STUDENTS’ PERCEPTION ON THE TEACHING MATERIAL OF ENGLISH AT
LEVEL 1 AT PUSAT PELATIHAN BAHASA UNIVERSITAS MUHAMMADIYAH
YOGYAKARTA
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
for the Degree Sarjana Pendidikan
Tindra Larastika Pangasti 20100540010
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
STUDENTS’ PERCEPTION ON THE TEACHING MATERIAL OF
ENGLISH AT LEVEL 1 AT PUSAT PELATIHAN BAHASA
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
for the Degree Sarjana Pendidikan
Tindra Larastika Pangasti 20100540010
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
i
Acknowledgement
This skripsi would not be completed without supports from many people. I thank my supervisor, Gendroyono, M.Pd, for guiding me to complete my skripsi.
I thank all the English education department students, academic year 2010 who gave me support during my study. All your support has made my journey enjoyable.
This study cannot be completed without the involvement of my
participants. I am greatly indebted to all participants who took their valuable time to participate in my study and shared their valuable opinion relate to the study.
ii
Personal Statement
I, who sign below,
Name : Tindra Larastika Pangasti Student’s Number : 20100540010
Program Study : English Education Department Faculty : Language Education Faculty
University : Universitas Muhammadiyah Yogyakarta
honestly declare that this skripsi which I wrote does not contain the works or part of the works of other people, except those cited in the statements and
bibliography.
Yogyakarta, 20 February 2016 The Writer
Tindra Larastika Pangasti
iii
TABLE OF CONTENTS
We hereby approve the Skripsi of ...i
Abstract ... ii
Acknowledgement ... iii
Personal Statement ...iv
Chapter One ... 1
Introduction ... 1
Background of the Research ... 1
Statement of the Problems... 2
Question of the Research... 3
Objective of the Research ... 3
Limitation of the Problem ... 3
Significance of the Problem ... 3
Outline of the Research ... 4
Chapter Two ... 6
Review of Literature ... 6
Theories on Perception ... 6
Theories of Teaching Materials ... 7
Review of the Previous Research ... 16
Chapter Three ... 18
Methodology ... 18
Research Design ... 18
Research Setting ... 19
Research Participant ... 19
Data Collection Method ... 20
Data Analysis ... 21
Validity ... 22
Chapter Four ... 23
Findings and Discussions ... 23
Students’ perception towards the relevancy of the teaching materials... 23
iv
Students’ perception towards the sufficiency of the teaching materials ... 29
Chapter Five ... 36
Conclusion and Suggestion ... 36
Conclusion ... 36
Abstract
Teaching materials have important roles in learning process. Teaching materials can gain students’ attention. This study aims to examine students’ perception towards teaching
materials used in Pusat Pelatihan Bahasa (PPB) UMY. Their perception can be suggestion for better teaching materials.
The data collection method employed in this study was interview. Three students in level one of PPB UMY participated in this study. They were invited to attend interview session. They were interviewed one by one. The interview was recorded.
The research found that teaching materials can be said relevant to the curriculum. This is caused by what is written in the textbook suit to the passing standard. This textbook is consistent in term of language and exercise. However, in terms of sufficiency participants stated that the textbook is less sufficient to improve students’ ability.
Chapter One
Introduction
In this chapter, the researcher presents several points to discuss the main problem of the research. The chapter is arranged into background of the study, statement and limitation of the problem, research question, the purpose of the research, significance of the research and outline of the research.
Background of the Research
The role of teaching material is important to achieve learning objectives. Djono (2013) stated that teaching materials can improve effectiveness and efficiency of learning and also attract student’s attention. Djono (2013) added that the teaching materials can be guide for the teachers who direct the learning activities and contain the substance of competence that will be taught. Teaching materials are materials used by teachers in the learning process systematically arranged both writtenly and unwrittenly. Muhaimin (2008) stated that teaching materials are all kinds of materials used to help teachers in implementing learning activities. Teaching material has two advantages, for students and teacher. For students, it can help them in teaching learning process both in school and at home. For teacher, teaching material helps teacher in teaching learning process as the guiandce. Basically all levels of education require teaching materials, both from the primary level to elementary school through college. Therefore the selection of instructional materials should be in accorandce with the needs of students in order to achieve the learning objectives.
To maintain the students’ abilities in English language, UMY has education
consists of 20 to 35 students. Each student in each level gets one textbook that will be used during the class in each level. One course in one level will take one semester.
In the selection of learning materials for the students, it is very important to achieve the learning objectives, so there are some elements in the teaching material to know if the teaching material used is good. Besides that, this should be based on the students need. The elements to considered are the layout of learning materials, degree of difficulty in learning materials or textbooks used and the content of learning materials whether they are in
accorandce with the syllabus or not. Based on the background, the researcher was interested in conducting the research about the students’ perceptions towards teaching materials in Pusat Pelatihan Bahasa (PPB) Universitas Muhammdiyah Yogyakarta (UMY).
Statement of the Problems
The issue of developing the content and learning materials as well as how student learn is not a simple process. Based on the report of the Directorate General of Primary and Secondary Education Ministry of Education (2006) that the important issue often faced by teachers in learning activities are either choosing or defining appropriate learning material in order to help students achieve the competency. This research explore about students’
perceptions towards the teaching materials used in PPB UMY.
This paper focused on several issues. First, the student’s perception towards materials used in PPB UMY. Second, the qualification of teaching materials that meets the standard of good material criteria and also the qualification of materials used in PBB UMY to meet the students’ needs.
The research question of this research is what is the student’s perception relevancy based on consistency and sufficiency on teaching material of English level I at PPB UMY in terms of relevancy, consistency, and sufficiency?
Objective of the Research
The objective of this paper is to explore the students’ perception on teaching material of English level 1 at PPB UMY.
Limitation of the Problem
The research on student’s perception toward teaching materials at PPB Universitas Muhammadiyah Yogyakarta was only limited to the student’s perception based on
relevancy, consistency and sufficiency of teaching material of English level I at PPB UMY
Significance of the Problem
This research will have several benefits as follows:
1. For the researcher as the prospective teacher. This research will help the researcher choose the appropriate teaching materials used in teaching process or the suitable materials that fit with student’s needs.
3. For the institution that publishes or use the book. This research will answer all their needs about further improvement for the next revised book. This research gathers data from respondent that used their book.
4. For the lecturer, the result of this research helps the lecturer find out about student’s perception towards teaching materials provided by Pusat Pelatihan Bahasa (PPB) UMY. Furthermore, the teacher can reflect and improve their competencies especially in using teaching materials and deliver it to their students.
Outline of the Research
Chapter Two
Review of Literature
Theories on Perception
Young (1956) identifies perceptions as activities of sensing, integrating and valuing to physical objects or social objects, thus sensing depends on physical stimulus and social stimulus around the observer. The sensing process gathered from environment will be collected with former experiences. Walgito (2003) states that perception is psychological process and the results of sensing and the last process of conscious to form thinking process.Sunaryo (2004) explains that perception is end process of observation, initiated by the sensing process, then transmitted to the brain and the individual is aware of something that is perceived. Furthermore, Gibson, et al (19 njmk,65 csd89) in the book of
Organizational Behavior and Management Structure; provides a definition of perception, as a cognitive process that is used by individuals to interpret and understand the world around it. Gibson also explained that the perception is the process of giving meaning to the environment by the individual. Therefore, each individual gives meaning to stimulate differently, even though has the same object. The way people look at the situation is often more important than the situation itself. The same notion put forward by Robbins (2007) that, same perception can be regarded as a process in which individuals organize and interpret their sensory impressions in order to give meaning to their environment because individual behavior are often based on their perception of reality, not reality itself. Kotler (2014) describes the process of how one's perception to select, organize and interpret information inputs to create an overall picture that is meaningful. Mangkunagara (in Arindita, 2002) argues that perception is a process of giving meaning or significance to the environment. In this case the object of perception included interpretations, receipt of a stimulus (input), the organization of the stimulus, and the
formation. Robbins (2007) also describe perception in relation to the environment, which is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.
According to explanantions mentioned above, perception can be described as a sensing process. Sensing process commenced with stimulus received by individuals’ sense organs, then intepreted by this individu so that they can be understanding the meaning. In the learning process, stimulus is given by the instructors to the learner. The stimulus provided by the instructors have diverse forms. one of the stimulus that will be discussed in this research is the teaching materials.
Theories of Teaching Materials
Muhaimin (2008) stated that teaching materials are all kind of forms of materials that are used to help teachers or instructors in implementing learning activities. Meanwhile, according to Majid (2007), teaching materials are all kinds of materials, information, tools and text are to help teachers or instructors in carrying out the teaching and learning
activities. Materials can be written or unwritten material. Majid (2007) added that teaching materials or curriculum (curriculum material) are the content or the curriculum that must be understood by students in order to achieve the objectives of the curriculum.
According to the National Centre for Competency Based Training (2007), the notion of teaching materials are all forms of materials used to help the teacher or instructor in implementing the learning process. Intended materials can be written and unwritten. The views of other experts say that the teaching material is a set of systematically arranged
materials are materials or materials arranged in a systematic lessons, which are issued by teachers and learners in the learning process.
According to Chomsin and Jasmadi (2008), teaching materials is a set of facilities containing learning materials, methods, limitations, and how to evaluate systematically designed and attractive in order to achieve the expected goals of achieving competence and sub competence in all its complexity. Subjects or teaching materials are materials packaged as a material to be presented in the learning process. Teaching materials are the form of presentation that contains a description of the facts and principles, the norms relating to the rules, values and attitudes, as well as a set of actions or motor skills. Thus, the teaching material basically contains about knowledge, values, attitudes, actions and skills that contains the messages, information, and illustrations in the form of facts, concepts, principles, and processes related to a particular subject are directed to achieve learning objectives.
According to the Directorate of High School (2008), the notion of teaching materials are all kinds of material used to assist teachers in conducting teaching and learning
activities. Material in question can be written material or materials are notwritten. Basedon these definitions, it can be concludedthat theteaching materialis a learning component that is used by the teacheras learning materials for students and assist teachers in conducting teaching and learning activities in the classroom.
According Koesnandar(2008), the type of instructional materials by subject consists of two types, among others: (a) teaching materials purposely designed for learning, such as books, handouts, worksheets and modules; (b) teaching materials were not designed but can be used to study, for example, clippings, newspapers, films, advertisements or
Based on the technology used, Directorate of High School(2008) grouped teaching materials into four categories of teaching materials, namely printed teaching materials (printed), among others, handouts, books, modules, student activity
sheets, brochures, leaflets, wall chart, photo or image,and model. Audio teaching materials are, among others, cassette, radio, phonograph records, compact discs and audio. Audio-visual teaching materials are video compact discs, and movies. Interactive multimedia teaching materials (interactive teaching material) such as CAI(Computer Assisted Instruction), compact disc(CD) multimedia interactive learning and web-based teaching material (web-based learning material).
Development of teaching materials should be based on the analysis of the needs of students. There are a number of reasons why it is necessary to develop teaching materials, as mentioned by the Directorate of High School (2008: 8-9) as follows.
1. Availability of materials as demanded by the curriculum, it means learning materials should be developed according to the curriculum
2. Characteristics of the target, meaning that teaching materials developed can be tailored to the characteristics of the students as targets, these characteristics include environmental, social, cultural, geographical and developmental stages of students 3. Development of teaching materials should be able to answer or solve problems or
learning difficulties.
Thus, the development of teaching materials in schools need to pay attention to students' characteristics and needs of students according to the curriculum, which
requires the participation and activation of students more in the learning. Development of student activity sheet into one alternative teaching materials that will be useful for
Gurung (2011) reports that research on textbooks typically falls into three categories. First, it examines the content of books, generally documenting extensive similarity between topics covered in introductory texts. Second, there is research that looks at the effectiveness of the pedagogical aids provided by the textbooks including how students use those aids. Finally, there is research which assesses how instructors rate and select textbooks. According to the further explanations mentioned above, learning materials become the stimulus for the students. And this paper will explore more about the stimulus given by the learning materials compare with the student’s perceptions gained from learning materials.
UNESCO underlines the important of learning materials on their published modules. It states that besides teacher qualifications and school facilities, another important
determinant of quality of education is the teaching and learning materials. It is essential for quality materials to be made available to the teachers and students in adequate
quantities to support the teaching and learning processes. Furthermore, UNESCO
explaines that ideally, every student in every class should possess his/her own copy of the textbooks required by the school for each grade and each subject. The textbooks may be new or previously used by other students. Textbooks may be provided by the school, their parents, friends or other bodies such as NGOs. The percentage of students who do not have the textbooks they need for their classes is an important indicator that may be calculated
from data in the school records. Learning materials usually become main source in the
learning process. It contains objectives and guiandce for both teacher and student
during learning process, eventhough teacher has additional book for help them
teaching. This book contains with learning objectives that has been set by authorities.
For example, language institutions in European have frameworks to maintain and unite
Reference for Languages (CEFR) becomes guidelines used to describe achievements of
learners of foreign languages across Europe and other countries. This framework has
been widely accepted by international institutions.
Gafur (1994) explained that some of the principles that need to be considered in the preparation of teaching materials or learning materials among others include the principles of relevance, consistency and adequacy. The third application of these principles described as follows:
1. The principle of relevance, meaning linkages. Learning materials should be relevant with the achievement of Passing Standard (Standar Kelulusan/SK) and Basic Competency (Kompetensi Dasar). The easiest way is to ask questions about the basic competencies that must be mastered by students. With this basic principles, the teacher will know whether the material to be taught as the material about facts, concepts, principles, procedures, attitudes aspect or aspects of the psychomotor so that in turn the teacher avoid mistakes in the selection of the type of material that is not relevant to the achievement of SK and KD.
2. The principle of consistency, it means constancy. This means that there is conformity whether in quantity or number between competences and teaching materials.If the basic competencies that want to be taught include all four language skills, the material
chosen/developed also includes all of fourth of it.
a. Ranging from easy to difficult to understand, from concrete to abstract understanding. Students will be easier to understand a particular concept when starting from a simple explanation or something concrete, something tangible in their environment. For example to explain the concept of the market, then students are invited to talk about the markets that are in place they live. After that, we can bring them to talk about the various types of other markets.
b. Repetition will strengthen the understanding. In learning, repetition is necessary so that students better understand a concept. Although the same meaning, something that repeated information, it will be mark in the memory of the student. Positive feedback will provide reinforcement to the students' understanding.
c. Positive feedback will provide reinforcement to the students' understanding. Often we take lightly to provide the modest respond on students' work. Whereas respond given by the teacher to the students will be strengthening on students. The words of a teacher as a 'yes, true' or, 'yes you are smart' or, 'it is true, but it would be better if it like this ...' will give rise to confidence in the students that he had answered or doing something right. Instead, respond negatively will discourage students. Do not forget to give positive feedback to the student's work.
d. High motivation to learn is one of the critical success factors. A student who has a high motivation to learn will be more successful in learning. It is one of the tasks of teachers in implementing the learning is to give encouragement (motivation) to make students want to learn. Many ways to provide motivation, among others, by giving praise, by giving hope, by becoming clear objectives and benefits, by giving examples, or saying something that makes students enjoy learning, and others.
competence, needs to be made between the objectives. Like stairs, the width of the stairs we go the more difficult, but also stairs that are too small too easy to pass through. To that end, the teacher needs to prepare rung fitting learning objectives, according to the characteristics of students. In teaching materials, these stairs are formulated in the form of indicators of competence.
f. Knowing the results achieved will encourage the students to continue to achieve the goal. In the process of learning, the teacher is like a tour guide. Thus, all participants can reach the destination safely. In the study, each child will achieve these goals at their own pace, but they all will be up to the goal albeit with different time durations. These are some of the principles of mastery learning.
(National Center for Vocational Education Research Ltd / National Center for Competency Based Training in the Ministry of National Education, 2007: 3). The material contained in teaching materials students are expected to be studied as a means to achieve a standard of competence and basic competences. The material refers to the cognitive, affective and psychomotor. From the above understanding that teaching materials to function properly it must be characterized by the following features:
a) Raises interest in reading
b) Written and designed for students c) Explaining the instructional objectives d) Compiled by flexible learning patterns
e) Structure based on the needs of students and the final competence to be achieved. f) Provide opportunities for students to practice
g) Accommodate the difficulties students h) Provide summary
j) Density based on the needs of students k) Packed to the instructional process
l) Have a mechanism to gather feedback from students m) Explains how to study the teaching material.
From the literature review above, we can elaborate concept to form the conceptual
framework. The students’perceptions on teaching materials are formed by their orientation to studying and their context of learning. The three main causes of student perception can be described as the relevance, consistency, and sufficiency. All of this elements will be presented on the questionnaire giving to the respondents.
Review of the Previous Research
Literature shown that there are a lot of studies regarding the teaching materials evaluation. A number of researchers have applied different method of evaluate the teaching materials. Yildirim (2006) on his research titled High School Textbook in Turkey from Teachers’ and Students’ Perspectives: The Case of History Textbook focused on how teachers and students assess high school history textbook in terms of their physical
appearance, illustrations, content, language, flow, questions, and impact on student thinking and interest. This researched concluded that conformity and centralized curriculum and the approval process by the Ministry of National Education are not sufficient in providing schools with quality textbook.
textbooks was effective in terms of selection and organization of contain features, but the students did not aware with of the organization and grading of the materials.
Chapter Three
Methodology
This chapter discussed methodology of the research. The first part of this chapter discussed the research design implemented in the study. Then a second is description of
participants. The next chapter explained about data collection method and reasons why choosing that method. Then, the data collection procedures was described in this part. And in the last part, data analysis process was explained to complete the description of the methodology for this research.
Research Design
The subject or participants of the research were three students who had taken English as basic compulsory subjects. This research focused on novice level of student who have little competency in English and compare with the materials given during the classes for knowing the perception towards the materials used for the students. Subject must have finished the class for first semester so, they have enough competency in materials given in the class and have enough adequacy to understand the materials used during the class. This purpose is to gather as much as information from the objects to know their perceptions towards learning materials used during the learning process.
experience. In addition, Berg (2001) stated that by using qualitative research, the researchers are allowed to share and explore people’s understanding and perceptions and also give meaning in daily live.
Research Setting
The researcher conducted the research in 2015. The research took place at Pusat Pelatihan Bahasa (PPB) of Universitas Muhammadiyah Yogyakarta. The reason why the researcher chose this institution was PPB has English language class with leveling system. There were eight level in PPB. Each level has different teaching material or textbook. This English class is mandatory for every students of UMY from various faculties. Each student must enroll for placement test to determine their class in English language. To fulfill the needs of each level, PPB UMYwrote their teaching materials.
The researcher was interested in investigating the student’s perception towards teaching materials used by PPB UMY for teaching and learning. The researcher focused on first level student of English class on PBB because they have a new experience in learning at PBB based on teaching material. Therefore, their perceptions were determined after the course finish. Their satisfaction and their willingness to continue to the next level was one of their perception.
Research Participant
conducting English. Another criterion to choose the participants was based on their final score. The researcher chose different students who get score A, B, and also C. From those final score, the researcher has one of effects of teaching materials used by PBB UMY. From the criteria above, it was assumed that the researcher got various response and perceptions from students who have different results when they get the interview.
Data Collection Method
Research design was needed to conduct the research to gather and analyze the data. In order to answer the research question, the researcher conducted qualitative research based on case study at Pusat Pelatihan Bahasa UMY ( PPB UMY ). This study used interview as the data collection method. Interview is often used in a qualitative research and considered as an
appropriate method since it is concerned with the information, understanding and also the feelings of the individual as stated by Hancock (2002). It is a method where respondents shared their opinion. The respondents were interviewed one by one. Recorded interviews was
transcribed in bahasa. Then they were interpreted by using English . The answer was recorded and classified for further analysis. The respondent must be at least finished their first level English classs at PPB UMY.
data and secondary data. This research was conducted by the method of communication study in primary data collection, namely by asking questions in the interview to the respondents. The interview is a set of questions to the respondents to answer. The interview was addressed to student of PPB UMY.
Data Analysis
The last step after conducting the interview is analyzing the data from the interview. To analyze the data there were three steps employed in this research namely transcribing the data, coding the data, and categorizing the data. The goal of this data analysis was to interpret student answers and the findings were reported. Briefly, the three steps were explained as follows. First, the researcher transcribed the recorded interview. After that, researcher took the important thing related to the research. These important things were put into some categories. The categories related to the research. Then researcher wrote the summary from the categorizing data. The finding and result was written into paragraphs.
Validity
Chapter Four
Findings and Discussions
This chapter presents the findings and the discusion of the study about students’ perception toward teaching materials in PPB UMY based on the data that were collected from interviews. First, the researcher gathered the information about their experience learning English in PPB UMY. Second, the researcher analyzed the data and categorized the results into students’ perception. The strengths and the weakness of each category presented by perceptions discuss in this chapter. Third, the researcher analyzed the effect of the students’ perceptions to the teaching materials.
Students’ perception towards the relevancy of the teaching materials
In the beginning of the interview, the researcher asked respondents about relevancy of teaching materials used in PPB. The relevancy of teaching materials can be gotten from passing standard in the syllabus and also the suitability of teaching materials to the students’ need.
Finding 1: Materials given by lecturer
respondents were asked about the learning material used in the class. Each participant has different perception in answering about materials given by lecturer.
For the syillabus, from the beginning of the course, the trainer was stated about it. So, It think the materials present appropriatly according to syllabus. [R.1.]
The materials presented suits with syllabus. [R.2.]
The material focuss on syllabus. [R.3.]
Materials used in PPB is good because they use about 50% of their activities to attain students’ participations [R.2.]
Material used in the PPB same like high school level and they teach over and over same thing. It is boring [R.3.]
Two of three respondents above mentioned that the materials used in PPB level 1 are atractive enough to attain students attention and participation. The learning process based in the teaching materials attract their interest to participate and practice their English . But, two from three respondents think that the material used in teaching materials in PPB UMY level 1 are not suitable for their needs in English . The materials present same as materials for high school students. Even one respondent said that the teaching materials is boring. Besides that, respondents also stated about the content of the textbook.
Finding 2: Suitability content to the level
I think there is no signifance development in the materials. If there is, the development only a little bit but I think it is same as in high school. [R.1.]
The materials presented in the book are appropriate to its level [R.2.]
Material used in the PPB same like high school level and they teach over and over same thing. It is boring. [R.3.]
Only one respondent who think that the material is appropriate. The materials in the level 1 book is not suitable for students’ need. Two of the respondents said that the material used in PPB level 1 is similar to English book for high school students. This means that the textbook has no difference with the previous material when the respondent was in senior high school. Even, the third respondent said that the material is boring because it taught the same thing over and over. The first respondent that stated irrelevant about the teaching materials said that there is no significance improvement for his ability in English . The material used in level 1 PPB UMY are basic materials that taught for all of beginner levels. It make a basic fondation for good English in further learning. This teaching materials try to generate beginner level student with the same curriculum and materials even some of the students have attain English class earlier or have not in English class at all. At first, some students will feel that teaching materials is similar for high school but the aims to get the same standard English education for all students from different faculties are the main purposes of this course. Hopefully, the students have the same ability in basic English and for students who fail the limit, have to be repeat the course. Respondents also reported about the relevancy of textbook based on the syllabus.
Syllabus should be known by students. This means that they should know what will be done in the class. That is why researcher asked about the syllabus. The content taught in the classroom should be matched with the syllabus so that the question about whether content of textbook is based on the syllabus or not
All respondents reported that contents of teaching materials is relevance to the syllabus. All of them stated the syillabus are explained before the class so, the students know what they will learn about and what are their achievements. The syillabus was always stated before the first chapter of the teaching materials or on the beginning pages of the theaching materials. It helps the student to understand the lesson and achievements and also helps the theachers about the materials they have to teach in front of the class.
This finding is in line with Directorate of high school (2008: 8-9) that stated that learning materials should be developed according to the curriculum. Syllabus is made from curriculum. That is why learning materials should be based on the curriculum. Good learning material should be made based on the syllabus. Besides that, Gafur (1994) also mentioned that material can be said relevance when this can achieve passing standard of the students. Passing standard of students have been said in the curriculum and also syllabus. This means that learning material can be said relevance when this is accordance with syllabus.
Students’ perception towards the consistency of the teaching materials
Finding 1: Language is understandable
chosen/developed also includes all of fourth of it. The question about language is whether the language is understandable or not. Students reported about the language used in the learning materials.
Language used in the teaching materials is easy to understand but lack of practices. [R.1.]
Language used in teaching is understandable. [R.2.] To me, it is fairly easy understood. [R.3.]
This consistency in the language used in teaching materials create better understanding in learning English . All of the respondents agreed with the consistency of the teaching materials so they can understand well the book. But, one respondent said that the teaching materials shoul be added with more exercise written or oral. This exercises are usefull for students to practice their lesson after or before the class, especially practice it at home. Respondents explained different perception about exercise which is in the textbook.
Finding 2: Less exercise in the class
In practices, I dont get any significance development here, so I have to add extra course in other institution. [R.1.]
For the materials is not presented in sequence. The trainer teach randomly. [R.2.]
Because I am not focussing on the materials, I want to improve in speaking and l istening for my main purposes. So, I dont care with materials. [R.3.]
repondents disagreed with the contents. Students feel difficult to understand the materials because it contents and structures not present in sequence. In this case maybe subject presented in sequence students hard to understand in learning. A respondent said that he has to add extra course outside PPB UMY to improve their English , one respondent said that the teacher teach randomly and the last respondent said that he doesn’t care with materials and prefers to ignore it.
Consistency in need when learning language, especially for beginner level who have a little knowledge or have not at all in English language. The consistency in language used in teaching materials is appropriate accierding to respondents but the contents and structure must be fixed and adjust to students’ needs for academic and profesional life. This finding is in line with Directorate high school (2008: 8-9) which stated that teaching materials should be suitable to the developmental stages of students. Level 1 is the lowest level in PPB. That is why the materials for students should be suitable for level 1. This means that this textbook us consistent in the using of language and exercise based on the developmental stages of students.
Students’ perception towards the sufficiency of the teaching materials
Finding 1: The materials in the textbook are less sufficient
Students’ perception on sufficiency relates on how the teaching materials are enough to fulfill their basic needs in further English learning and become the basic steps for their English ability. Sufficiency also relates with their feeling that the teaching materials is achievable and fulfill their goals. Students explained their opinion about the sufficiency of the textbook.
I think that, the learning material used in the course is good enough. The learning process implement not only materials textuals but also using games. However, for level 1 the textbook is not enough to improve my ability. That’s why, I need to upgrade to the level 2 or 3 [R.1.]
Improve, but not much. [R.1.]
My ability in English develop a little, but not enough significance. [R.2.]
Not much improvement. [R.3.]
The question about how the teaching materials help them improve the ability of English . All of the respondents agree that their English improved but all of them also agree that not much improvement got from the course. the perception of sufficiency in this question is low, because they think that the teaching materials have not sufficient enough to help them improve their goals or achieve what they want. This can be seen from the data that respondents felt their ability in English did not significantly improve.
Finding 2: Materials is sufficent for TOEFL
Maybe it is sufficient but I think ony for TOEFL needs. [R.1.]
Not suits with my needs, not focussing on the materials. Personnally I like listening and speaking. The materials is too contextual. [R.3.]
This question was asked to the respondent on how the teaching materials have been fulfilled thir needs in learning English . Same as the previous question, one respondent answered it in vague, he does not know whether it is sufficient or not. He thinks that some of the materials are fulfilled but the others are not. Two of three respondents answered that the materials are not sufficient to fulfill their needs in English . One of the reason is lack of practice in form of exercises. The other stated that he needs more listening and speaking practices. This finding did not show that the textbook used in PPB is sufficient as stated by Directorate high school (2008: 8-9). Teaching materials should be able to handle students’ problems or students’ learning difficulties. This means that textbook should be good in solving students’ problems for example problems in speaking.
The researher try to ask the respondents about the strength and the weakness of the teaching materials. Based on their experince and perception, the researcher gather some
information to be analyzed. All of them have the same prevelancy according to how they see the weakness and the stregth of the teaching materials.
Finding 3: Strength and weakness of textbook
The strength is easily understood but my level in English does not develop enough. [R.2.]
The weakness is the materials presented on the book is same for senior high school, the strength it easly understood. [R.3.]
All of the respondent agree when stating about understandibility of the teaching
materials. All of them answered that the strength of the teaching materials is that textbook is easy to understand. From the previous explanantion, the understandable shown in the syllabus used in the book and the language used in the book. They agree that the language is easy to understand and the syallabus in the book is highly understood and can be achieved.
All of the respondent have different opinion about the weakness of the teaching materials. One said that the teaching materials is lack of practices, the other said that he does’t improve well when learning with the book and the third said that the teaching materials used is similar to book for high school students. All of them agree that the teaching materials need to be improved especially on the contents ant structures of the book. The relevancy is low because the book is not suitable for university students and the contents is not up to date to the current situation. The sufficiency is also low beacuse the teaching materials hardly achieved their goals.
The researher try to gather much perception about their ideal teaching materials accirding to their own goal. Below are the answer gathered from the interview. The answers reflect their opinion about the ideal teaching materials because the teaching materials used now is not suitable or does not have enough sufficiency.
I think PPB Should combine between formal learning materials and informal learning materials. So, it is useful when I take TOEFL test and it useful when I talk to foreigner, beacuse in outside class we usually used informal English in daily activities. [R.1.]
Teaching materials must be improved, because the level 1 book is same as book used for high school students. [R.2.]
I think the learning process should focuses not only on the book but there may be indoor and outdoor class class, listening games, interesting game and not too much focus on the book. [R.3.]
From the answers above, the researcher analyzes that the teaching materials should be improved. Two respondents answered that the teaching materials have to be completed by daily activities conversation or colloquial verbs that usefull for them when facing daily needs. They also added that the teaching materials have to be added by outdoor and games activities. They believe that this kind of learning involve the students’ participation. One respondents answered that the book used in teaching materials shoul be improved. The improvement can be in the curriculum of the book, the contents that fill with up to date news and some games and activities. Written and oral exercises also needed for the homework activities. The respondents’ perception believe that more practice is better for their ability in English . The researcher also gathered information about the fucntion of their English in their daily activities. The usefull of English that they learnt from PPB UMY indicates the teaching materials used in course is relevant to their life.
A little bit useful outside class. Because, in the learning process, we only focuss on exercise formal not colloquial. So, outside the class I rarely use it. [R.1]
The materials are useful outside the class [R.2]
I think in the classroom, there are some students who teach repeatly but always hardly understand. But personally I already bored and outside tha class, the materials have nothing to do at all [R.3]
One respondent stated that their learning process is usefull outside the class. Because the materials containts some of the conversation outside the class, so he can practice it. One
respondent answered it doubtfully, he knows that he can use it outside the class but rarely use it. One respondents answered negatively that the materials used in the teaching materials doesn’t help them outside the class. The three different variation of answers reflect that the teaching materials are lack of variations. Some students are easily practices their learning some of them doubtfull and the rest are to scared to practice. The good teaching materials shoul encourage them to practice their English perfectly whether it is inside or outside the class. The teaching materials should encourage the participation of the students to answer the questions or practices their English .
Chapter Five
Conclusion and Suggestion
Conclusion
In order to answer the research question ” what are the student’s perception in based on relevancy, consistency and sufficiency teaching material of English level I at PPB UMY?”. The researcher held deep conversations and interviews with respondents from PPB UMY Level 1. The interverviews and conversations to answer the research question is resumed as follows.
All of the respondents were given several questions related to the research questions which divided into three main aspects namely relevancy, consistency and sufficiency. From the interviews the researcher conclude that the textbook is relevant to the syllabus which is
presented in the early class. Consistency gain good attention from the respondents. They pay attention to the language usage and syllabus that is presented well. Besides that, sufficiency of the teaching materials are low and need to be improved.Overall, the perceptions of respondent are not good enough. The teaching materials must be modified and improved according to the students’ need and the developmet of the current situation. Adjustment must be made for futher learning to differentiate with the previous study of English , so the student will feel satisfied and improved. This means that textbook used inPPB UMY is good enough in relevancy and
consistency but this has negative perception from students in the sufficiency of the textbook.
Based on the findings, this research provides some recommendations for teacher, students, and further researcher. The recommendations are as the followings:
For Further Researcher
The research is conducted only for level 1 student. Holistic research can be further attempt to study about materials used in teaching English in PPB UMY. Modified
teaching materials that fulffill the student perception is needed.
Teacher
Teachers should develop new resources for students. This means that textbook should be sufficient to the students’ need. Besides that, this can also improve their ability in using textbook.
Students
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https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_2.pdf
