STUDENTS’ PERCEPTIONS ON ENGLISH LESSON AT SMK
MUHAMMADIYAH GAMPING YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Ardhiyanti Kusuma Wardhani 20120540121
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE EDUCATION UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Students’ Perceptions on English Lesson at SMK Muhammadiyah Gamping
Yogyakarta A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Ardhiyanti Kusuma Wardhani 20120540121
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE EDUCATION UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Dedication
I dedicate this thesis to my FAMILY, my parents (Mr. Parwoto and Mrs.
Sulastri) and my brother (Ridwan Patria Putra Nugroho) who always love me
unconditionally and support me when I fell down. Thank you so much for always
Motto
حارشناا ةروس
:
)
) #
اًرْسي رْسعْلا عم َنإ
#
اًرْسي رْسعْلا عم َنإف
#
Be patient and don’t rush, you’ll arrive when you’re ready;
The one who wins the race is often slow and steady.
(@powerofspeech)
A new day is coming, whether we like it or not; The question
is, will you control it or will it control you.
(Niklaus Mikaelson; The Originals)
Statement of the authenticity
I am a student with the following identity:
Name : Ardhiyanti Kusuma Wardhani
NIM : 20120540121
Program Study : English Education Department Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Affirmed that this skripsi entitled “Students’ Perception on English Lesson at
SMK Muhammadiyah Gamping Yogyakarta” was the original result of my work.
This research was written since November 2015 to December 2016. This skripsi was purely my own idea and did not copy the idea of others. The opinion or finding in this skripsi was quoted in accordance of standard.
Yogyakarta, 26th December 2016
Acknowledgement
“In the name of Allah, the Most Gracious, the Most Merciful”
All praises to Allah SWT, Lord of the world, for the mercy and blessing given in finishing the “Skripsi” entitled “Students’ perceptions on English lesson at SMK Muhammadiyah Gamping Yogyakarta” . Shalawat and salam always dedicated to the lovely prophet Muhammad SAW, for being constant source of guidance.
This “Skripsi” is presented to The Faculty of Language Education as
partial fulfillment of the requirements for the degree of S.Pd. in the Department of English Education. In the completion of this skripsi, it is realized that this skripsi will not come into existence without any helps, encouragement, criticism, advices, guidance and also prays from people around me.
Therefore, the gratefulness is dedicated to my Advisor, Mrs. Noor
Qomaria Agustina, S.Pd., M.Hum. for her generous helps and supports especially in correcting and finishing this “Skripsi”. Gratitude is also expressed to all of my lecturers in English Department who taught much and contributed their
knowledge during the academic years. Special thanks go to SMK Muhammadiyah Gamping Yogyakarta, for giving permission to the writer to conduct the research.
Thank you so much for always giving me infinity supports and always praying the best for me. Thank you so much for loving me and being the light and spirit of my life journey. And also special thank to all my friends in the Department of English Education, especially Celestial 2012, for sharing their knowledge, time and being good friends.
Table of Contents
Title Page ……….. i
Dedication ……… ii
Motto ……….. iii
Statement of the Authenticity ……… iv
Approval Sheet ………. v
Acknowledgment ………. vi
Abstract ……….. viii
Table of Contents ………..………. x
List of Appendices ………. xii
List of Figures ……… xiii
Chapter One: Introduction ……… 1
Background ……… 1
Identification and Limitation of the Problem ……… 3
Research Question ……… 4
Purpose of the Study ……… 4
Significance of the Study ……… 4
Chapter Two: Literature Review ……… 6
Definition of Perception ……… 6
Factor influencing Perception ……… 8
English Lesson ……… 9
English and Vocational School ……… 18
Review Related Studies ……… 21
Conceptual Framework ……… 23
Chapter Three: Methodology ……… 26
Research Design ……… 26
Research Setting and Participants ……… 27
Data Collection Instrument ……… 28
Data Collection Procedure ……… 29
Data Analysis ……… 29
Chapter Four: Finding and Discussion ……… 31
Students’ Perceptions on Teaching Learning Process of English Lesson …… 31
Students’ Perceptions on Material of English Lesson Used in the Classroom … 40 Chapter Five: Conclusion and Recommendations ……… 46
Conclusion ……… 46
Recommendations ……… 48
References ……… 50
List of Appendices
List of Figures
Figure1. Factors Influencing Perception (Robbins & Judge, 2013)………. 8
Abstract
In vocational education, English lesson becomes the compulsory subject to be taught. It is purposed to prepare the students to master language skills, as the provision to work in the job. However, most of the employments require English skill mastery both written and spoken. Then, in this study the researcher aimed to reveal students’ perception on English Lesson. Therefore, the study was
formulated into two research questions; “What are the students’ perceptions on teaching learning process of English Lesson at Vocational High School (VHS) or
Sekolah Menengah Kejuruan (SMK) Muhammadiyah Gamping”and “What are
the students’ perceptions on the material of English Lesson use in the classroom
to teach English at Vocational High School (VHS) or Sekolah Menengah
Kejuruan (SMK) Muhammadiyah Gamping”.
This study purposed to describe the perceptions of tenth grade students of SMK Muhammadiyah Gamping Yogyakarta in academic year 2015-2016 towards English lesson related on teaching learning process and material use. This
research implemented by qualitative research and reported as descriptive
qualitative. The data was collected by using interview, which was then analyzed through coding process.
Student affected teacher in teaching learning process, because the teacher has good personality and helpful in understanding material. Lastly, related to learner performance, there were a group of students who paid attention well and did what must to do, and another group was the opposite. Besides, the findings related to the material used in English lesson were showed that: the material used in English lesson were appropriate and could help them to gain better understanding.
Besides, related to the use of textbook as the source material, it was found that the book contents are useful, appropriate with their needed, the book helped the students to understand the English material and might increase students language skills. And the media used shown that teacher used book and internet.
Chapter One Introduction
The researcher presents several points related to the main problems of this research. This chapter discusses the background of the study, identification of the study and limitation of the study, research question, purpose of the study and significance of the study.
Background
A vocational school or vocational education is a kind of school that is expected the students to master certain expertise, and it is designed to prepare the students for being ready to work after graduating. According to Indonesian Law No. 20/2003 on the System of National Education, vocational education is an education that prepares the students for being ready to work as their expertise after graduating. Thus, the vocational education is designed to enable the students to
directly do the practical activities dealing with the learners’ course. Vocational
schools in Indonesia are recognized as Sekolah Menengah Kejuruan (SMK). SMK Muhammadiyah Gamping is one of the vocational schools in Indonesia. The SMK provides the students some study programs to master certain skills. The provided programs are fashion design, automotive, and mechanical engineering classes.
many advantages to the students and will assist them to job easily. At SMK Muhammadiyah Gamping, English becomes an important subject to be taught because most of the companies require both written and spoken English skills.
However, Bas and Gezegin (2015) stated that within the learning environment every learner holds several perspectives including different
impressions, manners, and outlooks. At English class, each student has different English proficiency level on understanding the materials so that they also have different outcomes. Indeed, teachers sometimes find that some students are interested in English learning but the other students seem uninterested.
Students’ perceptions on English learning may support or hinder the process. As stated by Konings, Gruwel and Merrienboer (2005) that student perceptions are used as the means of examining the learning impacts. Then, to
fulfill the learning process effectively, an English teacher should know students’
various individual perceptions on the English subject at vocational school. It aims at seeking the deficiency in English learning process in order that the teacher could improve teaching methods.
a study of students’ perception at SMK Muhammadiyah Gamping batch 2015/2016 of grade X on English lesson.
Identification and Limitation of the Problem
Based on the researcher’s observation during her teaching practice at SMK Muhammadiyah Gamping, she found out that only 6 to 10 of 25 students at a class attended the English class. Then, the researcher had a question about what the problems that caused this case were. The researcher was interested in widely exploring English lesson at SMK Muhammadiyah Gamping related to the learning process and the materials so that she determined to research students’ perceptions in this school on English teaching learning process and the materials that they used. This study was expected to reveal students’ feelings and opinion son English lesson whether or not it was difficult and interesting. Besides, this study also aimed at revealing the problems and creating the teaching learning process more effectively in the future.
In doing this research, the researcher limited the research problem by
Robbins and Judge (2013) stated that in the perceptions there are three factors, namely factor of target, situation and perceiver. This study concerned with the perceptions on the factor of perceiver towards the learning process and
materials of English Lesson. In this study, the students’ perception was based on the attitudes, motive, interest, experience, and expectation. Besides, the researcher also tried to investigate whether or not the students had problems and interests in English learning process and materials.
Research Questions
Based on the background above, the research questions were formulated as follows:
1. What are the students’ perceptions on teaching learning process of English Lesson at SMK Muhammadiyah Gamping?
2. What are the students’ perceptions on the materials of English Lesson used in the classroom at SMK Muhammadiyah Gamping?
Purposes of the Study
1. The researcher attempted to know students’ perceptions on English lesson related to teaching learning process at SMK Muhammadiyah Gamping. 2. This study aimed at revealing students’ perceptions on the materials of
Significance of the Study
The research findings of students’ perceptions on English lesson give t benefits to the students, the teachers and the researchers.
The students. For the students of SMK Muhammadiyah Gamping, the research findings are expected to be able to represent their opinions or suggestions for English Lesson. Further, the students are expected to be able to share their needs and opinions on English lesson with their teachers. Then, the result of this study hopefully can help them to have better English learning in the future.
The teachers. This study hopefully can help English teachers to know what problems may appear as the obstacles at English learning process and materials. The teachers can use the research findings as guidance in English learning process. The teachers can also create good communication with students or share one another since it is one of the keys of success in teaching and learning process. Furthermore, the English teachers could find the failure of the materials used and improve the lesson.
Chapter Two Literature Review
This chapter discussed about some literature related some information to support study investigation. The discussion in this chapter was presented as Literature Review, Review of Related Studies and Conceptual Framework.
Definition of Perception
In daily activities, people might express their manner and action related to what their perceived from the environment. Zadeh, Wang and Kubica (2010) mentioned that “perception deals with some psychological processes that are required to organize, interpret and give meaning to the output of sense organs” (p.519). It means that perception is some of the psychological processes in the accessing the information from the source, and delivers it to the brain to establish the response of sense.
Basically, people perception obtained from what they see, hear, and feel from the object in the environment. Robbins and Judge (2013) in their book about Organizational Behavior defined that “perception is a process by which
individuals organize and interpret their sensory impressions in order to give meaning to their environment” (p.166). In that, Rakhmat (2007) in Psikologi
Komunikasi also stated that perception is experience about some object,
People perception about something is might affecting their behavior to the environment, regarding how the environment gives perceptual about them. In this, Carl Rogers in Rakhmat (2007) stated that an individual acts in the environment according to the perception about her/him and individual reacts related to the reality and appropriate as perceived and conceived. Besides, Sternberg and Sternberg (2012) also said that “the environment supplies us with all the
information we need for perception” (p.97). Thus, people perception comes from what happening in the environment and it will affect their feeling and thinking. Therefore, in this study students’ perception was needed as the source of information. Their perception was revealed to understand about their opinion, feeling and thinking, because it was possible that each of students might have different perceptions.
Thus, a group of students may be having found same experience, but, each one has different understanding, assumption and response on it. Such as von Müller (1982) in Rahman and Sommer (2008) said “One only sees what one
already knows and understands” (p.1061&1063). In other words, to take the perceptual more accurately, it was used more than one source of information from students’ perception.
Based on the definitions stated by some scientists above, it was concluded that perception is the process of judgment about something and the outcome result may influence the way of someone feeling and thinking. In this study the
Factors Influencing Perception
Figure1. Factors Influencing Perception (Robbins & Judge, 2013)
According to Robbins and Judge (2013) the factors may be influencing perception is including three areas; factors in the perceiver, factors in the target, and factors in the situation. From these three areas, each of it’s have the scopes. First, the factors in the perceiver there are Attitudes, Motives, Interests,
Experience, and Expectations. Second, Factors in the target that encompasses Novelty, Motion, Sounds, Size, Background, Proximity, and Similarity. The last is the scope of Factors in the situation which includes: Time, Work setting, and Social setting. By knowing the factors, it eases the researcher to investigate
students’ perceptions on English Learning and the researcher can research her
study about students’ perception deeply.
In other words, there are many factors that may influences students perception. From three factors of perception the researcher did the study from the factors in the perceiver attitude. Which mean this study of perception was related on students’ attitudes, motives, interests, experience, and expectations. In the factor of attitudes are including students’ perception regarding to their component of emotion, performance and action. Motives might be relevant with the reason or desire that causing perception. Then, the interests was related to the curiosity or an affection that effecting the perception. While, experiences and expectations were correlating with their response, opinion and feeling that create their perceptions. In addition, these terminations were based on the researcher needs and enable scope to do the investigation about students’ perception.
English Lesson in Indonesian School
In Indonesia, the students are taught English lesson starting from the elementary school, junior and senior high school until university. It was shown that how “English has become increasingly important as a first foreign language in Indonesia” (Mattarima & Hamdan, 2011, p.101). English lesson in SMK is
skills competences, and to reinforce students’ capability of the existences in the
community of national and international. The Component of English Lesson
English lesson provides the teaching learning process and the material used in the classroom. These two components are sustaining each other. It means that the successful of English lesson result depending on teaching learning process and the material used in the classroom.
Teaching learning process. In delivering process of EFL there are some components that may influence the English Lesson. According to Riyana (2003), the components of teaching learning process are including curriculum, method, teacher and learner.
Curriculum. In the process of Language teaching learning an English
teacher follows some obligations from the government which is named as
curriculum. Related to Hass (1987) in Altaieb (2013) argued that a curriculum is a planning to arrange the past and present professional practice, that including the experiences of learners have in an education course, and it is purposed for gaining the extensive goals and particular objectives. “It means that curriculum consists of several branches that related to the goals, methods and outcomes of teaching learning process” (Levefer, 2009, p.110).
Besides, “the attained curriculum, however, is what students have learned,
possible. Therefore, English has some significant roles. According to Focho (2010) in his study aboutStudent perceptions of English as developmental tool in Cameroon, there are four roles of English:
Academic success. English used as a tool to support student in English
Learning competence skill program to master the four basic of language skill into expert level. According to Richard (2015) argued that students use English to achieve their international appearances, and it is purposed to gain higher education through English. In addition, the role of English Lesson for students, especially VHS students is expected as the basic of personal academic
development to support them to reach higher education in the future.
International job opportunities.For improving students’ work career
development in the future, English Lesson has important role on it. However, today, most of companies require the rookies of employee have mastering English. According to Surjono and Susila (2013), they stated that student should mastering English skills to face the competition of work in the international employment which requires high personal quality and ability of English. It means that if the students have mastering their expertise together with English skills it will ease them to reach their work career success in the future.
International communication. Since English is spreading as international
the world, because many people realize that they need to know and to learn about English especially for communication across the countries.
Global education. English is international language that used as the global
education, and it is purposed to raise people intercultural or global understanding. Such as Trimnell (2005) in Tochon (2009) stated that English has cross-cultural capability to establish trust and understanding. It means that English used as global education to develop students’ global understanding in order they can build
up trust between global relationships in the future. Beside, English has the role to prepare student to do international trade, such as having economic partnership, diplomacy, promote peace and some international activities.
Method. Method is a tool to help teacher and student to have good result
in pedagogical activities. Adediwura and Tayo (2007) in Etuk, Afangideh and Uya (2013) mentioned that methods in an applying design in teaching/learning process for making clear the matter. Then, it is facilitating teacher and student to have an effective result at the end of pedagogical activities. Thus, teachers facilitate the students to teach them how they could learn the best by themselves and guide the students to have the best learning strategies for their learning process (Chang, 2010). Then, “students should consider what kind of methods they felt they learn most from” (Hadjerrouit, 2015, p.204). Moreover, teaching method used might influence students’ interest in teaching learning process. Nunn
Besides, Umoren (2001) in Etuk, et al. (2013) suggested that the method used by teacher in teaching learning process is influencing teacher capability in delivering knowledge. Moreover, related to the effectiveness of teaching method used, Imsen (2009) in Hadjerrouit (2015) explained that the justifying on whether or not the teaching method good is not easy to measure, because it affected by many factors, such as teachers’ standard evaluation, learning methods applied, students’ characteristics, tools, society, environment, and culture. However, Ogden (2004) in Hadjerrouit (2015) also stated that teaching methods should be custom with the material taught, context, the characteristics, interest or need of teacher and students. Furthermore, if teaching method used is focused by the teacher only on sharing and transmission knowledge, he/she might arrange to maximize the delivering material and minimize time and effort. As a result, both interest and understanding of students may get lost (Ganyaupfu,2013).
Teacher. In education world, teacher is the most important profession that
used to determine whether or not the education success. Senge (2000) in Zombwe (2009) mentioned that teacher is the professional in supplying knowledge, skills and values to the learners for preparing them to face the challenges and sustaining them to associate well in the society. It means that teacher is a person who has mastering the knowledge, skills and values through educating, training and enhancing her/his personal quality. Teacher has the roles as the deliverer, the adviser, the developer and the manager in teaching learning activities.
facilitator, maintain the discipline, creative researcher, role model in good
behavior, mentor and an evaluator. It is important for each teacher to know her/his responsibilities, because a teacher will be more encouraging and motivating if she/he knows what are their duties in teaching learning process.
Wilson and Peterson (2006), stated that teachers consider the learning goals, the subject matter, and select pedagogical strategies for the student in learning. It means that the teacher has the role as the teaching subject, who thinks over the goals, the pedagogical strategies and delivers the subject material. And the students as the learning subject as the receiver and the measurement of teaching learning goals success.
In teaching process, the teacher becomes the source of knowledge, the deliverer of the material and the facilitator in the classroom. According to Ball and Forzani (2009) the work of teaching includes planning, maintaining, creating explaining, assessing, giving a solution and evaluating. It means that teacher has to plan and maintain the material, learning activity and prepare it as good as possible. Teacher also might create opportunities for students to learn and express their opinion in order to create their critically thinking. Beside, in teaching, teacher also has a duty to explain the material and has the mission to assess student understanding about the explained material. The last, teacher should give the solution or feedbacks on students assessing result, and evaluate what the missing point and what should be increase from teaching learning process.
Learner. Learner also known as student is the term to name the perceiver
the most important role in the learning process, such as the measurement to
determine whether or not the lesson goal successfully done. According to Kolb (as cited in Felder &Brent, 2005), he stated that there are four characters of students; extraverts or introverts, sensors or intuitors, thinkers or feeler, and judger or perceiver. In that, there are several characters of students that might found by the teacher in the class. They have different way for receiving, understanding and expressing their learning style, but, each of students have the same destination that to learn the knowledge and to perform their expertise skills both hard and soft skills. However, “learner differences as resources to be used, not obstacles to be confronted” (Wilson &Peterson, 2006, p.2).
Marton and Booth (1997) in Fry, Ketteridge and Marshall (2009) mentioned that “learning is about how we perceive and understand the world, about making meaning” (p.8). Then, in the learning process students as learner
ask help and questions, reading and gathering information, taking a note, sharing ideas one another, evaluating their work and planning what to do.
Besides that, in teaching learning process students not only learn about knowledge, but also about the interaction and attitude in and out of the classroom. Such as Elias (2011) said that in the process of learning learners could associate with the teachers, the lesson material and with one another. It means in English Lesson the learners are also learning about behavior, attitude and values to interact with the teacher, environment or each other in the form of formal contexts. In order they can use it as the provision to be practice in the community.
English materials. In the classroom, the materials of the lesson are used as the central ideas and the main concept of the knowledge of teaching learning process. The chosen of English materials should have the benefit for improving student language skill both written and spoken. And it should be design to give the student opportunity to express the input of English material as daily
communication use.
Material used. The English teacher usually uses the handbook or textbook
as the guide to engage the teaching learning process. Teachers use textbook as the main matter because of textbook supplied advantages (Diniah, 2013). While, related to the advantage of textbook, it is arranged to develop students’ language skills and it is provided as text-based learning in the form oral and written context, and English language is settled as the main communication (Ministry of
for both teachers and students. Furthermore, the textbook should include the clear explanation in order to help student for understanding the new material, such as adding the illustration picture and the list of the new vocabularies. In order the student might get easier to understand the material and their actively and critically thinking will be automatically increasing. Such as Kitao and Kitao (1997)
mentioned that English material content should be useful, meaningful and interesting for students. Howard and Major (2004) stated that the appropriate material should be contextualized, stimulate interaction, encourage learner to develop learning skills and strategies, offer opportunities for intergrated language use, attractive, have appropriate instruction and flexible.
Material source. The use of English material could be from some sources
that are compatible with the need of student cognitive and proficiency level. It should relevant with student age, grade, and what students need to learn in their level. Crandall (as cited in Richard, 2013) stated that language lesson include the use of authentic and adapted materials that are compatible with the
comprehension and language capability level of the learner, and accessible through the activities. The design of English textbook materials should be
interesting for the learners, so that, they can enjoy the process of teaching learning in during the lesson. Then, the material content also should be useful, such as can supporting and increasing the student to learn English.
Media. In delivering material process, the teacher also might uses the
important to help students gain the learning experience” (p.685). Related to the learning media Surjono and Susila (2013) also stated that English learning media should include the example and model of English material and it can be in the form of audio, video, text and animation. Thus, the media for delivering material also should accessible through the teaching learning process, especially if the material is taken from internet, magazine, YouTube, etc. The teacher should prepare the material as good as possible before doing the activities if she/he wants to give the material from the adapted source. Through the media used in English lesson, the material could be presented clearly, adding students interest, giving them experiences as a reality and they could understand the materials easily (Sudiran, 2015).
In conclusion, the design of English material used should be create as beneficially for the both teacher and students. The material should be appropriate with the culture and current Standard English. The material should be made as interesting as possible, meaningful and useful for increasing student interest. The last, language material can be adapted from other source such as internet,
television, magazine and some other source which relevant with the lesson. English and Vocational School
school learning material. Therefore, English has important role for Vocational School students to increase their career development in the future.
Definition of Vocational School. Vocational school is a school that concerns the learners for mastering their skills related to their term. Based on the Indonesian Constitution number 2 (1989) about Indonesian Education System, vocational school is an education that promotes the students for ready to work after graduated related to students’ expertise terms. The definition of vocational school was revealed more specific in Indonesian Goverment Regulation number 29 (1990), it was mentioned that vocational high school is an education that concerns to develop students’ expertise skills. Besides, Lucas, Spencer and
Claxton (2012) said that “vocational education is about enabling people to learn how to do things to a standard set by experts from the occupation into which they are progressing” (p.37). It means that the learning outcomes of vocational school
are the students can mastery their expertise and increase their learning skills well. According to Lévesque and Hudson (2003), they mentioned that
Vocational High School education encompasses three sub curricula. First, specific labor market preparation or occupational education consists of courses that teach skills and knowledge required in a particular occupation or set of related
Ideally, vocational school education is divided into some terms; it is expected to have a certain quality graduated. Related to this statement, Smith (as cited in Lucas, et.all., 2012) argued that the important outcome of vocational education are to have the experience of internship and to develop of awareness to learn for increasing the expertise ability. It means in the process of material giving, vocational student are trained to work in the employment directly. It is hopefully that the fresh graduated students of vocational school prepared to work in job.
In addition, SMK or Vocational School in Indonesia concerns to teach the students for mastering the technique skill and prepare the students for ready to work. As Triyono (2015) said that, “vocational education in Indonesia is an education that promotes mastery of skills in certain skills that graduates are prepared to work in jobs” (p.54). It means that Vocational School or SMK in Indonesia is designed the learning to improve students technique and work skill and purposed to have professional graduated students.
Therefore, related to the curriculum 2013 (The Regulation of Ministry of Education and Culture number 70, 2013) English lesson in SMK is intended twice a week and it is engaged forty-five minutes for each meeting. Thus, in each semester there are approximately thirty-six meetings for English lesson. Besides, the learning subject in SMK is including two parts, there are; compulsory subject (nine lessons) and vocational subject (one lesson). In the curriculum system of SMK, the students are applied to choose their own vocational subject that
compatible with their interest. Moreover, the chosen subject system by students is the special right for students of SMK or vocational school.
On the other hand, Rini (2014) mentioned that since both teacher and students are occupied by the goal of passing national examination, the curriculum replacement did not obtain much distinction in real practice teaching and learning. It means that English Lesson that actually intended to enhance students’ English language mastery for their education necessary, only used as the material to pass National Exam. It was caused the English material that was taught, did not have the influence in their mind after graduated, and some of students necessary should take some course of English to develop their career needed.
Review of Related Studies
This research was conducted to reveal students’ perceptions on English lesson at SMK Muhammadiyah Gamping. The research of perception focused on students’ perception on English lesson at SMK or VHS that revealed to
Lesson but the researcher purposed to reveal a few examples from the studies related to students’ perceptions on learning second language.
Bas and Gezegin (2015) investigated students’ metaphorical perceptions of
English learning process. Their study aimed to investigate the underlying
conceptualizations of a group of first-year students in an EFL setting in regard to their language learning process. The metaphors found might be categorized in ten different groups: task, journey, period of life, progress, competition, enjoyable activity, torture, unending process, engraving process, and nurturing process. The results of the study indicated that students considered language learning to be an effortful and continuous process which requires support. The findings of the study could be applied in language classrooms to gain better understand on how students viewing of language learning, and to tried new ways to change their negative attitudes.
Ustunel and Samur (2010) in their study investigated about examining the relationship between two year vocational school students’ beliefs about language learning and their academic success. The study aimed to examine the relationship between one year prep school students’ beliefs about language learning and some
language learning according to gender, high school and success variables while there are significant differences according to compulsory prep school and department.
Sary (2015), revealed her study about students’ perception of English learning difficulties and strategies. Her study aimed to know students perception of the difficulties they encounter in learning English as a foreign language, also the reasons underlying these difficulties, and strategies they use in accomplishing their linguistic tasks. Two questionnaires used to distribute 45 new students of international ICT business class, Telkom University Bandung Indonesia. The results showed that the 98% of respondents said that they have problem in English especially grammar. It was due to their lack of knowledge of the English linguistic rules, and they made use of various strategies; social and affective strategies mainly.
Conceptual Framework
from this language lesson. This case made the teaching learning process less effective and the material delivered become less advantage.
In fact, English teaching and learning process could not be separated with the material use in the class. The good material chosen and preparation could create interested teaching learning process. Such as Kitao and Kitao (1997) good material should be useful, meaningful and interesting for students. The good material designed in the classroom able to support the teaching learning process being more effectively. Then the researcher expected to know whether or not it is relevant with student perception and whether or not student interest related to it.
The study perception on teaching learning process was related to the teacher and learner duties. Ball and Forzani (2009) mentioned teacher as the source of knowledge, deliverer material and facilitator, while student as the receiver, active participant, understanding and expressing (Booth as cited in Fry et.al, 2009). These two aspects point were expected to reveal student perception whether or not the activities in the classroom influence their
interested/uninterested based on student perception.
In this study, the researcher investigated student perception on English lesson. The study of English lesson was related to student perceptual on teaching learning process and material use. This chapter presented some theoretical
framework which revealed to support the answer of the research questions answer about students perception on teaching learning process and material use of
Figure 2. Conceptual Framework
English lesson
Teaching learning process -Curriculum
-Method -Teacher -Learner
Material
-Material use -Material source -Media
Chapter Three Methodology
This chapter discusses the methodology of this research. This chapter the researcher presents the research design, research setting and participants, data collection instrument, data collection procedure, and data analysis.
Research Design
This research aims at seeking students’ perceptions on English lesson at SMK Muhammadiyah Gamping, so that the research participants were required to reveal their opinions about English lesson. This research was designed as
qualitative research that the researcher concerned with natural setting
characteristics of qualitative research. “It means that the qualitative researcher tends to collect data in the field at the site where participants experience the issue or problem under study” (Cresswell, 2009, p.175). Tewksbury (2009) also
explained that “qualitative research method provided more emphasis on
interpretation and providing someone with complete views, looking at contexts, environmental and depth of understanding of concepts” (p.39).
Based on explanation above, a descriptive qualitative method was designed for this research to revealed students’ perceptions on English lesson at SMK Muhammadiyah Gamping. According to Hancock, Ockleford, and
interpretation analyzed by the interviewer. Then, by using this method, the researcher tried to seek students’ perceptions by collecting the data through interviews. Moreover, it was also to get students’ perception based on their experience in teaching and learning process and material used for the English lesson at the SMK.
In addition, the interviews were conducted by using open-ended questions. In the interviews, all of the interviewees were asked by the same basic questions to get comparable responses and to make the interviews run easily. Mason (2002) stated that the reason to use interviews is to ensure the direct responses of
participants. Moreover, the interviews were conducted using the Indonesian language so that the research participants could express their opinions and feeling as nice as possible. In the interviews, the participants could share their experience of English teaching and learning process material used at the SMK. Indeed, the interviews were intended to gather the information of students’ motives,
expectation, and opinions about advantages of English lesson for their vocational education and future career.
Research Setting and Participants
accessibility to conduct the research in the school. Third, the location of SMK Muhammadiyah Gamping is near Universitas Muhammadiyah Yogyakarta where the researcher has currently been studying so that it could save time and money.
Furthermore, there were four students as the participants of this research. The participants were two female and two male students of fashion design and automotive engineering. The participants’ identities were mentioned as
pseudonym (as Rose, Fionn, Lily and Ezhar) to keep their privacy. The
participants were grade X students of batch 2015/2016 at the SMK. At grade X, there were four classes including fashion design, automotive, and mechanical engineering class. The researcher utilized purposive sampling for this research that she took the sampling for being the interviewees from one grade level purposively. “The purpose of stratified purposeful sampling is to capture major variation rather than to identify a common core” (Patton, 2002, p.240). The participants of this research were chosen from students of grade X as
recommended by the English teacher at the school. Besides, only the students of grade X were able to do the interviews.
Data Collection Instrument
theories related to this study. The questions were related to students’ opinion on English teaching and learning process and the materials used at the SMK,
teachers' performance in teaching, learners’ performance in learning. Besides, the guideline, recorder, and note were used as the tool to ease the researcher for gathering the data. The interview was implemented about thirty two minutes and seventeen seconds for all of the interviews; seven minutes and thirty seconds was for Rose’s interview, nine minutes was for Fionn’s interview, eight minutes and
fifteen seconds was for Lily’s interview, and seven minutes and twenty nine
seconds was for Ezhar’s interview.
Data Collection Procedure
In the process of collecting the data, the researcher did several steps. First, the researcher asked permission to the institution, the school, and the teacher. Second, the researcher selected four students as the interviewees of the research. Third, the researcher contacted the students for requiring consent from them. Before the interviews, the researcher explained to the participants the aims of the interviews and asked them to answer the questions as honest as possible. Then, the researcher did the interviews.
Data Analysis
Lindsay, 1998). First, the researcher did the interviews and recorded the conversation during the interview process. The recording of the conversation aimed at detecting the interview results in detail. After all the data of the interviews were gathered, the researcher transcribed the data into written data. Then, to ensure the data, she did member checking that she rechecked the
Chapter Four Finding and Discussion
In this chapter the researcher presents the finding and discussion about students’ perception on English Lesson at SMK Muhammadiyah Gamping Yogyakarta. The study reports here to reveal students’ perception of English lesson by looking at what students think about teaching learning process and material use in English class. The findings were presented into two parts topics of discussion in the following. The first one presented students’ perception on teaching learning process of English lesson. The second topic answered the questions of students’ perception on material used of English lesson. The
interview guideline for analyzing of the research study can be found in Appendix I. For the discretion of participants, the researcher presented their identities as pseudonym (Rose, Fionn, Lily and Ezhar).
Students’ Perceptions on Teaching Learning Process of English Lesson
In teaching learning process there are several components which determine whether or not the lesson successfully, these are curriculum, method, teacher and learner. In this study, the researcher discussed about four components above related to its common meaning not on its specific meaning but in general one. Therefore, the finding of these four components related to English teaching learning process was revealed below.
learning process. There were two finding on students’ perception related to their awareness in the purpose of teaching learning process. The first, it was found that teaching learning process is purposed for mastering language skills. Second, student mentioned that English teaching learning process could support their future career.
Related to the finding of students awareness of teaching learning process purpose, that was for mastering language skills, Rose said, “English is
international language so, it is important to learn English and I want to master it as well as possible” (P.1.5). She also added, “…I think by learning English, I can use it as the provision to communicate with native or foreign people” (P.1.7). In that Fionn also claimed, “I think English class is conducted to increase learners’ speaking ability” (P.2.6). Besides, Ezhar said, “The purpose of English teaching
learning process is to enhance students’ speaking and writing skill” (P.4.7). Thus
the students explained that the purpose of teaching learning process conducted is for increasing students’ language ability.
Furthermore, related to teaching learning process as the provision for future career in order to ease them for interacting with the foreigner in the work, Rose said, “I learn English to enhance my knowledge about English and to prefer
myself for global competition” (P.1.6). Then, she also added, “I think English is
people in the job” (P.3.4). Thus, they explained that English lesson is purposed as the provision for their future career in the work.
The finding on this case was concerned on student perspective through their awareness on the purpose of teaching learning process. The finding is in line with Ministry of Education in English lesson curriculum 2013 (2014) mentioned that the aims of English Lesson for SMK are to develop students’ attitudes,
knowledge, and communicative skills by using active communication both receptive and productive. According to the data result, students pointed out that teaching learning purposed to provide more opportunities for increase language skills and interact in English. Then, the finding also relevant with the
argumentation from Focho (2010) that he mentioned the roles of English are for academic success, international job opportunities, international communication and global education. Thus, students explained that teaching learning process could help them to learn English lesson through classroom context to gain a better understanding and beneficial for their future career in the work. .
Finding 2: Students’ perception on the teacher teaching method. The finding of students’ perception on teaching learning process method showed that
there were positive and negative opinions. The finding was showed that some students seemed like the method used by the teacher. Besides, related to the negative opinion students felt less satisfied teacher teaching method.
the teacher usually divided us into group, and that made us easier to do the task” (P.1.10). She explained that she affected the way of teaching learning activities engaged, because the English teacher often used group method as the problem solving activities. Moreover, Lily also stated, “I like the way teacher used in teaching learning process, because usually after she explained the material she gave us some exercise and if there were any mistakes she corrected us directly” (P.3.7). She also mentioned that during teaching learning process the English teacher write the material on the whiteboard and then the teacher explained the material, and it helped the students to understand the English materials. Both participants brought out their affection on the English classroom activities that used by the teacher. Thus, their positive attitude toward the method used was because the teacher used appropriate way of teaching and that was compatible with students’ needed.
On the other hand, Fionn and Ezhar were shown different argumentation on the method used in teaching learning process. On this finding they felt less satisfied with the way or the method used. Fionn argued, “I like when the teacher explain the material, but, sometimes she only left the material and asked us to rewrite, and that condition made me less pleased” (P.2.8). Then, he added,
“Sometimes the teacher only order us to do a task or rewrite material, without any explanation before, and that was made me less pleased” (P.2.9). He also
perceived, “I felt less pleased, because there were students that didn’t pay attention during the teacher explaining the material and they were make some noisy” (P.4.10). He added, “Actually teacher has asked them to keep silent, but
they didn’t notice that and it was very disgusting” (P.4.11). He also told that he hopes the teacher find the way or activities to take students attention during teaching learning process. Accordingly, students was shown that they felt less satisfied on teaching learning process method used in the classroom. They mentioned that they did not like the way teacher used was because the teacher sometime less responsible on managing class activities and discipline and the way teacher used in teaching were less appropriate with their needed. Thus, they hoped the teacher could create, choose or use better way of teaching learning process in the future.
From the finding above, it was shown that there were two findings of students opinion on teaching learning process method used. The finding was found that there were positive and negative argumentations through teaching learning activities in the classroom. These cases were caused by teaching learning method used, and it is in line with Nunn (1996) in Varda, Retrum and Kuenzi (2012) argued that students participation could be affected by teaching method used in the classroom and students learning outcome as well. According to Imsen (2009) in Hadjerrouit (2015) explained that the justifying on whether or not the teaching method good is not easy to measure, because it affected by many factors, such as teachers’ standard evaluation, learning methods applied, students’
Hadjerrouit (2015) also stated that teaching methods should be custom with the material taught, context, the characteristics, interest or need of teacher and students. If teaching method used is focused by the teacher only on sharing and transmission knowledge, he/she might arrange to maximize the delivering
material and minimize time and effort. As a result, both interest and understanding of students may get lost (Ganyaupfu,2013). Thus, the finding was found that the teaching method used by the teacher through class activities affected students’ feedback on teaching learning process. It was shown that the students in negative opinion have the opposite treatment of teaching method used from students in positive opinion. Therefore as the solution of student negative attitude, the teacher might explain the material first, gives some exercise as well and give more
attention to what student needed in teaching learning process activities.
Finding 3: Students’ perception on teacher in teaching learning process. Based on the interview result, it was found that the students generally felt positive towards teacher on teaching learning process in the classroom. The students agreed that the teacher of English has a good personality in English class. The students also mentioned that the teacher is very helpful for the students to understand the English lesson.
exercise and if there is the wrong answer she always gives us the correction”
(P.3.1). She explained that the teacher has good performance in the classroom during the lesson. Thus, they agreed that the teacher is good, because the teacher is explaining material well and facilitating them as well as possible.
Related to the finding of the teacher is very helpful, Rose said, “Teacher is adding and increasing students understanding about English knowledge” (P.1.1).
She also added, “…after following English class and the teacher explaining I can understand English knowledge more” (P.1.2). So was Fionn said, “Teacher help the student to understand the material” (P.2.2). In that, Ezhar claimed, “Teacher is very helpful in teaching learning process, especially on increasing student
understanding on lesson” (P.4.2). Thus, they mentioned that the English teacher was helpful in the process of teaching learning English in the classroom.
This finding is consistent with the proposition of teacher responsibilities that claimed by Zombwe (2009), “Some responsibilities of teacher are as the resource of knowledge, facilitator, maintain the discipline, creative researcher, role model in good behavior, mentor and an evaluator”. The result also in line with Wilson and Peterson (2006) stated that teachers must systematically consider their learning goals and their students, the subject matter they want students to learn, and select pedagogical strategies that will enable student learning. The finding above found that learners do not have problem with teacher role towards the English lesson in the classroom. Furthermore, the reasons for students’
It was shown that the teacher has good personality and very helpful in teaching learning process.
Finding 4: Students’ perception on students’ role in teaching learning process. This part talks about the students’ own role in teaching learning process. There were two findings related to the learner role and performance in the
classroom. The finding showed that the students agreed that learners’ role is learning. However, the finding also found that during the lesson there were negative and positive on how students perceived of their roles in the teaching learning process in the classroom.
Related to the students’ role, Rose said, “Student/learner role is studying
in order to master the taught knowledge” (P.1.3). Fionn in his answer of the interview stated, “Student should mastering English lesson well” (P.2.5). So was
Lily argued, “Learner duties are learning, doing exercise, and receiving material”
On the other hand, there were students who showed negative performance students. The student interviewed explained that the different students’ responses during the lesson are because of different perspective towards the English lesson. Fionn said, “Student role is learning, but, there are some students that less interest to English lesson so there were only few students who pay attention and these students cheat on their friend to do homework” (P.2.3). So was Ezhar stated, “Basically, learner duties are studying and completing task, but sometime there
were some of students don’t pay attention to the lesson teaching learning
process”. They mentioned that during English teaching learning process there are some students who didn’t pay attention and to do the homework or exercise they
cheat on their friend. Related to the reason of this finding, Ezhar claimed, “Some students don’t pay attention to the lesson caused of less interest felling and they thought that it was difficult lesson” (P.4.4). He added, “Because student thought that the lesson is difficult so during teaching learning process the students are busy by themselves and if there was a task they cheat on others” (P.4.5). Fionn also mentioned, “Some students said its difficult to learn, cause of the different
sound and written” (P.2.4). They explained that the difficulty perception of English lesson appears through students’ perspective cause of the different pronunciation and written of English material.
gathering information, taking a note, sharing ideas one another, evaluating their work and planning what to do. However, the participants in this study also
mentioned that the learners have problem that caused by the difficult perceptive of English lesson, which is effecting their action in English class.
Students’ Perceptions on The Material of English Lesson Used in The
Classroom
In material of English lesson use there were several components which determined whether or not the lesson material used appropriately, these were material use, material source and media. In this study, the researcher discussed about three components above related to its common meaning not on its specific meaning. Therefore, the finding of these three components related to English material used was revealed below.
Finding 1: Students perception on the material used in English lesson. The interview result found the students interviewed expressed that the use of English material in the class was appropriate and could helped them to gain a better understanding of English lesson material. The finding showed that there were two perspectives on material use; how far the material helps the students to master the skill and how appropriate the material use based on students’ opinion.
English material use allowed the students to increase their language skills (reading, writing, speaking and listening). Others, Ezhar thought that the English material is interesting to learn because it comes from the foreign language. He mentioned, “English is interesting to learn because it is foreign language” (P.4.14). From these students interviewed it could be affirmed that the use of English material could help them to ease the learning process, and they felt interested on it.
Another case, Lily argued that the material used was still less appropriate. She said, “I think the material use is less effective, because the teacher only used
one source of book and the supplied dictionary was limited” (P.3.9). She explained that the uses of English material need to be expanding and not
monotonous on using one lesson book. Then, she mentioned, “I hope the teacher could use some other kind of books which are more fun and interesting” (P.3.10). Thus, she claimed that she felt the use of English material less effective because she believed the English teacher could be more innovative and creative. In order the material might increase the probability of making it more interesting and have a certain quality.
The finding of textbook use is in line with the claim that, “Based on the
benefits offered in textbooks, teachers’ ways of teaching usually depend on the use of textbooks in classroom” (Diniah, 2013). Besides, the textbook is arranged to develop students’ language skills and it is provided as text-based learning in the
meaningful and interesting for students”. Moreover, the finding is relevant with the statement claimed by Howard and Major (2004), they stated that the
appropriate material should be contextualized, stimulate interaction, encourage learner to develop learning skills and strategies, offer opportunities for intergrated language used, attractive, have appropriate instruction and flexible.
Finding 2: Students perception on the material source of English lesson. The interview result showed that majority of the students agreed that the material source used is book. According to the interview data, students affirmed that the book helped them to understand the English material and increase their language skill and the book contents are useful and appropriate with their needed. It was shown positive opinion related to the material source in English lesson.
Related to the finding mentioned above, Rose said, “By the book
existence, our understanding of the English material is easier” (P.1.17). Besides, Fionn also argued, “The book contents are very beneficially to enhance language knowledge which is used as the work provision” (P.2.14). They explained that
through English book, they also learnt daily expressions. Such as Lily stated, “I like the material content because relevant with daily conversation needed” (P.3.13). Then, Ezhar also reflected that the use of book helped them to increase the language skills. On that he said, “I like the book, because it helps me to
increase my language skills especially speaking and writing skills” (P.4.18). Thus,
In conclusion, the finding above was denoted that the students have positive responses through the use of book as the source of English material. As a result, students showed that they enjoy for learning English by book. And they apply it to enrich their language knowledge and to ease them for improving their English quality. Such as Crandall (as cited in Richard, 2015) stated, “Language lesson include the use of authentic and adapted materials that are appropriate to the cognitive and language proficiency level of the learners or that can be made accessible through bridging activities”. Thus, the finding was found that the
material source used is based on adapted material which is sourced from English lesson book. It was shown that book as the source could help students to
understand the English material, increase their language skills and the book contents are useful and appropriate with their needed.
Finding 3: Students perception on media used of English lesson. The students interviewed pointed out that the teacher used no others media but book as the media of English lesson learning. The finding found that book as learning media could help students to develop and enhance their understanding of English lesson material. Beside, students also suggested that the teacher need to add other media for English lesson.
(P.2.16). They pointed out that book also provided opportunities for the students to improve their language skills especially to communicate and interact with others by using daily conversation material.
On the other hand, students also explained that the teacher allowed students to use book and internet as the media of learning, but the internet only used as online dictionary. Lily said, “The use of book as media is very helpful for the students to understand the English material and increase our skills; listening, speaking reading and writing, but I think the most difficult is speaking skill, if only the teacher facilitate us by another media such as language laboratory or watching movie we could listen and practice directly” (P.3.15). Others, Ezhar also argued, “The book could help us to understand English lesson, but, I think the teacher might use other media such as video that enable us to learn the expression and pronunciation of the native speaker, and I suppose it also could bring student attention” (P.4.19). Thus, both participants mentioned that the used of internet was infrequently and only for dictionary used. Whereas, during the English class, not all of students would pay attention to the lesson delivered process. Therefore, they suggested that the teacher need to add another learning media to support their process in mastering English and to take student attention during the lesson.
The finding might be related to Sudiran (2015) claimed that “Both manual and electronic media are very important to help students gain the learning
Chapter Five
Conclusion and Recommendation
In this chapter the researcher attempts to extend conclusion and
recommendation from the result study of students’ perceptions on English lesson at SMK Muhammadiyah Gamping Yogyakarta. The conclusion of this study was revealed based on the finding and discussion from interview data result. To
conclude at what students perceive about English lesson. Then, the researcher also recommended some suggestion for some parties which have the duties related to this study subject.
Conclusion
This research aimed to investigate students’ perception on English lesson
at SMK Muhammadiyah Gamping Yogyakarta. The study perception on English lesson related to teaching learning process and material use. The data was
obtained through open-ended interview. This study was presented as descriptive qualitative method. The interview guidelines consisted of some basic questions that created to answer the research question and related to the purpose of this study. After the data was collected the researcher transcribed, analyzed by coding, interpreted and selected the data based on study purpose.
Regarding to students’ perception on English lesson at SMK
Others, student affected teacher in teaching learning process, because the teacher has good personality and helpful in understanding material. Lastly, related to learner performance, there were a group of students who paid attention well and did what must to do, and another group was the opposite. The different students’ responses during the lesson were appeared because of different perspective towards the lesson goals and difficulties. Those, different perceptions finding were indicated based on students point of view on teaching learning process in English class.
used as online dictionary. They also suggested that the teacher need to add another learning media to support their process in mastering English in order to take student attention and participation during the lesson.
Furthermore, students were identified some problems in English lesson that related to teaching learning process and material use. They revealed that there might learner discipline problems on student performance in English class. There was also problem on the way or method teacher use in teaching learning process activities. The last was the effectiveness problem on material used and English lesson media used in the classroom. It seemed that the problems identified related to the students experience, perceptive, and they need in English lesson class. Recommendation
After the finding has been known, the researcher proposes some
recommendation deal with this research. The recommendation is beneficial to the teachers, students and next researchers.
Furthermore, the result of this research is expected to impress the teachers that students’ perception is having important role in teaching and learning success. That is why the teachers should observe student language skills development through their daily attending in English class. In addition, teachers can guide students to develop their language skills, by looking at what they perceive on their learning process and measure what the missing point that might cause the problem appeared.
The students. There are some recommendations that are given by
researchers to the students such as students are expected to be more aware that the success of teaching learning goals not only depends on teacher but also students. They are also expected to be more active in learning activities and be able to express their opinions or feedbacks to the teacher in the form of questions, answers, correction and suggestion. Moreover, students’ perception or feedback is very beneficial for their learning success. The result of this research is able to make students more understand that teaching learning success is created by the collaboration by both teacher and student roles. In addition, through students’ perception expressing, students are also able to train their communication skill and interaction skill.
