CHAPTER I

INTRODUCTION

This study is about students’ peer-assessment in speaking practice at hospitality program.

This chapter discusses the area of the study that will be covered in some headings;
background of study, research questions of the study, objectives of the study,
significance, scope and limitation, then definition of the key terms.

A. Background of Study
Assessment refers to the ways used to evaluate information about a learner’s
language ability or achievement (Hyland, 2011). Assessment is one way to measure how
far students understanding a lesson. In addition, assessment in a lesson can use for
evaluating how well students have succeeded. Assessment helps teachers draw inferences
about students’ language abilities. They use assessment for make judgments about the
progress, strengths and weakness of their learners and communicate these to students.
One of the major responsibilities of any teacher working with English language
learners is enable students to communicate effectively through oral language or
sometimes called speaking. Oral language or speaking assessment of English language
learners in school aims to capture students’ ability to communicate for both basic
communicative and academic purposes (O’Malley & Pierce, 1996).
Recently, there is some specification in learning English. For example English for
Specific Purposes (ESP) and English for Academic purposes. Such general English,
English for Specific Purposes (ESP) in the end of learning there is an assessment. For
example in the Hospitality Program, in this program apply ESP about hospitality and this
program strengthen students’ speaking ability because the students after the program will
face guests from many countries. So, the teacher will assess students’ speaking ability
with an assessment instrument or rubric assessment.
One of issue in assessing oral language or speaking in the classroom has been lack
of authenticity (O’Malley & Pierce, 1996). Authenticity in oral language assessment or
speaking relates to both type of language used and the task to which language is applied.
Assessment in English for specific purposes (ESP) is in principle no different from other
areas of language assessment (Paltridge & Starfield, 2012). In assessing ESP, also use

1
 2

authentic assessment approach like general English. There are three kinds of authentic
assessment approach (Fulcher & Davidson, 2007). They are self-assessment, peer-
assessment, and portfolio assessment. Peer-assessment is an authentic assessment
approach because peers are asked to rate the effectiveness of communication by others.
The useful techniques in assessing for learning are self-assessment, peer-
assessment and portfolio assessment (Fulcher & Davidson, 2007). Self-assessment is an
evaluation of the work by students, peer-assessment is evaluation of the students’ work
with their partner and portfolio assessment is a selective collection of student work,
teacher observations, and self-assessment that is used to show progress over time with
regard to specific criteria. Self-assessment and peer-assessment, which can be understood
as measurements carried out by learners themselves or by their peers. It can play a
significant role in helping the learners to monitor their learning progress or to judge their
language abilities.
Peer-assessment is evaluation of the students’ work with their partner. It
appropriate to assess speaking because in this assessment the teacher can keep providing
useful feedback to students and the students can learn how to monitor their own
performance (Chen, 2010). Hence, appropriately implementing peer-assessment can
receive more information and feedback to improve their performance in speaking
practice. Peer assessment is beneficial for student learning in various ways. It improves
students’ ability to relate instructional objectives to assessment activities, to understand
assessment criteria and processes, to identify the strengths and weaknesses of the
students’ own performance, to improve their understanding of and their confidence in the
subject matter at hand, and to improve their future performance (Chen, 2010).
There are previous studies which similar with this study. The first is the study by
Lisa Rosaline who conducted a research entitled Peer Assessment as an Alternative
Assessment to Assess Student’s Ability in Learning English. The similarities between the
previous study and this study are both of studies analyze on the students’ peer assessment
especially in speaking skill. The differences between this previous study and this study
are; this previous study was classroom action research and focus on peer assessment in
two skills which are speaking skill and writing skill, but this study only focus on speaking
skill at hospitality program.
 3

The second is a study by Eddy White who conducted a research entitled Students
Perspectives of Peer Assessment for Learning in a Public Speaking Course. The
similarities between this previous study and this study are both studies analyze on the
students’ peer assessment in particular in speaking skill. The differences between this
previous study and this study are; speaking skill in previous study is about public
speaking but in this study is about speaking in ESP (English for Specific Purposes). This
study will use descriptive qualitative research and focuses on implementation of students’
peer assessment in speaking practice at hospitality program at SMKN 1 Buduran
Sidoarjo.
According to phenomenon, State Vocational High School 1 Buduran Sidoarjo, in
particular hospitality program attempt to students in speaking practice before the students
practice in real sphere. Relating the vision of SMKN 1 Buduran that is become an
education and training institution which is able to produce professional, independent and
competing graduates in national and International social work. In particular, Hospitality
Program there is students exchange program which some of students has a chance to go
overseas to job training. The program collaborates with Malaysia. Furthermore, the
students of hospitality program must speak English very well.
This research is conducted to analyze students’ peer-assessment in speaking
practice of hospitality program. In the hospitality program, the teacher applies peer-
assessment in assessing students’ speaking practice. The teacher considers the result of
peer-assessment and the feedback in assessing his students. So the teacher does not take a
score by himself but including his students through peer-assessment. This research, focus
on how implementation of peer-assessment and students response in implementing peer
assessment.
B. Research Question of The Study
According to the background of the research, the problems of this research are
stated as follows:
a. How is the implementation of students’ peer assessment in speaking practiceat
hospitality program of State Vocational High School 1 Buduran Sidoarjo?
b. What are the students’ responses of peer assessment in speaking practice at
hospitality program of State Vocational HighSchool 1 Buduran Sidoarjo?
 4

C. Objectives of the Study

Regarding the research questions this study; focus on finding out the students’
peer assessment in speaking practice at hospitality program of State Vocational High
School 1 Buduran Sidoarjo. There are the objectives of the study:
a. To know the students’ peer assessment in speaking practiceat hospitality program
of State Vocational High School 1 Buduran Sidoarjo.
b. To know the students’ responses of peer assessment in speaking practice at
hospitality program of State Vocational High School 1 Buduran Sidoarjo.
D. Significance of Study
a. For the Teacher
The study can suggest for the English teacher to use peer assessment as the
strategy in teaching English in particular speaking skill. Also the teacher can give
supporting to the students in learning English through peer assessment.
b. For the hospitality program Students
Peer assessment can encourage learning because while conducting peer
assessment students understand strong and weak of the work. In addition, it can
motivate students to achieve the goal of learning. Also provide feedback on
learning which can improve their English ability in the future.
E. Scope and Limitation of the Study
The scope and limit of this research is just limited in the study of students’ peer
assessment in speaking practice at tenth grade at hospitality program of State Vocational
High School 1 Buduran Sidoarjo. This study focuses on speaking practice when they
practice of speaking in front of their friends before they practice in real facing guests or
customer.
F. Definition of Key Terms
a) Implementation
The learning application used in teaching process to educations’ purpose (Niung P,
2008). In this research, the researcher has stages of implementation peer assessment
in speaking practice. Therefore, the researcher carry out the stages of implemention
peer assessment in speaking practice at Hospitality program.
b) Peer Assessment
 5

“Peer assessment requires students to provide either feedback or grades (or both) to
their peers on a product or a performance, based on the criteria of excellence for
that product or event which students may have been involved in determining”
(Boud & Falchikov, 2007). Peer-assessment is assessment of students’ work,
products or learning processes by classmates (O’Malley & Pierce, 1996). Therefore,
in this research, peer-assessment becomes an authentic assessment that helps the
teacher in assess students’ performance especially in speaking practice.
c) Speaking
Speaking practice takes place through the oral presentation and practice of new
language items, in dialogue work and in role-play (Cunningsworth, 1998).
Furthermore, speaking is the act of someone to produce words orally. In this
research, the students practice to speak in front of their friends, then other students
assess each other.
d) Hospitality Program
According to Cambridge Advance Learner Dictionary, hospitality is defined as a
term when people are friendly and welcoming to guests and visitors. In this study,
the researcher means that hospitality is one of program at Vocational High School 1
Buduran Sidoarjo. The students in that school learn how the way be friendly and
welcoming to guest which English has a particular role for them.
e) Responses
According to Cambridge Advance Learner Dictionary, response is defined as a term
when people give an answer or reaction. In this research, the reesearcher figure out
the students’ responses related to implementation of peer assessment in speaking
practice. Such the students’ feeling when assessing their peers; they agree or not if
peer assessment apply in the future class.
 6

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher attempts to provide two sub-sections. The first is the review of
related literature which describes the basic theories used in this research. The second is
review of previous study; explains the differences of this study from others which are
conducted by other researchers.

A. Speaking
a. The nature of speaking
Communicative skills include the mix of verbal, interpersonal and
physical strategies needed to interact confidently and effectively with range of
audiences (Pierson, Price, & Light, 2011). Speaking skill is one of communicative
skill. Speaking practice takes place through the oral presentation and practice of
new language items, in dialogue work and in role-play (Cunningsworth, 1998).
In addition, speaking becomes an important item in language teaching,
that primary objective of teaching English to the foreign students is to make them
have the speaking ability (Zelvia, 2006). Students in learning English not only
learn how the way to speak English well, but also learn the other language skill,
such as listening skill, reading skill and writing skill. It was defined that speaking
and writing skill are productive skill. Students can speak English are effected
from receptive skill that is listening skill and reading skill.
According to researcher, speaking in language is the most important one.
Through speaking people can share their ideas with others. Not only for share
ideas, but also speaking can communicative with others use language through
speaking.
b. The importance element in assessing speaking
According to Harris (Harris, 1988) in his book entitled Testing English as
a Second language written told that five components in assessment of speaking
scale. The five components presented by Harris that are generally recognized in
analyses of speech process are:
 7

a. Pronunciation (including the segmental features-vowels and

consonants and the stress and intonation patterns
b. Grammar
c. Vocabulary
d. Fluency (the case and speed of the flow of the speech)
e. Comprehension (an understanding of what both the tester and the test
takers are talking about the ability to respond to speech as well as to
initiate it)
B. Assessment
Assessment refers to the ways used to evaluate information about a learner’s
language ability or achievement (Hyland, 2011). Assessment is one way to measure how
far students understanding a lesson. In addition, assessment in a lesson can use for
evaluate how well students have succeeded. Assessment helps teachers draw inferences
about students’ language abilities. The teachers use assessment for make judgments
about the progress, strengths and weakness of their learners and communicative these to
students.
Assessment is based on a collection of information about what students know
and what they are able to do (Harris, 1988). In assessment, there are multiple ways and
methods of collecting information at different times and contexts (Law & Eckes, 2007).
Dietel and friends define assessment as any method used to better understand the current
knowledge that a student possesses (Dietel, Herman, & Knuth, 1991).
In the past, assessment in learning was measured by testing in traditional school
settings. Recently, there is an alternative assessment in assessing students to measure
that student able or not in learning. In traditional assessment usually assess in multiple
choice or short-answer form (Law & Eckes, 2007). In alternative assessment, according
to Simonson and others, there are three approaches in alternative assessment: authentic
assessment, performance-based assessment and constructivist assessment (Simonson,
Smaldino, Albright, & Zvacek, 2009).
C. Authentic Assessment
According to Simonson and others, authentic assessment, performance-based
assessment and constructivist assessment are three approaches of alternative assessment
 8

(Simonson et al., 2009). The alternative assessment consists of any method of finding
out what student knows or can do that is intended to show growth and inform instruction
(O’Malley & Pierce, 1996). Currently, almost every teacher use alternative assessment
in assessing their students.
The authentic assessment is an assessment to describe the multiple forms of
assessment that reflect student learning, achievement, motivation, and attitudes on
instructionally-relevant classroom activities (O’Malley & Pierce, 1996). The examples
of authentic assessment are self-assessment, peer-assessment, and portfolio assessment
(O’Malley & Pierce, 1996).
D. Peer-Assessment
a. The nature of peer-assessment
For the past two decades, instructors in language classrooms have started to
use various assessments in classrooms, such as assessment by learners and also by
their peers or called peer assessment (Brown & Hudson, 1998). Peer assessment
can be understood as measurement carried out their peers, can play a significant
role in helping the learners to monitor their learning progress and to judge their
language proficiency.
“Peer assessment requires students to provide either feedback or grades (or
both) to their peers on a product or a performance, based on the criteria of
excellence for that product or event which students may have been involved in
determining” (Boud & Falchikov, 2007). Involving students in assessing require
teacher to explain clearly the rule or each criteria of point in the assessment.
Furthermore, the students assess their peers’ oral performance with rubric of
assessment that given by the teacher.
b. The importance of peer-assessment
The significant component of helping students to develop a clear picture
of the goals of their own learning compared to their current performance is self-
and peer- assessment (Fulcher & Davidson, 2007). Peer assessment has role in
helping teacher do collaboration with the students in assessment tasks. Also, the
students are encouraged in giving feedback to clarify, review, and edit the ideas of
 9

their peers. The students receiving feedback from their peers can extend of ideas
about their performance.
In the other hand, peer assessment is one of classroom assessment which
important role for instance increasing students’ confidence, students’ motivation
to be more careful in the work they do. Throw processes peer assessment,
students can understand how the way to receive and give a feedback that is
important for their performance.
c. The implementation of peer-assessment
The evidence suggests that students become better at peer assessment with
practice (Boud & Falchikov, 2006). Regarding the implementation of peer
assessment in assessing performance of speaking, students must evaluate their
peers while perform. Before students assess their peers, the teacher must explain
the criteria for any piece aspect of peer assessment clearly.
According to Stiggins (Stiggins, Chappuis, Chappuis, & Arter, 2012),
there are seven strategies that teachers might use with rubrics as instructional
tools in the classroom assessment. They can be summarized as follows:
1. Provide a clear and understandable vision of the learning target;
2. Use examples and models of strong and weak work;
3. Continue to provide regular descriptive feedback;
4. Train students to peer-assess and set goals;
5. Teach students to revise their work;
6. Engage students in peer-assessment by letting them keep track of and share
their learning.
7. Determine how to convey feedback clearly to the fictitious student.

One way to make sure students understand this type of evaluation is to

give students a practice session with it. The teacher provides a sample writing or
speaking assignment. As a group, students determine what should be assessed and
how criteria for successful completion of the communication task should be
defined. Then the teacher gives students a sample completed assignment. Students
assess this using the criteria they have developed, and determine how to convey
feedback clearly to the fictitious student.
 10

d. The function of peer-assessment

In classroom assessment for student learning, the assessment process and
its results are turned into instructional interventions which are designed to
increase, not just monitor, student learning, motivation and confidence (Fulcher &
Davidson, 2007). Peer assessment has a significant role in assessing performance
especially focus on speaking of student. A process for learners to consider and
give feedback to other learners about the quality or value of their work is one of
function of peer assessment.
The primary function for using peer assessment is to provide feedback to
learners (Pierson et al., 2011). The greater emphasis on encouraging learners to
judge their own or peers’ language ability critically has led to an increased
interest in the use of peer assessment techniques in the ESL (English as a second
language) classroom since the late 1970s (Oskarsson, 1980).
Peer assessment is one form of innovative assessment, which aims to
improve the quality of learning and empower learners, where traditional forms
can by-pass learners' needs (McDowell, 2006). Furthermore, peer assessment also
can be part of learning for students. They know which part should be better and
must be develop. Peer assessment can be one of appropriate authentic assessment
in assessing students.
e. The advantages of peer-assessment
In implementing peer assessment, there are some advantages (McDowell, 2006).
They are;
 Agreed marking criteria means there can be little confusion about assignment
outcomes and expectations.
 Encourages student involvement and responsibility.
 Encourages students to reflect on their role and contribution to the process of
the group work.
 Focuses on the development of student’s judgment skills.
 Students are involved in the process and are encouraged to take part
ownership of this process.
 Provides more relevant feedback to students as it is generated by their peers.
 11

 It is considered fair by some students, because each student is judged on their

own contribution.
 When operating successfully can reduce a lecturer's marking load.
 Can help reduce the ‘free rider’ problem as students are aware that their
contribution will be graded by their peers.
f. Students’ response of peer-assessment
Assessment is closely associated with student learning (Blum & Arter,
1996). Through assessing students, the teacher knows about the progress of the
students. In practicing traditional assessment, it provides a grade at the end of the
learning process which no longer practical to help students learn (Blum & Arter,
1996). Therefore, in traditional assessment, students less participate in assessing.
In the last decade, authentic assessment has received much attention. For
instance, self-assessment, peer assessment and portfolio assessment (Fulcher &
Davidson, 2007). Those assessments involve students in assessing themselves.
For example, peer‐assessment involves learners judging and evaluating the work
or performance of their peers (Sitthiworachart & Joy, 2004). In peer assessment,
the students allow to give feedback to their peers.
In traditional and authentic assessment has an impact for students. Such as
in authentic assessment, the assessment is a new assessment for them which they
involve in the assessment. Their peers decide their score. It has a positive and
negative view from the students. On the positive side these include fairness (being
assessed by more people) and the formative usefulness of detailed peer feedback.
On the other hand, students expressed a dislike for possible social embarrassment
(especially concerning identifying weaknesses in the work of peers) and the fact
that PA may be cognitively challenging and straining for students (White, 2009).
Student questionnaire responses about Peer Assessment included such
themes as: motivation to impress peers, difficulties with being objective,
discomfort with peers judging work, and gaining a better understanding of
marking procedures through peer assessment (White, 2009). Conducting peer
assessment has benefit, such as students felt that peer assessment encourages them
to compare and reflect on their own work; it gave them the opportunity to develop
 12

skills useful for future employment (Ballantyne, Hughes, & Mylonas, 2002). In
addition, students see the positive benefits of having it part of a courses’
assessment framework and the impact it can have on their learning.
E. PREVIOUS STUDY
There are some researches previously held by some researchers related to this
study. Here are some previous studies which have in the similar sub skill in students’ peer
assessment;
The first is a research by Devi Dwi Rahayu under title “The Implementation of
students’ Peer Assessment in Writing Descriptive Text at Tenth Grade of Trisila Senior
High School Surabaya”. In her study, she takes the teacher and the students of Trisila
Senior High School as the subject of her study. This research has purpose to analyze the
implementation of students’ peer assessment in writing descriptive text. In addition, this
study carried out about students’ responses related peer assessment in assessing
descriptive text. The result of the students’ responses on the implementation of peer
assessment in their writing class is good response (Rahayu, 2015).
The second study by Qomariyah who conducted a research entitled “The
Implementation of Peer Assessment in Improving Students Reading Ability in Descriptive
Text” (Qomariyah, 2011). The objective of this research was to find out the role of peer
assessment in improving students’ reading ability and to find out the interaction process
of students and teacher in implementing peer assessment in reading ability.
The third study is the study by Lisa Rosaline who conducted a research entitled
“Peer Assessment as an Alternative Assessment to Assess Student’s Ability in Learning
English”. This paper intends to describe and analyze the use of peer assessment in ESL
(English as Second Language) for Junior and Senior High School Students. For that
purpose, it discusses the research conducted in August 2009. The setting was at Smart
Ekselensia Indonesia Junior and Senior High School.
The result of the study shows that by doing peer assessment on the speaking and
writing skills, the students are able to express their ideas by analyzing their friends'
mistakes and giving some critics and opinion directly. The students are able to develop
their confidence. Students can also benefit from using rubrics or checklists to guide their
 13

assessments. At first these can be provided by the instructor; once the students have more
experience, they can develop them themselves (Rosaline, 2011).
The forth is the study by Eddy White who conducted a research entitled Students
Perspectives of Peer Assessment for Learning in a Public Speaking Course. Based on
survey responses, student perspectives on using peer assessment were positive, on the
whole, and the process did indeed lead to the promotion of student learning. The analysis
also determined that student views expressed are often congruent with views in the Peer
Assessment literature, despite the particular context of this investigation (White, 2009).
Those researches most of all is about implementation of peer assessment in
language skill, such as writing, reading and speaking. Those studies also carried out about
the process and students’ response while doing peer assessment. In addition, one of study
above figured out peer assessment as an alternative assessment in assessing students’
speaking ability.
The differences of this study and with those studies above are; in this study, the
researcher carry out the implementation in particular about the staging of the teacher
while apply peer assessment; the researcher figure out the students’ responses related to
implementation of peer assessment; the focuses of the research is speaking ability, but
this speaking including ESP (English for Specific purposes). In addition, those researches
above have similar with this study. Those are about the process of peer assessment and
students’ responses. In this research, the researcher will focus on students’ peer
assessment in assessing speaking of students at hospitality program. In order to, this
research the speaking of students is English for Specific Purposes (ESP) in particular ESP
hospitality program. So, the research will conduct peer assessment in speaking practice of
students of hospitality program at State Vocational High School 1 Buduran Sidoarjo.
 14

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the procedures of conducting the research, it covers research
approach and design, subject of research, data and source of data, research stages,
research instruments, data collection technique, and data analysis technique

A. Research Approach and Design

Based on Bogdan and Taylor in Moeleong state qualitative research is a research
procedure that represents the descriptive data such as words in written and oral from the
people and the behavior that can be observed (Meleong, 2001). According to this theory,
this research is descriptive research. The researcher ‘described the situations in the
process of teaching and learning English especially in assessing students use peer
assessment. Therefore the writer used qualitative approach to conduct this study.
Ary stated that descriptive study is designed to obtain information with the current
status of phenomena (Ary, Jacobs, Razavieh, & Ary, 2010). In addition, this research is
based on the observation, interview and questionnaire; it analyzed the student’s
assessment especially in using peer assessment. Also, it collected information about the
students’ response while doing peer assessment to find out the answer to the problem
stated in chapter 1.
B. Researcher Presence
In this research one the roles of researcher is the collector the data such the
observer and the interviewer. The researcher presence is needed in doing this research,
although there are instruments used in this research to collect such data. The role of the
researcher is an observer and interviewer of the participant. The teacher and students, this
research subject, knew about the presence of the researcher.
C. Subject of Research
This research will be held at Hospitality Program of State Vocational High School
1 Buduran Sidoarjo. This study carried out in the tenth grade of State Vocational High
School 1 Buduran Sidoarjo. The students in tenth grade are intermediate level. There are
two classes in tenth grade of hospitality program and there are 36 students in each class.
The researcher chooses this Vocational High School as the place for doing research
 15

because this school has a rule that the students of hospitality program must be able to
speak English for serve the customer or guest.
D. Data and Source of Data
The data in this study are about students’ responses of peer assessment and
teacher’s staging in implementing peer-assessment at Hospitality program. Those data
were collected from source data as follow; the first source was tenth grade of Hospitality
students to get data of students’ responses, the second was theEnglish teacher of tenth
grade to do an interview and observation checklist regarding his staging in implementing
peer-assessment. The data about students’ responses would be obtained by distributing
questionnaire for Hospitality students. Meanwhile, the data about teacher’s staging in
implementing peer-assessment was obtained by interviewing the teacher and conducting
the classroom observation with the observation checklist.
E. Research Processed

In this research processed, the researcher showed to the reader about the step from
the beginning how to collect the data in general view. The first step, the researcher
consulted to the teacher of State Vocational High School 1 Buduran Sidoarjo. She wanted
to clarify that peer assessment applied in that school or not. Also the researcher asked
permission to the teacher to join his hospitality program class to do observation at least
two meetings. Then the researcher has done the observation while the teacher assessing
students used peer assessment.

The next step was distributing the questionnaires to all students on the hospitality
program class. After collecting the questionnaire, the researcher analyzed the result of the
questionnaires to know students’ response about peer assessment. Then the last step, the
researcher interviewed the teacher and some of student of in hospitality program to
strengthen the result of observation and questionnaire.

F. Data Collection Technique

Data collection in this study will take by using observation checklist;

questionnaire; and interview guideline as the data collection technique. The result of
observation and interview used for answering the first research question regarding how
 16

implementation of peer assessment in hospitality program. Then, the result of

questionnaire used for answering the second research question related students’ response
about implementation of peer assessment.

G. Research Instruments
In this section, the researcher used the instrument to complete all data which is
needed in this study. In this research, the instruments which were used by the researcher
are observation checklist, questionnaire and interview guide.
1. Observation Checklist
The observation checklist in this study is used to get the data related to the
implementation of peer-assessment. In this section, the instrument was designed
by considering some theories regarding to implementation of peer-assessment in
assessing speaking performance. Conducting the observation checklist would
assist information about how the students’ peer-assessment in speaking
practices of Hospitality program.
2. Questionnaire
Questionnaire means the question and answer between the researcher and
respondent which are given lists written question form. This instrument used to
know students’ response regarding peer assessment that applied by the teacher
of hospitality program at tenth grade State Vocational High School 1 Buduran
Sidoarjo.
3. Interview Guideline
In this stage, the researcher takes an interview with the teacher related
implementation of peer assessment based on an interview guideline. The
interview guideline consist of teacher’s opinion, staging of peer assessment,
advantages of peer assessment, and students’ responses.
H. Data Analysis Technique
The data of this research will be analyzed in descriptive manner. In this study the
researcher has done several steps to analyze the data. To analyze the information from the
whole data, it would be conducted by using descriptive manner (Arikunto, 2006) as
follow:
1. Identified the data based on the statement of problem
 17

2. Classified each information based on each item of the questionnaire and

observation
3. The data from questionnaire would be analyzed by using simple percentage.
Using the formula below:
𝑭
P = 𝑵 𝒙 𝟏𝟎𝟎%

P : Percentage of interest and expectation

F : The number of frequency of the respondent answer
N : The number of respondent
4. Verified and interpreted the data
5. Drew the conclusion
 18

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