ENGLISH PARTY: TEACHING SPEAKING THROUGH

EXTRACURRICULAR PROGRAM AT MTS DARUL ULUM SUGIO

(A Qualitative Research at the 8th Grade Students of MTs Darul Ulum

Sugio, Academic Year 2022/2023)

Intan Karmilasari
19020230070

Submitted to Teacher Training and Education Faculty of Kadiri Islamic

University as Partial fulfilment of the requirement for the Undergraduate
Degree of Education

TEACHER TRAINING AND EDUCATION FACULTY

KADIRI ISLAMIC UNIVERSITY KEDIRI
2023
 ACKNOWLEDGEMENT

All praises and gratitude to Allah SWT, who has bestowed all his graces
so the writer can complete the thesis proposal. As for this thesis proposal to be
submitted to The Faculty Of Teacher Training And Education, Fulfilling One of
The Requirements For Obtaining a bachelor's degree in English Education with
the title" Improving English Speaking Skills Through Extracurricular Activity At
Mts Darul Ulum Sugio."

The author is aware of the weaknesses and limitations, so in completing

this thesis, he received assistance from various parties. On this occasion, the
author would like to thank you very much.

Kediri, 17th of February 2022

Intan Karmilasari
 CHAPTER I

INTRODUCTION

This chapter will present the research background, statement of the

research problem and its formulation, its objectives, significance, scope, research

and limitation, and the definition of the critical term.

1.1 Research Background

Speaking is a skill that students and English language teachers must

develop. This tendency is significant because it relates to human activities in

daily life. Children can develop their skills as adults. Nunan, D. (2005)

asserts that learning English as a second language for children makes it more

difficult for them to develop p their language skills and gives them less time.

Without speaking skills, a conversation cannot occur correctly, According to

(Kayi 2012). (Darmuki et al., 2018) argue that speaking is a skill that the

Student must learn due to the great use of speaking in implementing

communication for various purposes.

In contrast, (Jayanti et al., 2022) stated that Indonesian students get many

problems in speaking activities, lack vocabulary mastery, limited grammar

knowledge, mispronunciation, shyness, nervousness, little practice, etc.

However, some students cannot speak English in simple sentences. Learning

English at school is a scary thing for most students. Many students feel that

learning English is complicated and causes them to need more knowledge

and willingness to learn English. The teacher has the most significant role in

convincing students that learning a foreign language, especially English, is

delightful (Pradana, A. 2023)

Every sort of English language teaching and instruction in English has

increased. The goal of this initiative is to improve English proficiency

globally. Speaking education is crucial for students, particularly in technical

communication theory and practice. According to Harmer (2001), the

speaking ability will be at its best when practised and used in everyday

classroom activities. The students are forced to talk and listen to maintain

communication in the classroom through the language classes. It takes some

skill to teach speaking in a way that encourages student engagement and easy

understanding. In the actual world, many students struggle with the teaching

and Learning of speaking processes.

Every educational institution has its unique teaching and learning

strategies for creating successful English classes, in general. An advantage

exists for someone with strong English communication skills. MTs Darul

Ulum Sugio is one of the educational institutions that has successfully created

efficient English language teaching techniques and offered a favourable

linguistic environment. Use The choice of language competence, the context

in which the language, the place, the time, the circumstance, the environment,

and the evaluation criteria are other variables that somebody must consider

before beginning English training as a foreign language.

MTs Darul Ulum Sugio Students make this institution unique. It

participates in an English extracurricular program at the school called English

Party. English party is an activity where students can apply or practice what

has been learned for three months in extracurricular, especially in speaking.

Every Student in the English Party program must speak English during the

program, and allow students to show their English talents such as telling

stories, reading English poetry, singing an English song, giving speeches, etc.

They do an English party program once in 3 months. Students use Both inside

and outside of the classroom for this activity. Because MTs Darul Ulum

strongly emphasizes English speaking, the researcher conducts her

investigation there.

The teacher may have chosen to provide activities for this purpose.

Extracurricular activities are one of the activities. The exercises help the

students improve their spoken communication skills. If students learn English

outdoors, they feel safe. Outdoor Learning can increase students'

understanding of the material being studied because students can see and

observe the object being studied directly. In the end, student learning

outcomes are better. Students taught through outdoor Learning are more

motivated to learn than those taught through conventional wisdom (Mawardi

et al., 2016). They find it simpler to communicate because they share the

same interest.

The exercises will increase the Student's awareness of English. Instead of

in the classroom, they have numerous opportunities to practice their English.

They mainly have several options to hone their speaking abilities.

Additionally, there is a teacher and tutor in this extracurricular that will assist

the pupils in learning English. So, if students encounter problems, they can

consult their tutor.

Despite spending a lot of time studying the language, most students find

it challenging to communicate in it. It differs from other skills like listening,

reading, and writing in that it requires a lot of practice to have a good English

conversation. When conversing, we no longer need a textbook, dictionary,

wallet, or many notes on vocabulary, grammar, or tenses. Everything we say

from our thought draws before being spoken. Students must practice speaking

the language properly to think, feel, and act in English.

Along with extensive language knowledge, it requires habitual

behaviour. A large vocabulary, however, is not necessary for effective

communication. In light of this, the researcher seeks to learn more about the

institution's teachers at this school.

The earlier research relevant to this study is that by Farid (2018), who

observed students participating in a practical English group exercise to hone

their speaking abilities in MAN 2 Tulungagung. The study's formulations

included the activities and contributions to improving the Student's speaking

ability. The findings of this study demonstrate that the group received

instruction in communication, storytelling, debate, reading, and drilling to

enhance their abilities. Students' increased self-confidence, mastery of

grammar, vocabulary, pronunciation, fluency in speaking English, and ability

to quickly and effectively organize ideas and concepts are all positive
outcomes of this practice. He researched to learn about community initiatives

that can enhance pupils.'

The article by Nanthaboot (2012), which explores the role of the

communicative activities used in developing the English speaking skill of

learners, is another piece of research relevant to this topic. This study

concentrated on how communicative exercises affected participants' Speaking

skills. The findings of this study demonstrated that communicative activities

significantly impacted speaking skills in a higher and more positive way. The

students received treatment over seven weeks with many communication

activities, as shown by the importance degree of 0.5.

On preliminary research conducted by researchers in SMPN 4 Bolo, no

learning has occurred outside the classroom (outdoor education) and involves

exploring the surrounding environment. At SMPN 4 Bolo, some teachers still

use conventional teaching methods, such as lectures, discussions, and

Assignments.

Therefore, students do not actively participate in the classroom to

improve their knowledge. The need for a learning process that excites

students, mainly by providing new environments, such as outdoor Learning.

Changes in teaching arrangements that initially occurred within the class,

then learning activities are carried out outside the classroom (outdoor

education). At that time, students can directly interact and observe the object

being studied, and then they can foster learning motivation and develop

creativity in the learning process.

 The researcher wants to discover how extracurricular activities,

particularly those that can improve students speaking skills, have contributed

to this phenomenon and the prior study. In light of this, the researcher intends

to conduct a study titled "ENGLISH PARTY: TEACHING SPEAKING

THROUGH EXTRACURRICULAR PROGRAM AT MTS DARUL ULUM

SUGIO."

1.2 Research Question (s)

1. How is the preparation for teaching speaking in "English Party"

Extracurricular program?

2. How is the implementation of teaching speaking in "English Party"

Extracurricular program?

3. How is the evaluation for speaking in "English Party" Extracurricular

program?

4. How do students respond to "English Party" Extracurricular program?

1.3 Research Objective (s)

1. Describe the preparation for teaching speaking in "English Party"

Extracurricular program.

2. Describe the implementation of teaching speaking in "English Party"

Extracurricular program.

3. To describe the evaluation for speaking in "English Party" Extracurricular

program.
 4. To know the students responses to "English Party" Extracurricular

program

1.4 Research Significance

This study aims to describe the extracurricular activities at the MTs Darul

Ulum Sugio. The benefits of this research that somebody can take from this

study are:

1. The teachers

The study's findings predicted that teachers would know their students'

requirements. In this situation, the teacher can decide which exercises will

help the Students' oral communication skills. They might suggest an

alternative strategy for learning English. Learning English can be done

outside the classroom through teaching and learning activities. They might

persuade the students that community participation will help them become

better public speakers.

2. The other researcher

This study aims to learn more about the community-based English-

speaking events that students can participate in to hone their speaking

abilities. The study's findings can be referred to in subsequent research that

uses a similar design to enhance their speaking skills in front of the

community.

1.5 Definition of Key Terms

Key terms were defined to clarify the problematic meaning and avoid

misunderstanding the reader. The researcher classifies some times as follows.

1. English Party

An activity where students can apply or practice what has been

learned for three months in extracurricular, especially in speaking. Every

Student in the English Party program must speak English during the

program, and allow students to show their English talents such as telling

stories, reading English poetry, singing an English song, giving speeches,

etc. They do an English party program once in 3 months. Students use

Both inside and outside of the classroom for this activity.

2. Teaching Speaking

It is an activity to make students produce their speech as a second

language or foreign language learners. So they can speak fluently and

confidently in front of people or other students.

3. Extracurricular program

An extracurricular program is an additional learning activity that

encourages or educates students to explore lessons considered

lacking and which they enjoy or develop a student's talents and potential

that everyone indeed owns. Extracurricular programs usually last until

the afternoon when students have no compulsory lessons in class

anymore, and these activities start after school.

 CHAPTER II

REVIEW OF RELATED LITERATURE, FRAMEWORK OF THINKING,

AND ASSUMPTION

2.1 Review of Related Literature

2.1.1 Speaking

Speaking is one of the language skills that is used every day.

Speaking plays a significant role in life and is a more effective form of

communication. Speaking can be defined in various ways, including

the ones listed below.

In the words of Nuraeni (2002), speaking is transferring

knowledge from the speaker to the listener to modify the listener's

knowledge, attitudes, and skills due to the information he receives.

Speaking is defined as "saying, speaking, speaking or giving birth to

opinions" by the Big Indonesian Dictionary (KBBI). Through speech,

humans can communicate their thoughts, feelings, and ideas to others,

resulting in interactions.

Based on a few of the definitions given above, it can be

emphasized that speaking refers to a person's capacity to produce

linguistic sounds while expressing ideas, thoughts, and messages to

others to establish communication and interaction. Three main

elements are required for a successful speaking interaction process:

1. The speaker, who serves as the message sender;

2. The message content; and

 3. The listeners, who serve as the message recipients.

2.1.2 Teaching Speaking

Teaching Speaking is how students and teachers acquire and learn one

of the four English skills. A lot of time is required to complete this

process. Learning is usually valuable. Practice makes it easy to

understand.

English teachers must know the principles of teaching speaking so that

the learning process runs well, especially teaching speaking. In addition,

five principles should be applied in teaching speaking:

a. Know the difference between second language and foreign language

learning contacts

1. The context of a foreign language is when the destination language

and foreign language are not used to communicate in society.

2. In the context of a second language, the target language is used to

communicate within the community.

b. Provide exercises to students quickly and accurately

1. Accuracy means that students' speech remains relevant to others when

they use the target language.

2. Fluency is when people speak quickly and confidently.

c. Limit teacher conversations and let students discuss work or work in

pairs. The amount of time students spend speaking in the target language
 during lessons can be increased through group work activities and pair

work.

d. Create speaking assignments that involve discussion of meaning.

Students progress in communicating in the target language because the

necessary interaction requires effort to understand and understand others.

Negotiation for meaning is the name of this process.

e. Create classroom activities that study and practice speaking materials;

Speak transactionally and interactionally

1. Interactional speech is social communication. Building and

maintaining social relationships is one of them.

2. Transactional speech is communication intended to get things done,

such as exchanging goods and services.

2.1.3 Exctracurricular Program

Extracurricular program is an activity outside the program written in the

curriculum, such as leadership training and student coaching," by the Big

Indonesian Dictionary. The actual extracurricular program takes place outside

of the required school hours. This program gives students more freedom and

flexibility with their time, especially when choosing the activities that best

match their skills and interests.

According to Suryosubroto (2009), who quotes Oteng Sutisna's opinion,

this extracurricular program aims to advance one of the subject areas that

interest a group of students. The way extracurricular activities are

implemented varies from school to school. The school's aptitude heavily

influences the variation.

According to Suryosubroto (2014), school extracurricular program is

carried out in conjunction with vocational education activities.

1. Activities outside of the classroom should be able to enhance students'

cognitive, affective, and psychomotor skills.

2. Develop students' abilities and interests in positive, holistic human

development pursuits.

3. Capable of understanding, recognizing, and differentiating the connections

between one subject and other lessons.

Five fundamental human needs, physical, intellectual, emotional, social,

and spiritual, are addressed by extracurricular programs. Whether studied

during required hours until students' understanding of the subject matter

provided by the school becomes comprehensive, extracurricular programs

aim to develop students' insights and broaden their knowledge.

There are two categories of extracurricular activities: routine and

periodic. Periodic extracurricular activities, such as cross-country, camping,

and sporting events, occur only occasionally. Routine extracurricular

activities, such as volleyball practice, soccer practice, etc., occur

continuously.

Schools typically use current subject teachers for extracurricular

programs that are still related to lessons, such as sports accomplishments,

music, dancing, and so forth, where the experience, knowledge, and skills are
obtained from the level of education. Formal. Schools also use current

teachers for extracurricular programs like PMR, scouting, and photography.

The school will appoint an outside officer to train the activity if the

supervisor is still unqualified.

2.1.4 English Party

English Party is the same as English Camp, An activity where students

can apply or practice what has been learned for three months in

extracurricular, especially in speaking. Every Student in the English Party

program must speak English during the program, and allow students to show

their English talents such as telling stories, reading English poetry, singing an

English song, giving speeches, etc. They do an English party program once in

3 months. Students use Both inside and outside of the classroom for this

activity.

Cohen (1996) argues that successful Learning of a second language in the

field can be developed through theory and practice, both successful trends.

The research by Cohen is a grouping of terminology and a lack of

understanding of actual terms and how to operate them abroad in language

instruction. This paper defines language learning strategies and uses

terminology or terms related to culture. Cohen (1996) revealed that language

learning strategies can overcome the problems faced by students in the field.

White Head (2011) states that it is imperative to Consider learning styles

and habits that focus more on a Communicative approach to promoting

 Student learning of English. Zhou (2008) states that language teaching Less

formal English can be obtained through English Camp or another enrichment

program.

2.1.5 Previous study

Researchers strive to compare previous research to uncover new sources

of inspiration for future studies. Furthermore, prior research aids in

positioning new research and demonstrating its originality. In this section, the

researcher summarizes both published and unpublished research after listing

the findings of earlier studies relevant to the work that will be done. The past

research listed below is still relevant to the author's subject.

First, research conducted by Yerona Batista Neno and Desta Gloria

Siahaan (2021) in their research entitled "Improving Students' Speaking

Ability Through English Club As An Extracurricular At SMA Negeri 1

Kefamenanu" The purpose of the study is to determine whether the English

Club program at SMA Negeri 1 Kefamenanu had any noticeable differences

between students who participated in it and those who did not, as well as how

much it improved students' speaking ability. An experimental pre-study was

employed in this investigation to administer pre-and post-tests to gauge the

impact of the treatment. The sample for this study was composed of 15

members who were eleventh graders. The oral performance test was the

instrument used by the researchers to collect data using the measurement

approach. The t-test computation result in this study was better than the t-
table. It demonstrated how significantly the English club impacted the pupils'

speaking abilities. Some recommendations and proposals were generated for

the many stakeholders participating in the study. This research is more

towards the differences between students who are interested or not in the

English club if this research is more to improve a student's speaking skills

through extracurricular activities.

Second, research was conducted by Munirah Aenum (2020) in her

research entitled "Incorporating English Classroom Activity And English

Extracurricular Activity In Promoting Students Speaking Skill (An

Experiment Study At SMKN 1 Takalar)". This thesis study combines English

activity with English extracurricular activity to determine students' speaking

abilities. The population of the research was all students in the Eleventh Grade

Students of SMKN 1 Takalar, which consisted of eleven classes. The research

design was pre-experimental, employing pre-test and post-test comparisons to

determine the research outcomes. Two hundred ten pupils made up the

population of 31 students in each class. By employing the purposive sampling

technique, the researcher selected one class from the entire population to serve

as the sample for this study. Speaking tests were used as the research

instrument. The researcher utilized t-test analyses to examine the students'

performance on the pre-and post-tests about "the usefulness of English

Activity and English Extracurricular Activity to increase students' speaking

skills." Data analysis revealed a substantial difference between the pre-test and

post-test. At the level of significance (p) = 0.05 and degree of freedom (df) =
30, the value of the t-test in terms of fluency (14.88) was higher than the t-

table (1.697). One may say that the alternative hypothesis (H1) was accepted,

and the null hypothesis (H0) was rejected. As a result, it can be concluded that

incorporating English Activity and English Extracurricular Activities

successfully enhanced students' speaking abilities at Eleventh Grade Students

of SMKN 1 Takalar. There was a significant difference between the Student's

speaking abilities before and after using English Activity and English

Extracurricular Activity. This research combines English class activities and

extracurricular activities to promote students' speaking skills more towards

promotion. The difference is that this research is more directed toward

improving English students' speaking skills through extracurriculars.

Third, M Yuseano Kardiansyah and Laila Ulsi Qodriani (2018)

conducted research in their "English Extracurricular And Its Role To Improve

Students' English Speaking Ability" This research investigates both inside and

outside the classroom activities to reveal the effect of English extracurricular

activities on students' English speaking ability (language acquisition) at the

tertiary level. The objects of this study were students from the conversation

class of 2015 in the 2016/2017 academic year at the English Department of

the Indonesian Technocrat University. Some of them are members of the

university's English extracurricular activities. In its implementation, this study

uses several methods, such as observation and evaluation of student

performance, to obtain data. The method of processing data from observations

is carried out qualitatively to understand phenomena that occur holistically

 through descriptions of words while evaluating student performance is carried

out quantitatively because the data is numerical. The aims of this study were:

(a) to help solve problems and find alternatives to improve students'

communication skills in English and (b) to provide knowledge about the role

of English extracurriculars in supporting students to achieve English speaking

competence. In conversation class. These researchers help solve problems and

find alternatives to improve students' communication skills in English and

provide knowledge about the role of English extracurriculars in supporting

students to achieve English speaking competence in the conversation class.

The difference is that this research is more about knowing students' responses

to the "English Party" extracurricular activities that are being held.

The following researchers draw the following conclusions from the

findings of earlier research:

Name, Title (year), Research Focus Research Result

Research Method

Yerona Batista Neno and This study focuses on The results of the t-test

Desta Gloria Siahaan, the oral performance calculation in this study

Improving Students' test, an instrument are better than the t-

Speaking Ability researchers use to collect table. This shows how

Through English Club data using a significantly the English

As An Extracurricular measurement approach. club affects students'

At SMA Negeri 1 speaking ability. Several

Kefamenanu (2021). recommendations and

Pre-experimental. proposals were

generated for the many

stakeholders

participating in this

study.

Munirah Aenum, The focus of this study is As a result, it can be

Incorporating English that the research design concluded that

Classroom Activity And is pre-experimental and combining English

English Extracurricular uses a comparison of Language Activities and

Activity In Promoting pre-test and post-test to English Extracurricular

Students Speaking Skill determine the study Activities succeeded in

(An Experiment Study results. improving students'

At SMKN 1 Takalar) speaking skills in Class

(2020). Pre- XI Students of SMKN 1

experimental. Takalar. There is a

significant difference

between students'

speaking ability before

and after using English

Activities and English

Extracurricular

Activities.

Yuseano Kardiansyah This research The results aim of this

and Laila Ulsi Qodriani, investigates inside and study were: (a) to help

English Extracurricular outside classroom solve problems and find

And Its Role To activities to reveal the alternatives to improve

Improve Students' effect of English students' communication

English Speaking extracurricular activities skills in English and (b)

Ability (2018). on students' English to provide knowledge

Qualitative method. speaking ability about the role of English

(language acquisition) at extracurriculars in

the tertiary level. The supporting students to

objects of this study achieve English

were students from the speaking competence. In

conversation class of conversation class.

2015 in the 2016/2017

academic year at the

English Department of

the Indonesian

Technocrat University.
2.2 Framework of Thinking

Speaking

Exctracurricular

1. Implementation 2. Student respond

a. Preparation
b. Teaching
procedure
c. Evaluation

Figure 2.2: Framework of Thinking

The researcher conducted this research in a classroom for teaching

speaking English using the conceptual framework mentioned above. Subjects

include Speaking, extracurricular English party, Implementation, and Student

response. Researchers used interviews to know the implementation in

preparation, teaching procedure, and evaluation. Therefore, this study aims to

determine how well extracurricular programs, especially English Party.

2.3 Research Assumption

This research can be assumed to gain the influence of the English

language club as an extracurricular activity in improving students' speaking

skills at the 8th Grade Students of MTs Darul Ulum Sugio, Academic Year

2022/2023, and also to find out whether there is a significant difference

between students who take part in the program English club and what not.

The method provides a test to measure the effect of treatment. This research

is for grade 8 students. This proves that the English club greatly influences

students' speaking ability. This study resulted in several suggestions and

recommendations for the various parties involved.

 CHAPTER III

RESEARCH METHOD

3.1 Research Design

A qualitative descriptive research methodology was used for this study.

According to Djam'an Satori (2011), qualitative research was conducted

because the researcher wanted to investigate descriptive quantifiable

phenomena like the method of a work step, the recipe's formula, the notions

of a variety of concepts, the qualities of a product or service, images, styles,

cultural norms, the physical model of an artefact, and so on.

Additionally, Sugiyono (2012) proposes qualitative research as a research

approach based on the postpositivist philosophy, used to examine the

conditions of natural objects, where the researcher serves as the primary

instrument, data is collected using triangulation, data analysis is inductive or

qualitative, and the findings of qualitative research place emphasis on

meaning rather than generalization.

According to Nana Syaodih Sukmadinata (2011), qualitative descriptive

research focuses more on characteristics, quality, and interrelationships

between activities and aims to describe existing natural and artificial

phenomena. Additionally, descriptive research only describes a condition as it

is, without offering any treatment, manipulation, or changes to the studied

 variables. The research itself, conducted through observation, interviews, and

documentation, was the only therapy offered.

Based on the information provided by some experts above, it can be

inferred that qualitative descriptive research entails several procedures to

collect data in its natural state, devoid of artificial constraints that otherwise

obscure its significance. Here, the researcher employs a qualitative

descriptive research methodology because the study aims to learn more about

investigating phenomena and improving English speaking skills through

extracurricular activities at MTS Darul Ulum Sugio. The results of this study

emphasize meaning and are also inductive.

3.2 Research Setting

1. Research Location

It is conducted at MTS Darul Ulum Sugio.

2. Research Time

The time of this research starts from July 2023, from the pre-survey stage

until the action is carried out.

3.3. Data and Data Sources

According to Lofland and Lofland (Moleong, 2007), the primary data

sources in qualitative research are words and actions; the remaining data

comes from additional sources like documents and other sources. However,
 two data sources, namely, primary data sources and secondary data sources,

are required to complete the research data.

1. Primary Data Source

Primary data are gathered from observations, interviews, and document

use. Interviewing informants or other direct sources yields data derived

from primary data sources. Primary sources are those that give data to data

collectors directly (Sugiyono, 2015). The school community, consisting of

teachers and students, is the primary data source for this study.

2. Secondary Data Sources

Secondary sources supplement primary data, such as literature reviews

and documentation. Secondary sources, such as others or documents,

indirectly provide data to data collectors (Sugiyono, 2015). This backup

information source will facilitate data collection and analysis, facilitating

the production of research with a high level of validity. This study's

findings can then be strengthened.

3.4 Research Instrument

Instruments used in qualitative research involve the researchers

themselves. The readiness of qualitative researchers to conduct research

must therefore be "validated" using researchers as instruments. To

determine the focus of their research, they choose informants as data

sources, collect data, evaluate the data's quality, analyze it, interpret it,
 and draw conclusions from their findings. Qualitative researchers act as

human instruments (Sugiyono, 2015).

Measurements were taken to examine artefacts, values, and assumptions

at school using observation guidelines, interviews, and documentation to

collect information about improving English speaking skills through

extracurricular activity at MTS Darul Ulum Sugio.

1. Observation

Researchers use observational guidelines to prepare them for their time

in the field and stay focused on their primary objective of researching a

topic that interests them. When appropriately used, observational

guidelines can also help with data collection.

2. Interview recordings

The primary data source researchers use to compile information from

the informants under investigation is interview recordings. This tool

collects data or information from interview-related conversations for

researchers. Another advantage is using this instrument again, if necessary,

for data validity.

3. Interview guide

Researchers need interview guidelines to have objectives and a plan

when interviewing the sources under study. When the researcher is

prepared for the interview, the goal is that the interviewees won't be

interrupted. The interviewees and researchers can correct each other if

there are too many or too few questions.

 4. Document

A document is a record of events that have passed in the form of

writing, pictures, or monumental works of someone. Documentation
consists of public and private records that qualitative researchers obtain
about a site or participants in a study, and they can include notes,
transcripts, books, newspapers, inscriptions, meeting minutes, journals,
agenda, etc.

3.5 Data Collection Technique

When viewed from the perspective of data collection techniques,

interviews, observation, and documents can all be used.

1. Interviews

When conducting a preliminary analysis to identify issues that need

further investigation and when there are few or no respondents, and the

researcher wants to learn more in-depth information, interviews are used

as a data collection technique. This method of gathering data is based on

self-reports, or at the very least, on personal knowledge or beliefs

(Sugiyono, 2015). It is possible to conduct this interview in a structured

manner over the phone or in person. Due to some restrictions on the

informants, researchers in the field use an unstructured interview

technique. To minimize the informant's discomfort, an unstructured

interview method was chosen.

2. Observations
 Direct observation of participants and non-participants can be used to

classify observations. There are two types of observations: open

observation and closed observation. Both structured and unstructured

techniques can be used during observations. As would be appropriate in

these situations, observations were made to learn more about the behaviour

of informants and others. The goal of observation is to describe the subject

of the study, the ongoing activities, and the participants. With this

technique, the researcher is in a natural state while being observed, free

from any artificial engineering.

3. Documents

Records of the past can be found in documents. Documents can be

written, images, or colossal works created by an individual. Written

records include journals, life histories, stories, biographies, rules, and

policies—images-based documents, including drawings, photographs, and

real-time images. Documents are artistic creations, such as pictures,

sculptures, films, and other media. In qualitative research, a document

study supplements observation and interview techniques (Sugiyono, 2015).

The documents used in this study included proof-of-accomplishment

images, records, and documents from MTS Darul Ulum Sugio.

3.6 Data Triangulation

When it comes to data collection methods, triangulation is

characterized as a method that combines different data collection methods
and available data sources. Source triangulation refers to gathering
 information from various sources using the same methodology.
Triangulation helps the researcher better understand what has been
discovered rather than being used solely to discover the truth about some
phenomena (Sugiyono, 2015). In this research, the researcher uses the
two-validity of data. They are:

1. Source Triangulation

Triangulation by data sources is assessing the credibility of the data by

checking the data obtained through several sources (which can include
personal, time, place, etc.). For example, the researcher obtained robust
data through interviews with the teacher and then strengthened by the
results of documentation and observation.

2. Method Triangulation

Method triangulation involves using more than one method to gather

the data. It means that triangulation by the method is assessing the
credibility of data through checking the same data by various methods (it
may consist of observation, interview, and documentation review). For
example, it is not enough to interview to find out the credibility of the data
that students who join the class have good responses. Still, it must be
observed directly to check the credibility of the data.

1.7 Data Analysis Technique

In qualitative research, data analysis was done before and after the

fieldwork. In the field, data collection and analysis are both given more

attention. Researchers used Miles and Huberman's data analysis to examine

this data. The activities in qualitative data analysis are carried out

interactively and continuously until finished so that the data is saturated

 (Miles and Huberman (Sugiyono, 2015). Data analysis tasks include data

reduction, visualization, and conclusion generation and verification.

Data Collection Data

Presentation

Withdrawal of Data or
Data Reduction
Conclusion/Verification

Figure 3.1: Miles and Huberman's Interactive Analysis Model

1.8 Research Procedure

A systematic, focused, and intentional scientific activity is research.

According to Moleong (2007) who states, "The stages of qualitative research

present three stages, namely the pre-field stage, the fieldwork stage, and the

data analysis stage," the procedures or steps taken in this study were generally

carried out through several stages.

1. Pre-field Stage

Before collecting data, researchers engage in what is known as the pre-

field stage. This stage starts with a field assessment to identify the

research's issue or area of interest.

 Specifically, these phases entail developing field designs, choosing

research fields, securing permits, evaluating and evaluating the field,

choosing and utilizing information, preparing research equipment, and

dealing with ethical issues in research.

2. Field Work Stage

The fieldwork phase entails conducting research at the study location.

Researchers gather data at this implementation stage by the problem's focal

point and the study's goals.

Additionally, the information that has been gathered from the field is

then thoroughly examined using theories and - from some educational

experts presented in theoretical studies - before being concluded and given

recommendations to related parties so that they can be used as input

material in carrying out organizational activities to be more productive,

effective, and efficient.

3. Data Analysis Stage

The fundamentals, themes, and problem-solving are covered in this

discussion of the fundamental principles of data analysis. Before beginning

the analysis, the researcher will verify the accuracy of all data gathered

during the research and collected from the field.

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