrih, The Lecture at TBI C class of the
first semester.( Monday,18 March 2019)
[5]Direct Interview with
Fitrih, The Lecture at TBI C class of the
first semester.( Monday,18 March 2019)
