Chapter 2 Research
Chapter 2 Research
Chapter 2 Research
Questionnaire
Direction: Please check ( ) and rate yourself honestly based on what you actually do
TIME MANAGEMENT 5 4 3 2 1
1. I do my assignments regularly.
2. I exert more effort when I do difficult
assignments.
3. I spend my vacant time in doing assignments or
studying my lessons.
4. I study the lessons I missed if I was absent from
the class.
5. I study and prepare for quizzes and tests.
6. I study harder to improve my performance
when I get low grades.
7. I spend less time with my friends during school
days to concentrate more on my studies.
8. I prefer finishing my studies and my
assignments first before watching t.v.
9. I see to it that extracurricular activities do not
hamper my studies.
REHEARSAL LEARNING 5 4 3 2 1
Research Design
of research because we did not perform any types of experiments when gathering data,
since we only have one participant to be asked and to get information with. Using our
research questions, we interrogated her by asking those five questions and by that, we
got some useful information that really helped our study a lot.
Review of Related Literature
Foreign Study
revealed that 44% of Indonesian students feel stressed when they have quiz,
Indonesia showed that 30% of students were experiencing high stress level prior to
national examination. Further, 35.35% students of a high school in Bali are reported to
face medium level of stress before exam as well (Wardana & Dinata, 2016). Therefore,
given the fact that exam stress is a major stressful experience for students, the elevated
exam stress has been also evident to be associated with underachievement (Elias, Ping,
& Abdullah, 2011; Ng, Koh, & Chia, 2003), less motivation to achieve better grade
(Austin, Saklofske, & Mastoras, 2010), increased level of tension and depression (Ang &
Huan, 2006; Dahlin, Joneborg, & Runeson, 2005; Dixon & Kurpius, 2008;
Kumaraswamy, 2013; Shaikh et al., 2004), self-control impairment (Oaten & Cheng,
2005), also negative influence on physiological indicators of stress and immune function
(Gilbert, Stunkard, Jensen, Detwiler, & Martinko, 1996). All together, these findings
suggest that certain negative occurrences like poor performance during exam and other
outcomes are also correlated with exam stress aside from other factors, this highlight
the necessity for further analysis and research as well as the need for effective
Indonesia, 1994). Like any other senior high schools, Madrasah Aliyah offers a wide
array of study programs such as natural or social science, vocational and even language
programs. During final years, students of Madrasah Aliyah are also required to be
seated for National Examinations. Regarding their curriculum and states, Madrasah
Aliyah is the same as any public or private school, but the portions for Islamic
Education are relatively higher due to the additions of certain subjects like Al Qur’an
and Hadith, Tafsir, Fiqh, Aqidah, Arabic Language, Islamic History and many more
academic stress moreover during examination weeks, and specifically when their
resources to cope with certain perceived troublesome situations are not fully generated
(Hakiqi, 2013; Sholiha, 2013; Sulaeman & Joefiani, 2014). In such, many researchers have
prevalent among secondary school students, but little attention has been given to its
especially madrasah aliyah students whereas those students have to deal with
2015; Hakiqi, 2013; Sholiha, 2013). Consequently, this starts to be deteriorating for
some schools have limited access toward mental health care due to the deprivation of
with students’ wellness (Putri, 2013), and susceptible scarceness toward discussion
about these problems owing to cultural and traditional factors (Baruth & Manning,
2016; Jaladin, 2018; Pope-Davis, 2003). Finally, with the intention and goals to motivate
resilient students, this research is conducted with the focus on assessing the prevalence
of perceived level of stress during examination week. Next, coming from mentioned
reasons, the study was conducted to answer following research questions 1) What is the
perceived level of stress among Madrasah Aliyah students? And 2) Does the
differ if associated to their gender and study year (level)? Further, the research
possessed only one hypothesis stating that there were significant differences of stress
level when linked to gender, age and year of study. The reason was that stress level
may vary from low to high level depend on several factors like age, gender, study of
years and many more. This study was descriptive and cross-sectional design in which
it applied qualitative method to collect the data and random sampling to determine
total of respondents. Prior to conduct the study, researchers asked for ethical approval
from the school director and management to conduct the research in this very school.
Having gained the approval from school director and management board, 107
Pasirjambu, Kab. Bandung from year 10 to year 12 who were proportionally recruited to
process of data collection required four days for completions in which respondents
were gradually recruited from year 10 to year 12, and within the fourth day, the data
were checked for completion and those found to be incomplete were replaced in the
same day. The questionnaire to assess perceived stress level among Madrasah Aliyah
students was divided into two sections; the first part covers demographic information
about the respondents whereby they were asked to report their age, gender, year of
study, and how many exams they had sat during recent exam period. As for
Mermelstein (1983; 1994) to measure the degree to which situations in student’s life are
perceived as stressful situation, or in this case is the degree to which students perceived
examinations as stressful events. The measure has been used in various studies such as
Academic Stress Impairs Self- Control by Oaten and Cheng (2005) or Stress, Social
Support and Health-related Behaviour by Steptoe, Wardle, Pollard, Canaan, and Davies
(1996). The reliability of the questionnaire was using Cronbach Alpha and the result
This questionnaire is 0-4 likert-scale that has 10 questions in which each number asks
respondents about their feelings, thought, and assumption within last months. Next,
respondents were asked to rate and indicate how frequent they perceived in a certain
way like 0 – for Never, 1 – for Almost Never, 2 – for Sometimes, 3 – for Fairly Often, 4 –
for Very Often. Furthermore, to assess level of stress, score for number 4, 5, 7 and 8 have
Following that, all score should be added up for each item to obtain score total. In the
end of calculation, score obtained on this questionnaire can range from 0 to 40 in which
higher score indicates higher perceived stress. Score from 0 to 13 would be determined
as low stress, 14 to 26 would be considered moderate stress and score ranging from 27
to 40 would be considered high level of perceived stress (Cohen et al., 1983; Cohen et
al., 1994). Turning to the analysis, researchers used SPSSv20 to analyse collected data.
The prevalence and percentage of perceived stress level among Madrasah Aliyah
associated with gender, ages and study year were analysed non-parametric test in
which gender variable was investigated using Mann-Whitney U test, and both ages and
study year (level) were analysed using Krusskal-Wallis Test. (Akbar, 2018)
Local Study
Based from the teacher of San Isidro National High School, she realizes that students
are the most essential elements in any educational institution. They are considered as
the core of learning process. Their performance plays an important role in determining
academic achievements which are associated to what people value. If students achieve
their set academic standards and successfully attained high degree of education, the
probability of being employed in the future is high. This academic performance also
reflects the quality graduates who will become great leaders and manpower for the
country’s economic and social development. Hence, having good academic standing is
essential. School equips them with the necessary knowledge, abilities, and values to
deal with specific challenges they will be facing throughout their lives. Aside from
learning academics, students are allowed to progress in other aspects and develop
essential skills such as collaboration, good manners and unity through different extra-
curricular activities. But in dealing with different challenges and demands to perform
well in academics, students may feel stressful because of their inability to perform all
demands.
Stress is inevitable in any condition and situation. Even a person who is wealthy,
powerful, attractive, or happy experience stress. However, stress may take differently
depending on the situation and how one perceives stress. In education, stress may
accident, waits in a queue during a day on which everything goes wrong. Stress is
physiological process that occurs as a person tries to cope or deal with stressors.
Reactions to stressors depend upon the ability of a person to cope with various
According to Associated Press/ MTV survey (2009), school is the most frequently
mentioned source of students’stress from 13 to17 years old. A child may be studying
always but if not studying effectively, all the time spent with books might actually be
causing more stress. A high school is might be way of building up a tolerance for stress
In the educational field, the common sources of stress that may lead to fear and anxiety
among students are high expectations of parents, teachers, or even friends, academic
ambitions (Nakalema and Ssenyonga, 2013). Students in their high school level are the
ones who are going through the transitional phase which is an intermediate of
childhood and adulthood. Peer relations take on much more importance during
adolescence. It was found that most teens go through stress because of peer pressure.
The words “popularity” and “cliques” are frequently associated with this time in life.
Being accepted into desired social circles and keeping up with the ‘popular kids’is of