The Identification of Students’ Self Assessment of Affective Competence in Kurikulum 2013 (K13) at the Second Grade Students of SMK Negeri 7 Pekanbaru

CHAPTER I

INTRODUCTION

A.    Background of the Research

                Affective comes from feeling that deals with the preferences of someone responding an object. Affective is also an expression of assessment or point of view that belongs to someone. Affective can be formed, and then happen an action that we want to happen. This afffective competency means the expressions of someone’s perspective and he makes it come true.

            Hamzah (2012) states that the assesment of Affective Competency in learning process is the compilation of activity designed to measure the affective of students as a result of learning program. The Affective assessment is also a standard application of  decision making. The main function of Affective assesment is a reflection of understanding and improving the student’s behavior individually.

            In Curiculum 2013, there are two kinds of Affective competency, first is spiritual affect, this is related to constructing the belief and faith to their creator vertically, and the second is social affect, this is related to constructing the student’s attitude, independent, democratic, and responsible horizontally. This assessment is included on each of basic competency, the student affect can be assessed when they learn a new lesson. 

Based on my prelimenary observation at SMK Negeri 7 Pekanbaru. It seemed that the affective assesment that determined the way how  the students learned english well in the class was needed, because the teacher could see and easily to know the character of each students in detail by assessing their affect, even though the teacher could not totally know whether they were concerned or not. When I observed to the teacher and some students related to English Language Teaching, there were some phenomena of Affective competency showed by the teacher and the students. First, from the teacher, he mentioned that there are some of Affective indicators that are less done by the students when studying english such as (1) when teacher came to the class and start the class, some students did not pray to God before studying english, (2) there some students were not honest when they did not make their homework, there had to be the reason to the teacher,(3) some students were not coming on time to the class, so teacher should wait for them,(4) some students were not tolerable when another student has a diffirent opinion in learning a subject material, (5) in K13, the students were studying in group, but there some student were not cooperative in learning english.(6) there some students were impolite to the taecher when studying english in the class. Second, I interviewed some student related to their phenomena in learning english in the class, some students said that they had less confidence in presenting English material, and lack of understanding. The problem above could be seen that the students have problems in spriritual attitude and social attitude when studying english in SMK Negeri 7  Pekanbaru.

            Based on the phenomena above, the researcher is interested to conduct the research focuses on “The Identification of Students’ Self Assessment of Affective Competence in Kurikulum 2013 (K13) at the Second Grade Students of SMK Negeri 7 Pekanbaru”.

A.    Identification of the Research

Referring to the above phenomena at the background of this study could be identified as follows:

a.       The teacher had the problems in students attitude

b.      Some students had problem in spritual attitude

c.       Some students had problems in social atttitude

B.     Limitation of the Problem

         Based on the above identification, I focused and limited the research on The Identification of Students’ Self Assessment of Affective Competence in Kurikulum 2013 (K13) at the Second Grade Students of SMK Negeri 7 Pekanbaru.

C.    Formulation of the Problem

The above phenomena of the research could be formulated by the following research question: “How is the Students’ Self Assessment of Affective Competence in Kurikulum 2013 (K13) at the Second Grade Students of SMK Negeri 7 Pekanbaru?”.  

D.    Purpose of the Research

Referring to the above formulation of the research, this research had a purpose was to identify the Students’ Self Assessment of Affective Competence in Kurikulum 2013 (K13) at the Second Grade Students of SMK Negeri 7 Pekanbaru.

E.     Importance of the Research

The use of the result of the research had great as in the following:

1.   For the teachers:

a)      The teachers would know the respons of students  in learning English

b)      Teachers would be able to identify self assessment of the students.

2.      For the students:

c)      The students would be able to know what is the function of English.

F.     Definition of Key Term

To avoid misunderstanding of the concepts used in this study, some definitions was provided as follows:

1.      Self is the subject of one's own experience of phenomena: perception, emotions, and thoughts.

2.      Assessment is a process of collecting information to improve the educational programs that focused on the students learning and development outcomes.

CHAPTER II

            REVIEW OF RELATED LITERATURE

A.  Review of the Related Theories

In this part, the researcher described some related theories which support the problems of this research as in the following:

In curiculum 2013, there were three kinds of assessment that could measure the students in learning the lesson of english subject, those are cognitive, affective and psychomotor domain.

1.      The Three Domains of Learning

            The committee identified three domains of educational activities or learning (Bloom, 1956):

• Cognitive: mental skills (knowledge)
• Affective: growth in feelings or emotional areas (attitude or self)
• Psychomotor: manual or physical skills (skills)

            Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge, Skills, Attitude or Abilities). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

            While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level (I guess they never thought to check with their sports or drama departments).

            Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

1.      Cognitive Domain

            The cognitive domain involves knowledge and the development of intellectual skills (Bloom:1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, which are listed in order below, starting from the simplest to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

1.      Remembering

Recall or retrieve previous learned information.

2.      Understanding

Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

3.      Applying

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

4.      Analyzing

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

5.      Evaluating

Make judgments about the value of ideas or materials.

6.      Creating

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

2.      Affective Domain

            The affective domain (Krathwohl et al, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

1.      Receiving Phenomena

Awareness, willingness to hear, selected attention.

2.      Responding to Phenomena

Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

3.      Valuing

The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. 

4.      Organization

Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 

5.      Internalizing values

Characterization has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

3.      Psychomotor Domain

            The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

1.  Perception (awareness)

The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.

2.  Set

Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).

3.  Mechanism (basic proficiency)

This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

4.    Complex Overt Response (Expert)

     The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the  result will produce.

5.    Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

6.    Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

2.      Attitude and Performance

            Although there are a variety of definitions for attitude, most seem to center around the notion that it involves measuring people, issues, objects, etc. along a dimension ranging from positive to negative. This measurement has two components: 1) cognitive and 2) affective (values & beliefs).

            Our beliefs and values are combined with our cognitive component; thus, two components (affective and cognitive) give us our long range or persistent measurements for dealing with the world (Bootzin, 1983). While a person may have the competency to perform a task, that does not mean he or she will have the desire (attitude) to do so correctly. In other words, competencies give us the ability to perform, while attitudes give us the desire to perform. Attitudes change with various events in a person's life. These emotional changes also vary in length of time.

            Each human emotion mobilizes the mind and body to meet one of the challenges of living and reproducing in the cognitive niche. Some challenges are posed by physical things, and the emotions that deal with them, like disgust, fear, and appreciation of natural beauty work in straightforward ways. Others are posed by people. The problem in dealing with people is that people can deal back. The emotions that evolved in response to other people's emotions, like anger, gratitude, shame, and romantic love, are played on a complicated chessboard, and they spawn the passion and intrigue that misleads the Romantic. Steven Pinker - How the Mind Works (1997: 374).

            There are four main methods used for changing attitudes in performance interventions:

1.      Exposure Effect

This technique uses simple experiences to start the attitude formation by exposing a person to a concept, object, or person a number of times. And normally this is done through positive experiences as negative experiences require disgust, pain, or fear. For example, if we want a person to display a smile, then the employee's peers, supervisors, and leaders, need to consistently display real smiles.

2.      Reinforcement

This concept is based upon classical and operant conditioning. Classical conditioning are involuntary reflexes, while operant conditioning is based upon voluntary behavior. For example, we use classical conditioning by making classrooms attractive and non-threatening. While operant conditional is based upon the premise that people repeat a behavior that has desirable results, for example, when a learner produces a genuine smile, then a compliment, prize, grade, etc. is given.

3.      Persuasive Communication

The advertisement industry is based upon this technique. For example, Camel cigarettes used information, such as how they use a superior tobacco blend, in combination with Joe Camel, to show how cool they are, in order to persuade people through both their cognitive and emotional sides to buy their product. This technique is based upon three main characteristics: source, message, and audience, e.g.:

1.      the source — how believable and likable you are

2.      the message — content and style

3.      and audience — educational level, other attitudes

To go back to our smile example, we might show pictures of employees using their smiles in the course of their duties. We might also include some real experiences in how their genuine interest produces a memorable experience.

4.      Changing Viewpoints

Although discussions mainly work through our cognitive side, we have to remember that almost everything we do is based upon our emotions. Epictetus wrote, “Men are disturbed not by things but by the views which they take of them.” So you might start a discussion by asking how their feeling are linked to their thoughts. A simple example for training customer service might be to ask them what feelings and thoughts produce a smile? How are these feelings and thoughts interconnected? Next, ask them to take the viewpoint that they are happy when working with customers. Ask them what their feelings and thoughts would be. Finally, have them do a role play of working with a customer with this new viewpoint.

3.      The assessments of Affective competency in Curiculum 2013

            Attitude stems is from feelings related to a person's tendency to respond to something.  Attitude as well as expression of values ​​or way of life that is owned by someone. Attitudes can be formed, resulting in the desired behavior or action. Competence attitude referred to in this guide is an expression of the values ​​or way of life that is owned by someone and manifested in behavior. The major use assessment as part of  learning attitude is a reflection or a reflection of the attitude of understanding and progress of individual students.

            According to Badan Pengembangan Sumber Daya Manusia (2013) states that Curriculum 2013 divides competencies into two, namely the spiritual attitude associated with the formation of the faithful and devoted student, and social attitudes associated with the formation of noble students, independent, democratic, and responsible. Spiritual attitude as the embodiment of the strength of the interaction with the God almighty vertical one, while social attitudes as the embodiment existency awareness in an effort to realize the harmony of life.

4.      Factors Influencing Students Ability

            The students’ ability in constructing 6 tenses in sentences is much or less influenced by the factors in learning English. Brown (2000:142) states:

“two facets of the affective domain of second language acquisition. The first of these is the intrinsic side affectivity: personality factors within a person that contribute in some way to the success of language learning. The second facet encompasses extrinsic factors-social cultural variables that emerge as the second language learner brings not just two languages into contact but two cultures, and in some sense must learn a second culture along with second language”.

a.      Personality Factor

These factors come from the students themselves that consist of physiological aspect such the affective domain, motivation, the neurobiology of affect, and measuring affective factors ( Brown, 2000:143-167).

1.      The Affective Domain

The affective domain is the emotional side human behavior, and it may be juxtaposed to the cognitive side. The development of affective states or feeling involves a variety of personality factor; feeling both about ourselves and about others with whom we come into contact. There are some of human behavior such as self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion.

a.       Self-esteem

Self- Esteem probably the most pervasive aspect of any human behavior. It could be easily claimed that no successful cognitive or affective activity can be carried out without some degree of Self- esteem, Self-confidence, knowledge of yourself, and belief in your own capabilities for that activity.

b.      Inhibition

Inhibition is closely related to and in some cases subsumed under the notion of self-esteem. All human beings, in their understanding of themselves, build sets of defenses to protect the ego.

c.       Risk-Taking

Risk-taking is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit to be willing to try out hunches about the language and take the risk of being wrong.

d.      Anxiety

The research on anxiety suggests that like Self-Esteem, anxiety can be experienced at various level (Oxford:1999).

e.       Empathy

Empathy is the process of “putting yourself into someone else’s shoes” of reaching beyond the self to understand what another person’s feeling.

f.       Extroversion

Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement and a sense of wholeness from other people as opposed to receiving that affirmation within oneself.

2.      Motivation

Motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task. It is easy to assume that success in any task is due simply to the fact that someone is “motivated”.

a.       Instrumental and Integrative orientations

The instrumental side of the dichotomy referred to acquiring a language as a means for attaining goals; furthering career, reading technical material, translation, and so forth. The integrative side described learners who wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group.

b.      Intrinsic and Extrinsic Motivation

Intrinsically motivated activities are ones for which there is no apparent for reward except the activity itself. People seem to engage in the activities for their own sake and not because the lead to extrinsic reward…. intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.

3.      The Neurobiology of Affect

John Schumann’s(1997,1998,1999) work in this area has singled out one section of the temporal lobes of the human brain, the amygdale, as a major player in the relationship of affect to language learning. The amygdale is instrumental in our ability to make an appraisal of a stimulus. In other words, if you see or hear or taste something, the amygdale helps you decide whether or not your perception is novel, pleasant, relevant to your compatible with your own social norms and self-concept. 

4.      Measuring Affective Factors

The measurement of  affective factors has for many decades posed a perplexing problem.

b.      Socio-Cultural Factor

These factors  consists of social, environmental such as attitudes, second cultural acquisition, social distance, and culture in the classroom (Brown,2000: 180-189).

1.      Attitudes

Attitudes, like all aspects of the development of cognition and affect in human beings, develop early in childhood and are the result of parents’ and peers’ attitudes, of contact with people who are “different” in any number of ways, and of interacting affective factors in the human experience. These attitude form a part of one’s perception of self, of others, and of culture in which one is living.

2.      Second Culture Acquisition

Culture learning is a process of creating shared meaning between cultural representatives. It is experiential, a process that continuous over years of language learning, and penetrates deeply into one’s patterns of thinking, feeling, and acting.

3.      Social Distance

The concept of social distance emerged as an affective construct to give explanatory power to the place of culture learning in second language learning. Social distance refers to the cognitive and affective proximity of two cultures that come into contact within an individual ”Distance” is obviously used in a metaphorical sense to depict dissimilarity between two cultures.

4.      Culture in the classroom

Geert Holfstede in Brown (2000:190) states that who used different conceptual categories to study the cultural norms of fifty different countries such as individualism, power distance, uncertainty avoidance, and masculinity or femininity.

a.       Individualism as a characteristic of a culture opposes collectivism ( the word is used here in an anthropological, not a political, sense).

b.      Power distance as a characteristic of a culture defines the extent to which the less powerful persons in a society accept inequality in power and considerate as normal.

c.       Uncertainty Avoidance as a characteristic of a culture defines the extent to which people within a culture are made nervous by situations they perceive as unstructured, unclear, or unpredictable, situations which they therefore try to avoid by maintaining strict codes of behavior and a belief in absolute truths.

Masculinity as a characteristic of a culture opposes femininity. The two differ in the social roles associated with the biological fact of the existence of two sexes, and in particular  in the social roles attributed to men. They expect men to be assertive, ambitious and competitive, to strive for material success, and to respect whatever is big, strong, and fast. They expect women to serve and to care for the non-material quality of life, for children, and for the weak.

            Curriculum 2013 used is for Senior High School Students. There are  two competencies of Afffective competency namely the spiritual attitude which associated with the formation of the faithful and devoted student, and social attitudes associated with the formation of noble students, independent, democratic, and responsible. Spiritual attitude as the embodiment of the strength of the interaction with the God almighty vertical one, while social attitudes as the embodiment existency awareness in an effort to realize the harmony of life.           
            At the high school level, social competence refers to the attitude of Kompetensi Inti-1 (KI 1): appreciate and live the teachings of their religion, whereas competence refers to the social attitudes Kompetensi Inti-2 (KI 2): respect and appreciate the honest behavior, discipline, responsibility, caring, tolerance, mutual cooperation, courtesy, confident, in interacting effectively with the social environment and within the association and its existence.

KI 1 :  Menghayati dan mengamalkan  ajaran agama yang dianutnya

KI 2:  Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),  santun, responsif dan pro-aktif  dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

Based on the formula KI-1 and KI-2 above, at the high school level, the Indicator of assessments are :    

1.   Spiritual attitude

      is respect and appreciate the religious affiliations.

2.        Social attitudes

social attitudes is the consciousness of individuals who determine the real action, which is repeated on the social object. There are some parts of social attitudes as follows :

1.         Honesty is trustworthy behavior in words, actions, and employment.
2.    Discipline is the act of showing the order and compliant behavior in a         variety of conditions and rules.      
3.    Responsibility is an attitude dab behavior to perform the duties and    

       obligations, which should he do, to self, community, neighborhood,            country and God Almighty.  
4.    Tolerance is an attitude and actions that appreciates diversity of   

        background, outlook, and confidence.         
5.     Cooperative  is working together with others to achieve a common goal by  

        sharing tasks and helping sincere.     
6.    Polite is good in friendship attitude in language or behavior. Politeness       norms are relative, meaning that is considered a good or manners in place      and certain time be different in other places and times.

7.    Confidence is a mental or psychological condition of a person who  

        provides strong confidence to do or act.

5.      The technique of Asssesment in Affctive Competency in K13

a.      Observation

Observation is a valuation technique that is done simultaneously by using the senses, either directly or indirectly by using an instrument that features a panel of behavioral indicators that observed. Observation directly implemented by the tutor directly without the mediation of others. Whereas indirect observation with the help of others, such as teachers, parents, students and school employees.

b.      Self Assessment

Self-assessment is an assessment by asking students to submit excess and lack of self in the context of the achievement of competence.

 Self-assessment is a valuation technique, in which the subject you want assessed asked to rate themselves with regard to, status, process and level of achievement of competencies learned in a particular subject.

 Self-assessment techniques can be used in various aspects of assessment, which is associated with cognitive competence, affective and psychomotor. In the process of learning in the classroom, related to cognitive competencies, for example : students can be asked to assess the mastery of knowledge and thinking skills as learning outcomes in a particular subject, based on the criteria or benchmark that has been prepared. Associated with affective competence, for example, students can be asked to make posts containing the outpouring of feelings towards a certain attitude object. Furthermore, students are asked to make an assessment based on criteria or benchmark that has been prepared. Associated with psychomotor competencies, students may be asked to assess the skills or the skills that they have learned as a result of learning based on criteria or benchmark that has been prepared.

The use of this technique can have a positive effect on the development of one's personality. The advantages of using this technique in class assessments are as follows:

•  to foster the confidence of learners, because they were entrusted to  

    assess themselves.

•  learners are aware of the strengths and weaknesses of himself, because  

    when they do the assessment, should introspect on its strengths and  

    weaknesses.

•  can encourage, familiarize and train students to be honest, because they  

   are required to be honest and objective in conducting the assessment.

MGMP (2006)

c.       Peer Assessment

Peer assessment is assessment techniques by asking learners to related to the achievement of competence.

d.      Journal

Journal is a record educators inside and outside of class containing information observations challenge the learner's strengths and weaknesses related to that attitudes and behavior.

B.   Review of Related Finding

In this part, the researcher will describe some related findings which support the problems of this research as in the following:

            Johnson (2010) in his article entitled “Different Attitudes Among Non-English Major EFL Students” found that In this study, we investigated students’ perspectives about English learning and what their fears were in the past English learning process. Of special interest was the way different majors showed preferences for different language skills and teaching methods. While it may be difficult to measure objectively, it is generally observed by English teachers in Taiwan that certain majors have better English skills (when considering non-English majors). What this investigation has found is that while some groups of students may generally be accepted as having better English ability, management majors for example, this does not exclude other students as having equal interest and potential, but with a different emphasis and differences in attitude.

            The general lack of research on the issues surrounding non-English majors has led many language teachers in Asia to assume that all students can be treated with the same standard approach. This has inevitably given way to disappointment as not only are our students in Asia EFL, as opposed to ESL, but the vast majority of students studying English are non-majors. Can we assume that different majors have the same interest and outlook, value the same skills or generally appreciate our efforts in the same way? This survey has clearly shown that this is not the case.

            Certainly this data points towards understanding the special needs of each group of students. This could mean adopting methods to have a better a “fit” with the target students, as Leng (1997) points out. While fashionable teaching methodologies come and go, the teaching situation in Asia is generally similar with large class sizes and limited resources. Rather than dismissing teaching methodologies, such as grammar translation, we should realize that such methodologies may have useful applications when combined with other factors such as students’ backgrounds, levels, preferences, future needs for English, teachers, schools, culture, etc.

            Miller (2010) in her journal entitled Teaching and Learning in Affective Domain found that  Attitudinal components are present in many, if not most, instructional plans, whether or not they are stated explicitly. Although much research is still needed, it is clear that there are effective instructional strategies to promote attitude formation and change. Effective attitude instruction presents a persuasive message containing new information which relates to something the learner already knows. It involves the learner emotionally, for example, by presenting a credible role model demonstrating a behavior that is consistent with the desired attitude and that is positively reinforced. Finally, it provides learners with an opportunity to express or act out the target attitude, and responds to that expression with positive reinforcement. Any instruction that includes these qualities is likely to result in the desired attitude formation or change.

            Based on related findings above, the researcher could conclude that most of the students were lack of attitude in learning English. The students students give a good attention in learning english.

CHAPTER III

RESEARCH METHODOLOGY

A.    Kind of the Research

            This research was designed as survey research. Creswell (2005: 354) defines that “survey design are procedure in quantitative research in which investigation administer a survey to a sample or to the entire population of people in order to describe the attitudes, opinions, behaviors, or characteristic of the population. In this procedure, a survey researcher collect quantitative, numbered data by using test and statistically analyze the data to describe trends about response to questions and to test research question or hypotheses. 

            The survey design had two kinds; the first is “at one point in time” (cross-sectional), and the second, “study over time” (longitudinal). However, a research I conducted was “at one point in time” (cross-sectional). Creswell (2005:355) states that” cross- sectional designs consist of particularly type that matches to this research is related to program evaluation. Program evaluation is a survey that provides useful information to decision makers. In this study, the performance of students’ self assessment in studying english was reported toward the school SMK N 7 Pekanbaru. With regard to the finding of the research was an input for the English teacher to make such as evaluation in teaching especially in using a good affect according to the curriculum target.

            In doing this research, I conducted quantitative research. According to Creswell (2005: 39) “A quantitative research is a type of educational research in which the researcher decides what to study, asks specific, narrow questions, collects numeric (numbered) data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner”.

            Because this study used quantitative method, I used descriptive statistics test to students’ self assessment. Creswell (2005:183) states that: “Descriptive statistic will help you summarize the overall trends or tendencies in your data.

B. Setting of the Research

            In trying to get relating to variables of research, it was necessary to determine where the research would be held. In doing a research, the area where the data were be taken must be restricted. It aimed to make the research easy to be done, and it did not need much time. The research was conducted on Tuesday, December, 2^nd , 2014. This research was conducted at the second year students of SMK N 7 PEKANBARU.

C.    Population

Cresswell (2005:510) states that a population is a group of individuals who had the same characteristic. The population of this research is the second year students of SMK N 7 Pekanbaru. There were eight classes. So, the total of the population in this research comprise  285  students.

TABLE 3.1

The Populations of the Second Year Students of Vocational High School Pekanbaru

No	Class	Population		Total
		Male	Female
1	XI TKJ 1	22	13	35
2	XI TKJ 2	19	18	37
3	XI TKJ 3	22	15	37
4	XI MM 1	10	25	35
5	XI MM 2	9	27	36
6	XI RPL 1	14	22	36
7	XI RPL 2	15	21	36
8	XI ANIMASI	22	11	33
Total		133	152	285

D.    Sample

Cresswell (2005:510) states that a sample is a sub group of the target population that the researcher plans to study for generalizing about the target population. In this research, I used simple random sampling because in simple random sampling  the researcher selects participants (or units such as schools) for the sample so that any individual has an equal probability of being selected from the population.  But because the population is too big ( more than 100 students), I minimize the population to be the sample. According to Arikunto (2006:134) suggested that if population is considerably big (more than 100 students), I may take 10-15% or 20-25% of the population to be the sample of the research.

Based on Arikunto’s suggestion, I took 25% of the population in this research. Therefore, the total of the sample in this research was 72 students at the Second Grade of SMK Negeri 7 Pekanbaru. The sample in this research could be seen as :

  TABLE 3.2

The Sample of the Second Year Students of Vocational High School Pekanbaru

NO	CLASS	Sample
1	XI TKJ 1	9
2	XI TKJ 2	9
3	XI TKJ 3	9
4	XI MM 1	9
5	XI MM 2	9
6	XI RPL 1	9
7	XI RPL 2	9
8	XI ANIMASI	9
Total		72

E.     Instrument of the Research

            The instrument that I used to collect the data in this research was questionaire. The requirement of the data in present study the questionnaires  answered by all students. This techniques was used to known and complicated the information about the student’s self assessment in learning english at the second year students of SMK Negeri 7 Pekanbaru. A questionnaire was a form used a survey design that participants in a study to complete and return to the researcher based on Cresswell(2005:36). Questionnaire was very important point in this research because I could see what were the students’ self assessment of English  teaching and learning process at the second year of SMK Negeri 7 Pekanbaru.

            Then, I referred to the indicators of Self Assesment which had 8 indicators. From each of items indicator I provided 5 statements in questionaire and the total of questionaire was 40 items. The quetionnaire based on the following indicators :

TABLE 3.3

Self Assessment Sheet

The Blue Print the Indicator of Self Assessment

No	Indicator	No.Items
1	Spritual  (Spiritual )	1,2,3,4,5
2	Jujur ( Honest)	6,7,8,9,10
3	Tanggung jawab (Responsible)	11,12,13,14,15
4	Disiplin (Discipline)	16,17,18,19,20
5	Gotong royong (Teamwork)	21,22,23,24,25
6	Toleransi (Tolerance)	26,27,28,29,30
7	Percaya Diri (Confidence)	31,32,33,34,35
8	Santun (Respect)	36,37,38,39,40

F. Data Collection Technique

          I used questinnaire to get the data and information about students’ Self Assessment in Teaching and Learning English at the Second Year students of SMK Negeri 7 Pekanbaru. Questionnaire consists of 40 items of statements that related to 8 indicators of Self Assessment. The items are 5,4,3,2,1 that represented the conditions of that they had. Each response given associated with point value guided by Likert Scale as could be seen as follows :

TABLE 3.4

The Scoring System of the Questionnaire Based on Likert Scale

NO	RESPONSES	VALUE
1	Always	5
2	Often	4
3	Sometime	3
4	Seldom	2
5	Never	1

                                                                                          (Sugiono,2011 : 35)

            In addition, to determine the level of students self assessment in english teaching and learning process of the students were very good, good, fair, less, or bad, I used the interval categories designed by Riduwan and Akdon (2013:25). There were five categories, the highest level is very good and the lowest is bad. The level of categories can be seen as follows :

TABLE 3.5

The Level of Students Self Assessment

No	Percentage (%)	Categories
1	81-100	Very good
2	61-80	Good
3	41-60	Fair
4	21-40	Less
5	0-20	Bad

                                                                        (Riduwan and Akdon,2013:25)

G. Techniques of analyzing the data

1. Validity and Reliability    

            In quantitative research, the main criteria of the research data were validity and reliability. Before collecting the data I collected the data by trying out the questionnaire at the same population. According to Arikunto (2010:239). Alpha formula’s score used to determine the reliability was not 1 and 0, example questinnaire or test essay. This research used questionnaire, so I used Cronbach’s Alpha Formula by using SPSS ( Statistical Product and Service Solutions) to find the Validity and Reliability of the research. The questionnaire consists of 40 items and all items were expressed in Validity and Reliability.  

            After I got the validity and reliability I collected data from students to identify the students’ self assessment in teaching and learning process of english. The data were obtained from questionnaire analyzed simultanously with quantitative data by using percentage. Percentage was a best way to compute the responses of the questionnaire. The following is formula of percentage :

P  =   ___F      x 100 %

              N

P  = Percentage

N = Number of Cases

F = Frequency of certain score

(Sudijono,2012 :43)  

            The categories depend on the percentage. If the result of percentage was high so the category wass very good, but if the result was low so the gategory was bad.