STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF WARMING UP ACTIVITIES IN THE TEACHING AND LEARNING PROCESS
AT ENGLISH EDUCATION DEPARTMENT UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the faculty of Language Education In a Partial Fulfillment of the Requirements for the Degree
Sarjana Pendidikan
Written by: Sabrina Findiyani
20110540063
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE EDUCATION UNIVERSITAS MUHAMMADIYAH YOGYAKARA
Acknowledgement
First and foremost, I would like to say Alhamdulillahirobbil ‘alamin, all praises belong to Allah, the Most Gracious and the Most Merciful for His blessings which without, I would have never been able to complete this skripsi.
I would like to express my sincere gratitude to my beloved husband, my little princess, parents and my big family. I would like to expresses gratitude and appreciation to those who helped in the completion of this skripsi.May Allah SWT bless them.
My appreciation also goes to Mr. Gendroyono, M.Pd. as the dean of Faculty of Language Education. My appreciations also given to Mr Dr Suryanto,S.Pd, M.H.Sc who has helped, supported and given suggestion, recommendation in writing proposal until the completion of this skripsi. The next appreciation is addressed to Mrs. Sri Sudarsi, S.S, M. InT. and Mrs. Maryam Sorohiti, M.H.Sc. my examiners who have give suggestion in the skripsi. To all lecturers, staff and students of EED UMY, the researcher deeply thank for the
permission and cooperation during the research.
Table of Contents
Title Page ... i
Approval Page... ii
Statement of Authenticity ... iii
Acknowledgement... iv
Table of Contents... v
Abstract ... ix
Chapter One : Introduction Background of the Study... 1
Statement of the Problem ... 2
Research Question... 3
Objective of the Study... 3
Significances of the Study... 4
Outline of the Study ... 5
Chapter Two : Literature Review Perception... 6
Definition of Perception ... 6
Factor Influencing Perception ... 7
Warming up Activities in Teaching and Learning Process... 8
Type of Warming up activities... 8
The Implementation of Warming up Activities ... 9
The Advantages of Warming up Activity ... 10
The Disadavantages of Warming up Activity ... 11
Review of Related States ... 12
Conceptual Framework ... 13
Chapter Three : Methodology Design of the Study... 15
Research Setting and Participants ... 16
Research Setting ... 16
Research Participants ... 16
Data Collection Method and Data Collection Procedure... 17
Data Collection Method ... 17
Data Collection Procedure... 17
Data Analysis ... 17
Reliability and Validity ... 19
Reliability ... 19
Validity ... 19
The types of warming up activities applied at EED UMY………... 20 The implementation of warming up activities for students in teaching and learning process at EED UMY ... 23 The advantages and disadvantages of warming up activities at English Education Department ... 28 Discussion ... 31 The types of warming up activities applied at EED UMY ... 32 The implementation of warming up activities for students in teaching and learning process at EED UMY ... 32 The advantages and disadvantages of warming up activities
at EED UMY………. ... 34 Chapter Five : Conclusion and Suggestions
Suggetions ... 38
For Students... 39
For Teachers ... 39
For Future ... 39
Reference ... 40
Apendix Interview Guidelines ... 44
List of Figure Figure 1. Principle of warming up activities ... 10
Abstract
Warming up activities have been applied at English Education Department
Universitas Muhammadiyah Yogyakarta (EED UMY). The study aims to describe the types of warming up activities, the implementation of warming up activities, and the advantages and disadvantages of warming up in the teaching and learning process. The researcher used qualitative approach. The research was conducted at English Education Department,
Universitas Muhammadiyah Yogyakarta. The participants of this research consisted of six students of English Education Department batch 2013. The reseacher used interview to collect the data. In analyzing the data, the researcher used open, axial and selective coding.
showed that warming up activities led to different assumption of activities and led to out of the topic in learning process
Acknowledgement
First and foremost, I would like to say Alhamdulillahirobbil ‘alamin, all praises belong to Allah, the Most Gracious and the Most Merciful for His blessings which without, I would have never been able to complete this skripsi.
I would like to express my sincere gratitude to my beloved husband, my little princess, parents and my big family. I would like to expresses gratitude and appreciation to those who helped in the completion of this skripsi.May Allah SWT bless them.
My appreciation also goes to Mr. Gendroyono, M.Pd. as the dean of Faculty of Language Education. My appreciations also given to Mr Dr Suryanto,S.Pd, M.H.Sc who has helped, supported and given suggestion, recommendation in writing proposal until the completion of this skripsi. The next appreciation is addressed to Mrs. Sri Sudarsi, S.S, M. InT. and Mrs. Maryam Sorohiti, M.H.Sc. my examiners who have give suggestion in the skripsi. To all lecturers, staff and students of EED UMY, the researcher deeply thank for the
permission and cooperation during the research.
Table of Contents
Title Page ... i
Approval Page... ii
Statement of Authenticity ... iii
Acknowledgement... iv
Table of Contents... v
Abstract ... ix
Chapter One : Introduction Background of the Study... 1
Statement of the Problem ... 2
Research Question... 3
Objective of the Study... 3
Significances of the Study... 4
Outline of the Study ... 5
Chapter Two : Literature Review Perception... 6
Definition of Perception ... 6
Factor Influencing Perception ... 7
Warming up Activities in Teaching and Learning Process... 8
Type of Warming up activities... 8
The Implementation of Warming up Activities ... 9
The Advantages of Warming up Activity ... 10
The Disadavantages of Warming up Activity ... 11
Review of Related States ... 12
Conceptual Framework ... 13
Chapter Three : Methodology Design of the Study... 15
Research Setting and Participants ... 16
Research Setting ... 16
Research Participants ... 16
Data Collection Method and Data Collection Procedure... 17
Data Collection Method ... 17
Data Collection Procedure... 17
Data Analysis ... 17
Reliability and Validity ... 19
Reliability ... 19
Validity ... 19
The types of warming up activities applied at EED UMY………... 20 The implementation of warming up activities for students in teaching and learning process at EED UMY ... 23 The advantages and disadvantages of warming up activities at English Education Department ... 28 Discussion ... 31 The types of warming up activities applied at EED UMY ... 32 The implementation of warming up activities for students in teaching and learning process at EED UMY ... 32 The advantages and disadvantages of warming up activities
at EED UMY………. ... 34 Chapter Five : Conclusion and Suggestions
Suggetions ... 38
For Students... 39
For Teachers ... 39
For Future ... 39
Reference ... 40
Apendix Interview Guidelines ... 44
List of Figure Figure 1. Principle of warming up activities ... 10
Abstract
Warming up activities have been applied at English Education Department
Universitas Muhammadiyah Yogyakarta (EED UMY). The study aims to describe the types of warming up activities, the implementation of warming up activities, and the advantages and disadvantages of warming up in the teaching and learning process. The researcher used qualitative approach. The research was conducted at English Education Department,
Universitas Muhammadiyah Yogyakarta. The participants of this research consisted of six students of English Education Department batch 2013. The reseacher used interview to collect the data. In analyzing the data, the researcher used open, axial and selective coding.
showed that warming up activities led to different assumption of activities and led to out of the topic in learning process
Chapter One Introduction
Background of the Research
Education is very important since it gives influence to students’ lives. Through education, students can adapt better to the environment (Hamalik, 2001). This
adaptation can support students to be more helpful in the social life. For this reason, students then should get education through teaching and learning process.
Teaching process is a kind of sketch that is arranged in certain procedures. According to Iskandar and Sunendar (2004), ‘teaching is as an effort to create
environment system’. It possesses some components including the purpose of teaching, students, subject matter, and teaching method. The components are interconnected sketching the teaching and learning processes to increase the quality of students to get knowledge and skills.
that is commonly practiced in the pre-teaching activities is warming up. Warming up is a preparation before learning process. It helps students to feel relax and makes them interested in and feel comfortable during learning processes (Estalkhbijari &
Khodareza, 2012). Therefore, warming up is needed in teaching and learning process. In English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY), based on researcher’ observation during her study, the researcher often found that there were still some students who listened, wrote, yet having less focus on the teaching and learning process. The researcher also found some of teachers who directly deliver the subject matter in the teaching and learning process. The teachers did not provide warming-up activities before beginning teaching and learning process. As a result, some of students were being passive or having no encouragement to accept the subject matter from the beginning until the end of the teaching and learning process. Based on this observation result, the researcher was interested in finding out the exact of the student’s perception toward the implementation of warming up activities in the teaching and learning. The researcher focused on the perception of the students of English Education Department in Universitas Muhammadiyah
Yogyakarta batch 2013 on the warming up activities implemented by the lecturers.
Statement and Limitation of the Problem
process, for example some of students were passive or lack of encouragement to accept the subject matter in the beginning until the end of the teaching and learning process. Therefore, warming up is needed and important in teaching and learning process (Velandia, 2008). Warming up can motivate the students, give them the background of knowledge, help teachers to draw students’ attention, and also help the teachers
introduce a new topic interestingly. Because of these importance, and that the researcher has not found any studies related to this topic, in English Education Department of Universitas Muhammadiyah Yogyakarta the researcher felt encouraged to take this topic becoming her research.
Research Question
There are three research questions in this study.They are:
1. What are the types of warming up activities applied at English Education Department of Universitas Muhammadiyah Yogyakarta?
2. How is the implementation of warming up activities for students in teaching and learning process at English Education Department of Universitas Muhammadiyah Yogyakarta?
Objective of the Study
Based on the problems stated in the research question, there are three purposes in this research:
1. The research attempts to reveal the types of warming up applied at English Education Department of Universitas Muhammadiyah Yogyakarta.
2. This research attempts to explore the implementation of warming up activities for students at English Education Department of Universitas Muhammadiyah Yogyakarta in the learning process.
3. The research attempts to reveal the advantages of warming up at English Education Department of Universities Muhammadiyah Yogyakarta in the learning process.
Significance of the Research
This research, which tries to find out the implementation of warming up
activities in the teaching and learning process, is expected to give benefits for students, teachers, and future researchers.
For students.Knowing the finding of this research, students are expected to be more motivated to follow the teaching and learning processes. Thus, they can be more active and participate in teaching and learning process.
For future researchers. This study can give information and some references for future researchers.
Outline of the Study
This research is divided into five chapters. Every chapter gives different
information. Chapter one would discuss about background of the study, statement of the problem, research question, objective of the study, significance of the study, and outline of the study. Chapter one explains the reasons why the researcher was interested in this topic. Chapter two would present about literature review including theoretical
Chapter Two Literature Review
In this section, the researcher presents four points. The first point is about perception. The second one is dealing with warming up activities. Next is dealing with the review of the related study. The last is about the conceptual framework. Those points are explained one by one below.
Perception
This first point is divided into two parts. Those are the definition of perception and factors influencing perception. Those parts are explained as the following.
Definition of perception.According to Saleh & WahabMuhbib (2004),
perception may refer to the activities to observe the objects to get the information using sense organs and then processed by brain. Furthermore, Wang (2007) stated that
“perception is a set of internal sensational cognitive processes of the brain at the subconscious cognitive function layer that detects, relates, interprets, and searches internal cognitive information in the mind (p.2)”
interpretation of sensory stimulus in picture that is related. It is someone’s awareness in knowledge and memory of experience. It is also influenced by necessity, value, or reliance from every person.
According to Sobur (2003), perception is a part of all of processes to get reaction after stimulation. The process comprises an identification, feeling, and intellectual activity that have connection to create perception. In this respect, perception is an opinion of knowledge about an object based on observation.
Factors influencing perception. According to Siagian (1995), there are three factors that can influence the occurrence of perception. The first is from the individuals. The individual influence can be in the form of attitude, motivation, knowledge and hope. Therefore, a person can interpret an object to observe from individual. The second is target on perception. The purpose is to observe an object, event, or person. The
object, event or person as the target of observation can influence the construct of
perception on the matter. The third is situation of perception. The environment is one of influence that causes perception to occur.
Warming Up Activities in Teaching and Learning Process.
This part discusses about the warming up activities. This part includes the definition of warming up activities, principles of warming up activities, the importance of warming up activities, and some types of warming up activities.
Definition of warming up activities.Warming up is a small activities that demand an active involvement at the beginning of lesson (Robertson & Acklam, 2000, p.30). Additionally, according to Lassche (2005) warming up is a stage of ‘initial orientation’ to language learning. Warming up activity helps students to increase
language skill and performance in the learning process (Lassche, 2005, p.83). Supported by Kay (1995) cited in Velandia (2008), warming up is defined as the effective way to help the students think in English, appraise previously introduced material. In short, warming up is an appropriate activity to facilitate students to know a new topic.
Additionally, warming up activity has function in the learning process. Warming up provides opportunities for preparation before learning process. It helps students to feel relax, and make them interested and comfortable during learning process.
(Estalkhbijari & Khodareza, 2012).
connected with a particular function. The third, the type of warming up activity is using a picture or a humor story. This type of activity can do a great deal to arouse interest among students. The fourth, the type of warming up is a game. Robertson and Acklam (2000) provided an example of ball games to engage the students in the classroom as warming up activity. The use of ball game can stimulate students to create a
conversation. Another example of the games is a chain Fairytale. This is a fun writing warming up. Students can write the first sentence or two to start a fairytale. The other students can continue to an end in which every student may have different and
unexpected ideas that can trigger a funny and charming atmosphere.
Figure 1. Principle of Warming up Activities (Velandia, 2008)
The figure above indicates that to carry out warming up activities successfully teachers should fulfill the certain principles. The principles are being conducted in the beginning of the class, focusing on the student’s attention, and helping students begin their study. In addition, warming up activities should be interesting and enjoyable, give benefits to students to continue the class, have connection with the topic being learn, and be presented in a short time.Be short, the warming activity should not become a dominant activity in the learning process (Velandia, 2008).
encouragement for spirit in teaching and learning process. According to Garcia and Martin (2004), the warming up activities can be conducted at a period of roughly five or ten minutes. In such a period of time, it can be achieved to motivate students in the learning process. In addition, Dornyei (2001) stated that the interest of the students can be increased by raising or stimulating the students’ curiosity in the learning process through warming up activity. This, interesting topic is one of ways to make students interested in teaching and learning process. Secondly, warming up activities manage to keep students’ attention, to help students focus as an individual and as a part of group in the learning process. (Allwright, 1984). According to Walqui (2006), by focusing and active the students’ attention, students can obtain optimal information from the lesson. By then, they can obtain the objectives of the study.
Teacher can prepare students before engaging them in interactive tasks to practice in the learning process. Estalkhbijari and Khodareza (2012: page) stated that “warming up helps students to turn off the outside world and focus on the task at hand”. The students will concentrate only on the lesson inside the classroom. So, they will be focus and ready for lesson in the teaching and learning process. Warming up also helps students to focus their attention and not distracted during learning process.
Otherwise, the warming up activity is most likely will be failed. Another weakness is different knowledge among the students. This gives influence for students to understand the activities. Krashen (1982 cited in Tricomi, 1986) stated that students must get language competence from warming up activities because the absence of this
knowledge will affect students’ understandings to grasp the meaning of the activities. Furthermore, warming up activity is also seen as threat for the shy students if they are doing assignment in front of the class.
Review of Related Studies
There are several researchers who had conducted studies about warming up activities. The researcher summarizes some previous researches. Firstly, it is from Velandia in 2008 entitled the role of warming up activities in Adolescent Students’ involvement during the English class. The purpose of this study was to illustrate how to get students’ attention at the beginning of the class by means of enjoyable and short activities as well as to observe how to engage with them in the steps to undertake the classroom activities. The participants of this research were 68 whose ages ranged from 12 to 15 years old and did not participate a lot in class. The research used mix-method mixing the quantitative and qualitative approaches. The qualitative approach data were obtained through action research design and the data gathered through writing journals and teacher field note. The quantitative data were obtained through distributing
effective way of helping students to begin the English class daily, and with warming up students paid closer attention to the teacher.
Another study was conducted by Zahra Pakdel Estalkhbijari and
Mohammadreza Khodareza in August 2011 entitled the effects of warm-up tasks on the Iranian EFL students' writing ability. The purpose of the research was to investigate the
effects of warming up tasks as classroom activities on foreign language written production. In this study, the selected participants were randomly assigned into two groups of 30 to form experimental and control groups of the study. The treatments on warming up tasks could encourage the students to take part in the lesson.
Conceptual Framework
Warming up is a preparation before learning process. It helps students to feel relax and make student feel interested in and comfortable for learning process. Some lecturers can do these activities in the beginning of lesson. A warming up activity is a stage of ‘initial orientation’ to language learning. A warming up activity helps students improve their language skill and performance in the learning process. Due to the important role of warming up activity, this study was carried out by focusing on the types of warming up, implementation of warming up and also the advantages of
Chapter Three Methodology
This chapter proposes the methodology used to conduct this study. This chapter includes design of the study, research setting and participant, data collection method and data collection procedure, data analysis of this study, and also reliability and validity.
Design of the Study
what participant have experienced. It is also easier to get the data. Moreover, the researcher gets accurate the data trough interview.
Research Setting and Participants
Research setting. The research was conducted at English Education Department UMY. The reason of the researcher to choose EED UMY as the setting of this study was based on the personal observation that students at EED UMY did warming up in the learning and teaching process. EED UMY helped the researcher to interview the participant and made easy for the researcher to collect the data, because the researcher was a student in EED UMY.
Data Collection Method and Data Collection Procedure
Data collection method. To investigate students’ perception towards the implementation of warming up activities in the teaching and learning process at EED UMY, the researcher collected the data using interview. According to Kavle (1996 p. 11 as cited in Cohen, Manion & Morrison, 2007), interview is a way to see people as object and data as somehow external to individuals, and towards regarding knowledge from people, through conversation. To interview the respondents, the researcher utilized the recorder and made a note taking of the information from respondents. The reseacher took 10 minutes interview on each respondent to collect the data.
Data collection procedure. The data were collected from students of batch 2013 at EED. For collecting data, the researcher prepared some questions suitable to the research problems. The researcher had contacted the research participants at EED and told them the purpose of the research to get agreement. Then, the researcher discussed with the participants to determine the place and the time. The researcher used
Indonesian Language to interview the participant. It made the participant easier to tell their experiences in warming up activities in the class. The researcher used the audio recording to record the interview. The researcher also used member checking, to check the accuracy of the data participant.
Data Analysis
Looking for common themes in the data, making a start on coding, and developing some early concepts were done in the analysis process. After conducting the interview, the interview records were transcribed. In addition, the researcher took notes not only the literal statements but also non-verbal and paralinguistic communication. Then, the researcher analyzed the data by using coding. Coding is the process of organizing codes then drawn together and put into subsets (Cohen, Manion, & Morrison, 2007).
According to Strauss and Corbin (2008), coding consists of three levels of analyze: open coding, axial coding, and selective coding. The first step of the coding process is comparing data and continually asking question. This process is identification of different categories, properties, and dimensions within and among the data that can be accomplished by a variety of techniques that examine parts or the whole document in a systematic method (Strauss & Corbin, 2008). The second step is the axial coding. This is the process after open coding. Thus, continue of asking question and making
Reliability and Validity
Reliability. Reliability is a concept used for testing or evaluating quantitative research, however, the idea is most often used in all kinds of research. According to Seale (1999), to ensure reliability in qualitative research, examination of trustworthiness is crucial. He stated that, “trustworthiness of a research report lies at the heart of issues conventionally discussed as validity and reliability” (p. 266). In addition, the researcher used member check as measuring instrument.
Validity. According to Winter (2001), the concept of validity is not a single, fixed or universal concept but a contingent construct, grounded in the processes and intentions of particular research methodologies and projects (p.1). In addition, according to Creswell & Miller (2000), the validity is affected by the researcher’s perception of validity in the study and his/her choice of paradigm assumption. As a result, many researchers have developed their own concepts of validity and have often generated or adopted what they consider to be more appropriate terms, such as, quality and
trustworthiness (Seale, 1999).
Chapter Four Findings and Discussion
This chapter focuses on presenting the findings and discussion of the research. The researcher describes the data that has been gathered throughout the interview. In the discussion, the researcher used some quotation of transcriptions from the coding and relates it with the theory from literature review.
Findings
There are three reserach questions that will be discussed in details. The first topic answers the first research question dealing with the types of warming up activities applied at EED UMY. Second, the finding answers the second question dealing with the implementation of warming up activities for students in teaching and learning process. The third finding answers the last research question about advantages of warming up at English Education Department UMY. The data from the interview was transcribed and put into descriptive codes.
Finding1: Question and answer.Based on the interview, there were three participants who said that the type of warming up actitivies in EED was question and answer.
Participant 1 said that sometimes the lecturer gave their warming up with the question and the students had to answer. The second participant and the third participant also said the lecturer always gave question related to the subject matter and students had to answer it.
“Sometimes, the lecturer gives warming up. And sometimes, the lecturer does not give warming up. For example of warming up, they five question and we must answer the question.” (Participant1, 2015)
“ Some of the lecturer give question and then we must answer. “ (Participant2, 2015)
“Warming up activities depend on the lecturer. The lecturer is always give stimulus related to the subject matter, and then students give answer. After that the lecturer gives the subject matter for learning process. “ (Participant3, 2015) Finding 2: Reading Story. The researcher found that reading a story was used in warming up activities at EED UMY. Participant 4 said that one of the lecturers read a reading story before teaching and learning process.
Based on the information above, the researcher concludes that question and answer is using a warming up in the class. In addition, reading story is also one of the types of warming up activities.
The implementation of warming up activities for students in teaching and learning process at EED UMY. Based on the eight principles of warming up as implementation of warming activities, the researcher found seven findings related to this research based on the research questions. The first was, that warming up as basic activity to start the lesson. The second, warming made the students get prepared in learning process. The third, warming up activities attracted the student’s attention of lesson. The fourth, warming up activities made the students focus in the teaching and learning process. The fifth, warming up activities were fun and condusive in the class. The six, warming up activities was related to the topic. The last, warming up activities were conducted in short time.
Finding 1: Warming up as basic activity to start the lesson.Based on the interview, the researcher found that warming up was the basis to start a lesson. The participant said that warming up was one of the way to start lesson.
“I think, warming up activity was one of the ways to start activity.” (Participant5, 2015)
Finding 2: Warming made the students get prepared in learning process.In the interview, the participant said that warming up activity made him prepared in learning process. In addition, participant would get the subject matter in learning process.
“My opinion, it was enough make me prepared for study. When, the situation of classroom was not prepared for lesson, students could not get the subject matter. Therefore, warming up activity made them prepared for learning process.” (Participant6, 2015)
Based on the data above, the researcher concludes that warming up is a prelude activity to build concentration in the beginning of learning process.
Finding 3: Warming up activities attracted the student’s attention of lesson. The finding of the research showed that students has more attention in learning process when warming up activities was given in the beginning of learning process.
“In my opinion, warming up makes me pay attention and more interested in teaching and learning process. So, it makes me focus on the lesson.”
(Participant2, 2015)
The researcher concludes that, warming up actitivity is an activity that makes students get intersted in the learning process. In addition, warming up makes students attention in the beginning of the lesson.
central focus before teaching and learning process. This could happen because warming up is given in the beginning of learning process.
“I think because I have central focus from someone in front of class, then I got the subject matter; this make me focus in the subject matter.” (Participant4, 2015)
Based on the information above, the researcher concludes that , warming up gives students focus in learning process. The focus of students are attention to get the subject matter
Finding 5: Warming up activities were fun and condusive in the class.Based on the interview, the finding of the research explained that warming up activities did not boring, fun and the classroom conducive. The participants said that they felt happy, not tense and not bored in the beginning of lesson.
“It is fun, because the beginning of lesson makes me sleepy and bored.” (Participant1, 2015)
“I think. It is fun. If there are warming up, I didn't feel tense.” (Participant2, 2015)
“Yes, because it make me sleepy in the morning. So, this makes me passionate.”(Participant4, 2015)
Based on the data above, the researcher concludes that, the participants felt happy and comfortable when warming up activities given by lecturer. They could enjoy the learning process after they got warming up activities.
Finding 6: Warming up activities were related to the topic. Based on interview, the participants said that warming up activities given by the lecturer was be related to the lesson. However, warming up did not exceed from the subject matter.
“Sometimes it is related, for example the subject matter given in class material design by lecturer. It discesses about the problem, but it is question and then she gives discussion about the topic.” (Participant2, 2015)
In addition Participant 3 said that, warming up is to be related to the topic. The lecture gave warming up about the example of subject matter. Thus, then the students asked questions about the topic to their lecturer.
“Yes, it is related. For example, we are EED. The subject matter is material design. The lecturer gives us about the topic. The topic is newspaper. Because, students do not know about the meaning of this topic, students will ask question to the lecturer about the topic.” (Participant3, 2015)
Meanwhile, participant 5 said that warming up gave the key of the subject matter before learning process. Besides that, warming up could not exceed of the subject matter before learning process.
Based on the information above, the researcher concludes that, warming up related to the subject matter would make students active in the classroom.
Finding 7 : Warming up activities were conducted in short time. Based on the interview, the research showed that all the participants argued warming up is short in the learning process. The research showed that the lecturers had applied warming up in their beginning of lesson.
“I think, warming up does not need long time, because warming up is given to make students focus to learn”. (Participant1, 2015)
“I feel warming up also does not need long time; it is just 5 minutes, because warming up makes students to focus in teaching and learning process”. (Participant6, 2015)
In addition, Participant 2, Participant 4, Participant 5 said that warming up need only 10 minutes until 15 minutes. This was supported with the statements of participant below which is:
“The name of warming up needs 10-15 minutes, if it takes a long time then it is a lesson.” (Participant2, 2015)
“I think, warming up needs 15 minutes. It is enough, because warming is short time.” (Participant4, 2015)
“No, warming up just needs 10 minutes.” (Participant5, 2015)
“No, warming up doesn't need long time. Every teacher gives stimulus for students, if we will learn something. It doesn't need a long time because students will bore.” (Participant3, 2015)
It can be concluded that, warming upactivities were concucted in a short time as students need stimulus to build contretation in the beginning of the learning process. Then, students will not get bored with the warming up.
The advantages and disadvantages of warming up at English Education Department. To answer the third research question, the researcher analyzed the answers from the participants regarding their opinion on the advantages and
disadvantages of warming up activities at English Education Department UMY. There four are findings related to the advantages of warming up activities. The first, warming up gave motivation to the students. The second, warming up activities helped students turn off the outside world. The third, warming up made students active. The last, warming up made the students easier to understand the subject matter.
Finding 1: Warming up gave motivation to the students. In the interview, the researcher asked about the strength of warming up. The findings of the research showed that warming up gave students motivation. They said that warming up could build the passion to learn in the learning process. In addition, warming up was accepted by students
“Yes, it gives advantages, for example: it gives motivation to learn. Then, it helps students to prepare before learning process.” (Participant1, 2015)
“The advantages of warming up make us enthusiastic in the start of lesson. So, the lesson can success until the end of learning process.” (Participant3, 2015)
“Of course warming up have strength, because lecturer cannot starting of lesson without warming up. So, classroom has not motivation.” (Participant5, 2015) Based on information above, the researcher concludes that, warming upactivities have functions in teaching and learning process. Warming up activities give positive influence psotive for participants. Warming up activities increased the students interest and stimulated the students curiosity in the learning process.
Finding 2: Warming up activities helped students turn off the outside world. In interview, the participant said that, condusive classroom means students can turn off the outside world.
“The result of advantages warming up is conducive in the class. The lecturer give warming up, the atmosphere of class is better than without the warming up.” (Participant 6, 2015)
Based on the information above, the researcher concludes that the learning processes were conducive when using warming up. So, students can keep their attention from the outside class.
“Lecturer gives stimulus and question for us. This makes us active, and got easier the subject matter.’ (Participant3, 2015)
Based on the information above, researcher concluded that warming up makes students active and prepared in learning process.
Finding 4: Warming up made the students easier to understand the subject matter.In the interview, the participant said that warming up make her easy to get the subject matter. When, she compared with the class without warming up activities.
“I think, when I compare with the class without warming up activities, and I follow the warming up activity, I easier to get the subject matter.” (Participant4, 2015)
Based on the data above, the researcher concludes that students need warming up to make them get the subject matter in learning process.
Related to the disadvantages of warming up activties, there were two findis revealed in this research. The first, warming up activities led to different assumption of activities. The second, warming up activities led to out of the topic in learning process.
Finding 1: Warming up led to different assumption of activities. Based on the interview, the finding of the research revealed that the students could have different assumption of warming up activities. The participant said that material of warming up was simple. It could influence memories of participant. The participant could remember the warming up rather than subject matter that was given by the lecturer.
students to remember warming up rather than the subject matter.” (Participant5, 2015)
Based on the data above, the researcher concluded that the material of warming up if given too much by the lecturer can influence memories of participant. The
participant gets pleasure of warming up rather than the subject matter in the learning process.
Finding 2: Warming up activities led to out of the topic in learning process. Based on the interview, the researcher analyzed the finding of the research. The
participant said that out of topic warming up was not suitable, because it made students confused and bored. In addition, the students could not understand of the topic.
“Ok, the disadvantage of warming up it is not interesting. For example warming up that is out of topic makes it hard to be understood. It makes them bored and confused.” (Participant6, 2015)
Based on the information above, the researcher concludes that lecturer gave the warming up activties which were out of the topic, the students became confused and not understand about the material of warming up. Thus, the students were not interested in the warming up activities.
Discussion
process at EED, and the advantages and disadvantages of warming up EED in the learning process. In the discussion, the researcher used some quotation of transcriptions that are related to some theories in chapter two. Three parts are explained below:
The types of warming up activities applied at EED UMY. Related to the types of warming up commonly used at EED UMY, Jun (2000) mentioned the types of warming up activities. The two different types of warming up activities at EED UMY were first question and answer, and second reading story. These findings were in conformity with Jun (2000) who stated that warming up activity helps students build their knowledge. The second finding related to the types pf warming up was reading story. This was supported by Jun (2000) who argued that reading a short story in normal speed one or two times attracts students’ keenness and interest in the stories.
Based on the participants answer, the researcher found that the participant mentioned question answer, and reading story as types of warming up activities. Question and answer activity was a warming up that required the students to actively open their mind before teaching and learning process. Thus, these activities build their knowledge. Furthermore, the knowledge was gained through reading story. The students could prepare themselves to pay attention during the learning process.
seven points of the students’ perception on the implemetation of warming up activities at EED UMY. First is warming up as basic activity to start the lesson. Second, warming made the students get prepared in learning process. Third, warming up activities
attracted the student’s attention of lesson. Fourth, warming up activities made the students focus in the teaching and learning process. Fifth, warming up activities were fun and condusive in the class. Six, warming up activities were related to the topic .The last, warming up activities were conducted in short time
Based on the participants’ answers, the researcher found that the first warming up as basic activity to start the lesson. The lesson of warming up activities gives motivation to students in the beginning of teaching and learning process.
The second, warming made the students get prepared in learning process. It becomes the basic to start the lesson where students could prepare themselves to join in the learning process. Furthermore, student could build their concentration and keep their mind in the beginning of lesson. Students were motivated to be active and easy get the subject matter of lesson.
Third, warming up activities attracted the student’s attention of lesson.
Participants said that the implementation of warming up could raise students’ interest and attention.
The fourth, warming up activities made the students focus in the teaching and learning process.This activity helps them get central focus in their mind
classroom. The pleasure of the activities makes them comfortable in the classroom. This condition was in line with the principles of warming up activities which recommend to provide interesting and enjoyable activity.
Six, based on principle the implementation of warming up, warming up activities shoule be related to the topic. Participants said that warming up given by lecturer related to the topic. The example of subject matter that is used could make students understand the lesson. The understanding of warming up related to the topic has made students active in activities.
The last, warming up activities were conducted in short time. sWarming up is simple activities. This activity does not need long time, because students need stimulus to build the concentration in the beginning of the lesson. If warming up takes a long time, it would make students bored to follow these activities.
The advantages and disadvantages of warming up at EED UMY. There were three advantages of warming up activities. The first finding was that warming up
motivated the students. The students have been motivated by the existence a warming up. Thus, it was in conformity with Velandia (2008) who said warming up activity can raise student’s motivation. It means that warming up made the students became
The second finding was that warming activity help students to turn off the outside world. Students will pay attention in learning process. This makes them focus on the lesson in the classroom. They could disregard disruption on the outside of classroom. This statement was supported by Estalkhbijari and Khodareza (2012), that 'warming up helps students to turn off the outside world and focus on the task at hand'.
The third, warming up make students active. Warming up make students active and prepared in learning process.
The fourth warming up makes the students easier to understand the subject matter. Warming up actitiy helps students to get the subject matter in learning process. Thus, it was in conformity with Walqui (2006) who said that, students can obtain optimal information from the lesson. It means that the warming up made the students get the subject matter in the learning process.
Based on the findings of the research, there were two disadvantages of warming up activities in the class. The first, warming up has led to different assumption of activities. Warming up activities was giving different assumption for students. The students are supposed to understand the material in the warming up which is given by lecturer. If the lecturer gives the material of warming up too much in the beginning of learning process, it can influence the participants’ memories. The participant got pleasure of warming up rather than subject matter of the lesson. Thus, the purpose of warming up is not reached.
Chapter Five
Conclusions and Suggestions
Conclusions
In this chapter, the researcher conveys the conclusion of this research. The researcher has three questions for this research. The first is ‘What are the types of warming up activities applied at English Education Department Universitas Muhammdiyah Yogyakarta? Second,how is the implementation of warming up
activities for students in teaching and learning process at English Education Department ? Third, what are the advantages of warming up at English Education Department in the learning process? The research reveals the following findings.
The types of warming up activities applied at English Education
Department of Universitas Muhammdiyah Yogyakarta.The lecturers of English Education Department UMY apply two types of warming up activities. There are question and answer, and reading story. Warming up activities required the students to actively open mind. In addition, warming up make students build the knowledge. The students can prepare themselves in the learning process.
First is warming up as basic activity to start the lesson. Second, warming made the students get prepared in learning process. Third, warming up activities attracted the student’s attention of lesson. Fourth, warming up activities made the students focus in the teaching and learning process. Fifth, warming up activities were fun and condusive in the class. Six, warming up activities was related to the topic .The last, warming up activities were conducted in short time.
The advantages and disadvantages of warming up at English Education Department of Universitas Muhammadiyah Yogyakarta. Warming up activities is important to do in the class. Warming up activities give advantage and disadvantages in teaching and learning process. Based on the finding, the advantages of warming up gave motivation to the students. Warming up activity helped students to turn off the outside world. Moreover, warming up activities made students active. The last, warming up activties made the students easier to understand the subject matter
In addition, based on the findings of the research, there were two disadvantages of warming up activities in teaching and learning process. The first, warming up have led to different assumption of activities. Second, warming up activities led to out of the topic in learning process.
Suggestions
For students. The students should be more passionate in the teaching and learning process because warming up helps them to get focus in the beginning of lesson. The students can keep attention in the beginning to minimize the weakness.
For teachers. The teachers can use warming up activity in every lesson.
Teachers also should have some types warming up for students in teaching and learning process. Therefore, students will be more active and enthusiastic in the teaching and learning process.
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Interview Guidelines
1. Apakah yang sering dilakukan ketika kegiatan warming up didalam kelas? 2. Bagaimanakah pendapat anda tentang kegiatan warming up didalam kelas? 3. Apakah kegiatan warming up mempersiapkan anda untuk memulai proses
belajar didalam kelas? 4. Cara mengajar seperti apa?
5. Apakah menurut anda kegiatan warming up membuat anda focus dalam proses belajar mengajar? Jelaskan?
6. Apakah warming up membuat anda senang dan menikmati proses belajar mengajar? Jelaskan?
7. Apakah menurut anda kegiatan warming up membatu dalam mengidupkan suasana dikelas? Jelaskan?
8. Apakah warming up yang diberikan selalu berhubungan dengan materi yang akan diberikan? Jelaskan?
9. Apakah menurut anda kegiatan warming up membutuhkan waktu yang lama?jelaskan?
10. Apakah menurut anda keunggulan kegiatan warming up dalam proses belajar mengajar?
