| dc.description.abstract | This Descriptive Research was done to determine the seventh grade students’ perception about the implementation of the Whole Brain Teaching Technique in speaking class and its benefits for the students at SMPN 02 Banyuanyar Probolinggo. Based on the preliminary study that has been done by the researcher, it was found that the condition of the speaking class is considered conducive but most of the students tend to keep silent or not fully participate. It contrasts with the learning process of the 2013 curriculum which needs the students to be active and it also affect the learning process of English lesson especially speaking skill that needs the students to speak. Considering this condition, the researcher tried to know what happened if the students experienced a new technique especially in speaking class based on their perception. The students’ perception is used in this research to know whether the implementation of the new technique in speaking class, which is the Whole Brain Teaching Technique will make the students better engage in speaking class or not and could get some benefits of it.
This research was done in two meetings. The first meeting was done for introducing the Whole Brain Teaching Technique to the students and the second meeting were done for implementing the Whole Brain Teaching Technique in speaking class. This research used questionnaire as the data collection method. In analyzing the data, the researcher used Likert scale summated rating scale by determining the lower and upper fence of the questionnaire score, then counting the range and the quartile from the score of the questionnaire. The result was used to answer the fisrt research question about the students’ perception on the implementation of the Whole Brain Teaching Technique in speaking class. For the second step, it was obtained by using Data Analysis Toolpak in Microsoft Excel for analyzing the result of the questionnaire. The data analyzed are percentages and mean score of each statements of Whole Brain Teaching Technique based on the students' perception.
After doing the analysis, the result showed the students had positive perception on the implementation of the Whole Brain Teaching Technique in speaking class and got several benefits of it. Below are the detail answers to the research questions.
The answer for the first research question about the students’ perception on the implementation of the Whole Brain Teaching Technique in speaking class was positive. It showed that the total score of the questionnaire was 2594. If the score of the questionnaire was between >2125 up to < 2762,5 then it was considered as positive perception. It meant that the students’ perception on the implementation of the Whole Brain Teaching Technique in speaking class was categorized as positive perception. The positive perception come from the students’ perception about their feeling when experiencing the Whole Brain Teaching Technique in speaking class. Based on the questionnaire, most of the students enjoy using this technique as they knew what they should do in each techniques of the Whole Brain Teaching.
For the second research question about the benefits of the impelementation of the Whole Brain Teaching Technique for the students, the result showed that the highest percentage and mean score were 3,6 (92%) for the statement “Class-yes help the students to get their attention back”, 3.4(98%) for the statement “Teach-Okay help them remember the material easily”, 3.4 (96%) for the statement “Mirror Technique help them remember and understand the material easily”, and 3.3 (100%) for the statement “Swicth Technique give the same chance for the students to be the speaker and the listener. Technique give them the same chance to be the speaker and the listener. Beside those benefits, there was a weakness occurred on Scoreboard Technique. More than 70% of the students disagree that using scoreboard make them focus on the teacher’s instruction. The students only felt happy and motivated when the teacher gave “happy face” but it could not make them to pay more attention on the teacher’s instruction. This weakness could be overcome by using this technique more often during the class. Thus, it could be assumed that the students got some benefits from the implementation of the Whole Brain Teaching Technique in speaking class.
Based on the results above, it can be concluded that students’ had positive perception on the implementation of the Whole Brain Teaching Technique and got several benefit of it so that the requirement of the 2013 curriculum can be achieved. | en_US |
