STUDENT’S PERCEPTION ON STUDENT CENTERED LEARNING METHODS IN THE TEACHING AND LEARNING PRACTICE AT PBI UMY BATCH 2012

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A Skripsi

Submitted to Faculty of Language Education

As a Partial Fulfillment of the Requirements For the Degree of Sarjana Pendidikan

By:

Dewi Tri Wulandari 20120540033

English Education Department Faculty of Language Education

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the center of learning process. In the process of learning activitites in EED UMY batch 2012, almost every learning activity applies this method to their courses. There are two objectives of this research, first, to find out the advantages of the implementation of SCL for students of EED UMY batch 2012. Second, to explore the disadvantages of the implementation of SCL in students’ learning at EED

UMY batch 2012.

This was a qualitative research. The participants of this research were students of English Education in class A, B, and C. The data collection method used is interview. The result of the research reveals that there are six advantages of using SCL method based on the students’ perception, that is, students become more active, confidence, and independent, get valuable input of sharing ideas and opinion, feel relax, and students and lectures have role in the learning process. The disadvantages of using SCL method in this research are that they need more time, not appropriate for large class, and students are accustomed to use mother language during SCL learning process.

Keywords : SCL method, perception student, advantages of SCL method,

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Chapter One

Introduction

This chapter presents the introduction of this research. Here, the researcher discusses the research background, problem identification and limitation, research questions, research purposes, and research significances.

Background

Learning process has changed from the lecturer-centered into a Student Centered Learning (SCL). This change is expected to encourage students to get involved actively to build the knowledge, attitudes, and behavior. Students have the opportunity and facilities to construct their own knowledge so that they will obtain a deep understanding, and finally increase the quality of the students. Student Centered Learning emphasizes students as builders of knowledge while the lecturer-centered learning focuses on the lecturer as an agent that give knowledge (Alkaz, 2014). Student Centered Learning (SCL) is a learning mode which has put the learner at the center of learning process. In applying the concept of Student Centered Leaning, students are expected as active, independent, and responsible participants in their learning. They are also demanded to take the initiative to identify the learning needs and to find sources of information to be able to answer the needs of learning.

In the process of learning activities in English Education Department (EED) of UMY batch 2012, almost every learning activity applies student

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each group of the students must make their own lesson plans, with a theme which has been determined by the course lecturer. After that, the students can use the material to conduct a teaching practice at the high school. In this case, the students are expected to be able to understand and be able to deliver the lesson based on lesson plans that they have made.

Then next example is on the learning process on the course "Instructional Design" for EED 2012 students. The students are instructed to create groups that contain 3 to 4 students. Then, they create concept of learning material with the theme that has been given by the lecturer. On learning that, students are expected to work in a team with a project that has been agreed. Actually, there are a lot of learning methods that could improve students’ interest, but most of the lecturers

use this SCL method.

Indeed, students have been familiar with SCL method in their learning activities in class. There are many opinions and statement from them who agreed with the statement that the SCL method make them more energetic and more active in the class. It is because they are free to present any ideas and knowledge to classmates about what they know that’s while the lecturers as facilitators have role to help and encourage students to develop their skills without relinquishing the traditional role as a source of information, advice, and knowledge (Jones, 2007).

On the contrary, some of the students have a statement that SCL methods make them confused to understand the lesson, because some of them are

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understanding the lessons because they should be independent learners in the lesson. In addition, the lectures have role as only facilitators in the classroom and not as knowledge resource in the classroom. The students are uncomfortable when they have to use English language with classmate in the classroom. Therefore, some of them are not confident with the results of their individual tasks. In SCL methods, it should be known that the student have to be independent and

responsible with their own knowledge. Indeed, SCL forces the student to study hard in classroom. Also, most of the students are usually using English when they are interacting with lecturer but with classmate they are using mother tongue.

In applying the concept of Student Centered Leaning, learners are expected to be active participants in their learning. Also, learners should be independent, responsible, and initiative to identify learning needs, to find sources of information to answer their needs, to build and present their knowledge based on the needs and resources.Within certain limits, students can choose for

themselves what will be learned. Student Centered Learning emphasizes the interest, needs, and abilities of individuals. Actually, this learning model should develop quality of human resources needed by the community such as creativity, leadership, self-confidence, self-reliance, self-discipline, critical thinking, ability to communicate and work in teams, technical expertise, and global insight to be able to always adapt to change and development (Napoli, 2004).

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students agree with this method of student center learning. It was known based on the experience of the researcher who is also a student of UMY EED at batch 2012. Therefore, this research can present students’ perceptions about the

implementation of the Student Centered Learning on their course. Identification of the Problem

Learning process has changed from the lecturer-centered into a Student Centered Learning (SCL). In the application of SCL in the learning process at EED UMY 2012, students really need to be given a greater role in achieving the goal of learning. SCL method demands high participation of students, because students are the center of attention during the learning process.

Based on the background of this research there are some of the problem identified, namely: How is the implementation of student-centered learning method in EED UMY 2012, such as the impacts to the students when student centered learning implemented in the classroom with 2 credit semester system?; How is the effectiveness of SCL method implemented to the students EED UMY 2012, certainly there are some the students who are less active in the classroom with SCL method?; and How are the EED UMY 2012 students’ perceptions when the SCL method applied of their classroom?.

Limitation of the Problems

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critical thinking and reflective as well as the skills to work in teams. Therefore, Student Centered Learning can be said as the method that optimizes students’

differences and personal skills. This study will focus on the implementation of SCL and will be limited only in English Education Department UMY 2012. In this research, the researcher will focus on investigating disadvantages and advantages of this SCL process on the EED UMY students’ batch 2012. Research Questions

Based on the background above, the researcher formulates two research questions. They are:

1. What are the advantages of the implementation of the SCL in students’ perception in learning activities at EED UMY batch 2012?

2. What are the disadvantages of the implementation of the SCL in students’ perception in learning activities at EED UMY batch 2012?

Objective of the Research

This study aims to accomplish two objectives. They are:

1. To find out the advantages of the implementation of the SCL for students’ perception of EED UMY batch 2012.

2. To find out the disadvantages of the implementation of the SCL for students’ perception of EED UMY batch 2012.

Significances of the Research

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Students. This study will help the students to explore advantages and disadvantages of the methods. So, they could observe opinions about the

perceptions and self-reliance in learning from their friends. Since it might not all students come to an agreement with this method, hopefully by finding out this disadvantages and advantages of the method, students could know how to prepare in the class before starting SCL method.

Lecturers.This research contains information on students' perceptions of

SCL which has been applied in their class. By knowing the advantages and disadvantages can supporting the preparation teachers on understanding any difficulties when received by students during the lesson.

Future researchers.This study could encourage future researcher in guiding their careful research that would later related to the SCL. Future

researchers can use this result as a guide to conduct their research on SCL as well. Outline of the Research

This thesis consists of five chapters; an introduction, literature review, methodology, finding and discussion, and conclusions.

Chapter one discusses the introduction of study. This chapter consists of a background, problem statement, problem definition, research questions,

significance of the research, and the research lines.

Chapter Two present the related literature review. Definition of perception, definition of the Student Centered Learning, type of SCL, advantages and

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Chapter Three discusses the research methodology. This study will use descriptive qualitative methods. Setting and Participant of this research student is PBI UMY 2012. Data collection methods will be used interviews. The data analysis will employ qualitative approach.

Chapter four discusses the finding. This chapter explains the findings of the research question in detail.

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Chapter Two

Literature Review

The purpose of this study is to determine the perception of EED UMY students’ batch 2012 on the advantages and disadvantages of the implementation

of the SCL methods in learning activities. This chapter discusses in detail several literatures and theory supporting this research. First, this chapter gives some description about the terms used in this paper. Also, this chapter explains the SCL in complete. Finally, this chapter explains the conceptual framework of the study. Perception

There are some definitions of perception from the experts. According to Froese and Leavens (2014), perception is a procedure by which person established construe their physical imitation to explain the meaning to their surroundings. In addition, Wirth and Perkins (2007) state that perception is a process of people to recognize information or data that they get, imitate it, and make evaluation process with the previous data in the people’s retention. Boeree (2009) states that perception is a process which individuals choose, manage, and interpret the input from their senses to give meaning and order to the world around them. In short, simple definition of perception is an intentional mental process of choosing to organizing and interpreting specific thing that somebody obtained.

Student Centered Learning

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the learning process. The instructor provides students opportunities to learn independently and from one another and trains students the skills they need to do so effectively. According to (Jones, 2007, p.29) in “SCL methods, students do not depend on their teacher all the time, waiting for instructions, words of approval, correction, advice, or praise, but they are look at each other and communicate with each other”. We are responsible for helping students work

independently, monitoring them while they are working together, and lecturers giving them feedback afterward. Additionally, a more simplistic definition by (Said, 2010, p.1) that is “Student-centered instruction is a form of active learning where students are engaged and involved in what they are studying”. In line with those definitions, we can simplify that meaning of student centered learning is learning activities where a student plays role as a leader to him/herself concerning any matters.

Types of Student Centered Learning

There are many types of SCL. The discussion bellow will explore the types one by one.

Collaborative Learning. According to Prince (2004), collaborative

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Inquiry Based Learning. Spronken-Smith (2008) state that Inquiry-based learning (IBL) is a pedagogy which best enables students to experience the

processes of knowledge creation and the key attributes are learning stimulated by inquiry, a student-centered approach, a move to self-directed learning, and an active approach to learning. Students should develop research skills and become life-long learners. There is strong educational theoretical support for the use of inquiry approaches and IBL is being adopted across the full spectrum of

disciplines at all levels from within-class activities, through inquiry courses and even inquiry degree programmes. Evidence is gradually accumulating that shows IBL can enhance student engagement, academic achievement and higher order learning outcomes. Benefits can also accrue for teachers through the integration of teaching and research, increased enjoyment and interaction with students, and the rewards gained from enhanced learning outcomes for students.

Cooperative Learning. According to Felder (2007), the term Cooperative

Learning (CL) refers to students working in team on an assignment or project under conditions in which certain criteria are satisfied, including that the team members be held individually accountable for the complete, content of the assignment or project. Cooperative learning is instruction that involves students working in teams to accomplish certain common goals.

Problem-based Learning. Actually Problem-based Learning According (Hamelo-Silver, 2004, p.3) is a “focused, experiential learning organized around the investigation, explanation, and a resolution of meaningful problems”,

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collaborative groups and learn what they need to know in order to solve a problem. At the time of class lessons students are given at the problem, then the students discuss the problem in small groups, then they clarifies the facts of a case of the problem, then defines the problem, then design an action plan to completing the problem. The teacher acts as a facilitator to guide student learning through the learning. At the completion of each problem, students reflect on the abstract knowledge gained. The teacher helps students learn the cognitive skills needed for problem solving and collaboration.

Team-based Learning. Team-Based Learning (TBL) probably relies on

small-group interaction more heavily than any other commonly-used strategy instructional in post-secondary education. This conclusion is based on three facts according to Michaelsen, Sweett &Parmalee (2009).First, with TBL, group work is central to both exposing students to and increasing their ability to apply the course content. Second, with TBL, the vast majority of class time is used for group work. Third, courses taught with TBL typically involve multiple group assignments that are specifically designed and sequenced to both improve learning and promote the development of self-managed learning teams.

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opportunity to test and share their knowledge with their peers. Peer instruction may be used in conjunction with other pedagogical practices, such as flipped classrooms. It does not have to rely on the use of any one educational technology and it can be extended beyond the strict space of the classroom by incorporating Concept Tests into a Moodle page, for example. The main thrust behind the use of peer instruction is to ensure that students are actively engaged throughout the learning process (Quitadamo, Brahler, & Crouch, 2009)

Project-based Lerning. According to Programs of the Intel ® Education, (2007), project-based learning is an instructional model that involves students in investigations of compelling problems that culminate in authentic products. Projects that make stronger classroom learning opportunities can vary widely in subject matter and scope, and can be delivered at a wide range of grade levels. Nonetheless, they tend to share defining features. Projects grow out of challenging questions that cannot be answered by rote learning. Projects put students in an active role such as: problem solver, decision maker, investigator, or

documentarian. Projects serve specific, significant educational goals; they are not diversions or adds-ons to the "real" curriculum.

Active Learning. Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing (Prince, 2004).

Peer Led Team Learning. Peer leaders are not expected to be content

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completed the course and have been trained in small group dynamics and learning theory. In their search for more effective ways to teach, many instructors employ small groups to improve student learning outcomes. Small group learning is considered a best practice in undergraduate education (Quitadamo, Brahler& Crouch, 2009).

Advantages of Student Centered Learning

According to Froyd and Simpson (2008), when students are working together in English, they can talk more, share their ideas, learn from each other, are more involved, feel more secure and less anxious, use English in a meaningful realistic way, enjoy using English to communicate. In addition, student centered classroom activity that can enhance the student active and communicative learning, one of the activities that can provide SCL is a group work activity (Jones, 2007).

Learner motivation and actual learning increase when learners have a stake in their own learning and are treated as co-creators in the learning process (TEAL Centre Staff, 2010). In addition, learners who meet with success in assuming new responsibilities gain self-confidence and feel good about themselves (Said, 2010). Moreover, learners demonstrate higher achievement when they can attribute success to their own abilities and effort instead of luck (Daymalyn, 2000).

SCL method in classrooms can make students understand themselves in the lessons, helping students develop an improvement plans within the

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When in groups or pairs, students can work together without worrying about losing face in front of the whole class when they say something unusual or incorrect. According (Jones, 2007,p.39) states “They can experiment with their Learning and take risks. Special activities can help them be more creative”.

Afterwards, from the perception by experts, we can draw out that advantages on SCL method can make the student be responsible person, enhancing their capability in learning, does not only rely to teacher. In SCL methods, the teacher plays as motivator and students be centered in classroom. Disadvantages of Student Centered Learning

The following are the disadvantages encountered during the

implementation of the Student centered learning (Froyd & Simpson, 2013) Takes more time. In using the SCL method in a class, certainly many

activities carried out by students. In group activities and discussions, and learning activities that involve students as a leader, a teacher cannot limit the ability of students because teachers only act as a motivator and facilitator, it makes the method SCL is enough to spend a lot of time, sometimes a lot of assignment that must be done at home. In addition According to (Jones, 2007, p.15) It is “better for students to be given a time limit, so that they can pace themselves and deal with questions in more depth. Knowing how long they have, students will feel they can say more and share their ideas and opinions in a more relaxed way”. A time limit encourages students to take their time, and in doing so, have a

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Not suitable for large classes. In the classroom which is full of many students that will make the classroom noisy. In a group discussion, learning SCL student needed awareness of students to able to comprehend situation his class, because all the resources and learning center is on students. According to Jones (2007), the ideal size for a student-centered language class is probably 12. (The number 12 can be divided into 6 pairs, or 4 groups of 3, or 3 groups of 4, or 2 groups of 6 – and 12 students can easily hear one another in a whole-class activity.

Not enough learning materials. Because the learning is centered on the

students, all ideas and opinions that they give on the learning process are certainly their responsibilities. Actually, it all should be from students. The students can choose the options to understand what they want to learn and what they want to know. Here, the teachers are acting as the facilitator.

Feel nervous. When learning in the classroom, especially in the SCL

method students must dare to express the opinions and ideas to his friends. It makes them nervous and feels embarrassed to express his opinion. Some students assume that the opinions which they express will not be accepted by classmates.

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preparation can help: Making notes before students start and preparing what they’ll say can be less scary than thinking on their feet and trying to think of what

to say and how to say it.

Not enjoy working together. When the SCL method simplemented in the

classroom, all students must be involved and active during the lesson. It makes all the students must work together and form a group. However, there are some students who are uncomfortable going learn together in activities. It might because they feel more enjoy doing the work of their own. Students find it difficult to work in team because they have not been taught team skills.

Additionally, the students may be likely to regard the activities such as games are not useful.

In line with those disadvantages about SCL method in the class, we can take a perception that not all of students agreed about the method because

sometimes student feel bored up with situation which require students to work in groups. Probably, students cannot enjoy working together. Teacher should be teaching about team skills in learning in order to make the students more understand to adapt on SCL method.

Conceptual Framework

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students have the opportunity and facilities to construct their own knowledge so that they will gain a deep understanding, and can ultimately increase the quality of students. Thus, a study about student perception on the practice of student

centered learning is very important to be conducted.

Based on the literature, this section presents the theoretical framework which is to answer the research question, namely the advantages and

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Chapter Three

Methodology

This chapter discusses the methodology that will be used in this study. The methodology will be presented in four parts. Part one presents the research design used in the study. The next part presents the populations and sample taken in this study. Afterward, the part discusses data collection and reason of choosing the method. Finally, data analysis is elaborated at the end of this chapter.

Design of the Research

This study used a qualitative research methodology. Qualitative research methodology was used because the researcher studied about students’ perception on Student Centered Learning method in the teaching and learning practice at PBI UMY Batch 2012. In this way, data is associated with the motivation for choosing a subject, the conduct of study, and ultimately the analysis (Center for Teaching, 2011).

Theoretically, qualitative research is different from quantitative one, particularly in creating research design because in general it does not have pattern. Qualitative research design consists of three models, which are descriptive,

verification and grounded research format. This research used qualitative method with descriptive design. According to Koentjaraningrat (1993), descriptive design gives the research accurate image on certain individuals and group about situation occurred. Furthermore, according to David Williams (1995) as cited by (Maleong, 2007, p.5), “Qualitative research is data collection which is on a natural

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interested naturally”. Qualitative research aims to get wider image on a thing

according to individuals observed. It relates to ideas, perceptions, opinions or beliefs of individuals who are observed and cannot be measured in numbers.

According to Nawawi (2003, p.64), descriptive method is research methods which focusesattention on actual problems or phenomenon during the research conducted, and draws facts on problems observed as in line with rational and accurate interpretation. Descriptive research is a research which tries to interpret existing problems, solve based on data, present, and analyze (Narbuko & Achmadi, 2010).

The strength of qualitative research is its ability to provide complex textual descriptions of how people experience a given research issue. Since this study revealed a problem related with a person experiences when they encountered a particular phenomenon, then qualitative research was used to make a description of how students' perceptions of PBI UMY 2012 toward the SCL method through an interview.

Research Setting and Participant

This study used an approach to study phenomenology which reveal the meaning of a concept or a phenomenon experience based on the awareness that occurred in some individuals. This research was conducted in a natural situation, so there was no limit in defining or understanding the phenomenon studied.

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been applied to students of English Education Department in batch 2012. As this research aims to understand the perception of student at PBI UMY to Student Centered Learning method, the most appropriate setting of this research was at PBI UMY 2012.

Participant. In this research, the researcher selected six students from class A, B and C of EED UMY 2012. The reason for choosing the students in batch 2012 was because their class ever and certainly had experienced Student Centered Learning. Secondly, they were easily accessible to be found on campus. The selection of the participants was done to make the information obtained to be able to represent the perceptions and responses regarding to the SCL method applied on each class EED UMY batch in 2012. Participant in this study were six people, consisting of three classes, namely A, B and C. The each class was represented by two participants.

Data Collection Method

According to Arikunto (2006, p.139), purposive sampling is done by collection subject which is based on certain purpose. This technique is usually done because of someconsiderations, such as: time, effort and fund

limitation,thus, it cannot collect large and far sample. It is sampling determination with certain consideration. This sample is more appropriate to be used in

qualitative research or research which cannot make a generalization. There are no too many sample numbers considered in qualitative research. Criterion or

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active and a standard students in the teaching-learning activities and able to give information required by the researcher.

The research data source according to (Arikunto, 1990, p.116) is formulated as a thing or people, the place in which the researcher is able to observe, read or ask on the data. Furthermore, Arikunto explains that classification of data source is divided into 3 types (3P), which are:

a. Person is a party of the researcher to ask on variables which are being observed.

b. Paper is a document, letter, information, archive, guidance, decree etc. in which the researcher reads or learns something concerning the research data.

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could freely express their opinions. Therefore, the researchers could easily understand the detailed information from the respondent.

Data Analysis

After collecting the data by conducting interview. When conducting interview, the researcher must explain what the purpose of the interview, a description of what the researchers expected of the respondent, in order to direct the respondent's mind, so that the respondent knows what would have delivered (Nugroho, 2011). The next step was analyzing the data. The purpose of this research was to investigate and understand the data along with to answer the research questions. There were three steps applied in this research to gather, interpret, and conclude the data. The steps include transcribing the data, coding the data, and categorizing the data.

The first step to analyze the data was transcribing each interview which was conducted from each participant. The researcher used a recorder in order to record on the phone during process of interviewing. Words, phrases, and

sentences spoken by participants were completely transcribed. After transcribing, the second step was coding the data. Coding is a process conducted after reading the data. The final step was categorizing the data. Categorizing is to highlight and to relate every point from coding. The research compared all data taken from the interview, and then each code was put in each category.

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qualitative inquiry methodology and defined as a quality control process where a researcher seeks to improve the accuracy, credibility and validity of what has been recorded during a research interview (Harper & Cole, 2012). The result obtained from member checking toward 6 respondents in this research revealed that there were no changes and words repetition in all of the result of interview transcribes. All respondents similarly stated that the result of the interview conducted was same with the transcribe results. Member checking was conducted in the end of the interview by repeating answers or idea based on respondents’ statement that

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Chapter Four

Findings and Discussion

This chapter presents the research findings and discussion from the implementation of Students Centered Learning at EED UMY at batch 2012. The data was collected from the research instrument that the researcher used. In this case, the researcher used interview to collect the data.

Advantages of Implementation the SCL in Students Learning Activities in EED UMY 2012

During the data collection, the researcher had asked some questions to interviewees based on the interview guide. In this case, the researcher asked six persons for collecting the data. After each of interviewee was interviewed, the researcher processed the data based on technique of analyzing data which was described in chapter 3, after processing the data, the researcher found some

student’s perceptions of the advantages of SCL learning in the class.

Finding 1: SCL Method emphasizes students to be more active in participating on speaking activity in the class.SCL is a learning method that emphasizing students to be more active in communicating activity in the class, this quote described from interviewee on the interview section. The statement was described next page:

“SCL encouraged students to participate in the classroom. So they should

more speak in that activity”

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"Certainly involved, especially in speaking practice because all

learningcenter exists on the students. So if they want to get knowledge,

they must be active”

(By: Ani) Interviewed on March, 18 2016

The researcher added in order to get a valid data, the researcher was conducting another interview section with different class but in the same questions. On that data, the interviewee explained that by doing discussion activity also made students active in speaking and communicating in learning process. The statements were described below:

"As it is called, in student centered learning the students are demanded to participate in teaching learning activity, whether to discuss a topic or solve a certain problem. Discussing something makes students to be active in

speaking”

(By: Ardiani) Interviewed on March, 23 2016

"Many students are active in class C, because we are often given group work for a discussion. So we more communicate and speak actively,

encourage us who were silent to give an opinion”

(By: Astri) Interviewed on April, 04 2016

From the interviewee’s opinions above, the researcher concluded that

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learning process, just like discussion in group made them active to speak. In Line with Jones (2007) a student centered classroom activity can enhance the student active and communicative learning. One of the activities that can provide SCL is a group work activity. In group work activity, there were a lot of chances for

students to actively use the language the learnt.

This case was also influencing the collaborative skills. Students are encouraged and helped to develop and practice trust-building, leadership,

decision-making, communication and conflict management skills (Felder, 2007). By speaking activity in SCL method that made students to active on

communicating in activity in the class and all the students was active in all the learning activity. This case also was explained by Said (2010, p.1) that “student -centered instruction is a form of active learning where students are engaged and involved in what they are studying”.

Finding 2: SCL method in speaking activity build students a self-confidence directly in improving students’ ability. In SCL process in class at EED UMY 2012, speaking activity was one of the activities that teach students to build self-confidence and to teach students to improve their speaking’s ability. This case was described by interviewee below:

"So speaking activity has good aim, which is to train students to speak

actively, build our self confidence because we often practice in class”

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“Speaking activity helps students to improve their speaking ability, so

they are demanded to communicate and interact with other students”

(By: Dina) interviewed on March, 31 2016

“Speaking activity can improve students’ speaking ability because in

SCL we can participate actively in class activity. Besides, it is a n instrument in which students should express their ideas in front of their

friends”

SCL method was not only making students willing to participate but also this method can construct a self-confidence and improve students’ speaking ability with speaking activity. This activity was helping students as the students had to responsible to express their ideas and opinions in front of their friends. So, it also built their self-confidence indirectly.This situation was also explained by Said (2010) who meet with success in assuming new responsibilities to gain self-confidence and feel good about themselves.

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Finding 3: The students got valuable input when sharing ideas and opinions with their classmate. In SCL learning process, sharing activity was one

of the activities that made students gain a lot of knowledge, made their mind opened because they were opened each other about their opinion and gave

feedback each other with their classmate. This case was described by interviewee below:

Sharing activity is always related to ideas or insight sharing. It often occurs in SCL Learning at PBI. We may do not know about something that other friends know.

(By: Wahyu) Interviewed on March, 28 2016

Sharing Activity builds ideas and knowledge sharing in class SCL. For example when we are given a case, a lecturer gives a certain topic. Then a friend expresses ideas on the topic. Furthermore it is completed by other students that will support the ideas.

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that student are encouraged to reflect on their own learning, share their insights with their peers, and apply new learning to real-life.

Sharing activity was not only influencing students’ knowledge, but also

made students completing each other about their opinion. In order to get a clearly statements or opinion, the teacher divided the students into groups for class discussion in collaborative learning. According to (prince, 2004), that is collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve problem, complete a task.

After that, the researcher explained the statements from interviewee who said that by sharing ideas and knowledge with their classmate, the students could easy to develop an improvement plans within the competence of learning. Those statements were described below:

Usually the lecture asks us to divide into groups. For exemple one group consists of five people. We usually have discussion share our ideas, express our opinion, discuss a problem of learning, how to the right answer, when one of our members have the opinion that it makes sense and can be received by members of the group, then the opinion is used.

(By: Dina) Interviewed on March, 31 2016

Based on the interviewee statements’ above, SCL method made the students could easily develop an improvement plans within the competence of

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classmates to solve a problem in learning. The same thing was also explained by Huda (2013),that SCL in classroom can make student understand themselves in the lesson, helping students develop an improvement plans within the competence of learning, and then students can to easily interact among his classmates in the lesson.

Finding 4: SCL Method promotes good academic environment for the students. In the condition of SCL method at EED UMY 2012 in the class, the

students explained that they felt enjoyed and relaxed in exploring the knowledge in their mind. Those statements were described below:

"I feel SCL is fun and comfortable. There is no demand. We are able to develop studying method in exploring and opinion freely. Because the

aim of SCL is to make students being centered”

(By: Astri) Interviewed on March, 18 2016

Further, we can see the something in the following interview with different class but in the same questions. On that data, the interviewee explained that the condition of SCL learning method in the class made the students felt enjoyed and relaxed in teaching learning activity. The statements were described below:

“In my opinion, students prefer SCL learning. We would get bored if

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more creative, safer, without demand from the lecturer, do more group

working but lecturer encourages and support students”

“I feel enjoyment and fun. Because I’m one of SCL supporters in learning

haha. Moreover, I like to give opinion and we are free to give our ideas in

classroom”

Moreover, we can also see the fact from the following questions. The statements were described below:

“So far, my classmates enjoy it. Nobody complains. Moreover there are

many discussions. Many activities are done in group. Lecturer is only a

person who support us in the activity”

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or pairs, “students can work together without worrying about losing face in front of the whole class when they say something unusual or incorrect”. Jones (2007) add, the studentscould have experiment with their learning and take risks. Special activities can help them be more creative.

By doing teamwork, the students felt relaxed and did not worry in doing their tasks in the class. The students also could do some experiments with their own knowledge. The other factor that made the students felt enjoyed was the role of lecturer that supported and directed them into a learning material. Based on Educational Development (2013), the teachers act as a facilitator to guide student learning through the learning. At the completion of each problem, students reflect on the abstract knowledge gained. The teacher helps students learn the cognitive skills needed for problem solving and collaboration.

Finding 5: SCL Method made students to be autonomous

learners.Based on students’ capability in searching learning material at EED

UMY 2012, the students were being trained to be independent and not dependent on the lecturer. Those statements were described from the result of interview below:

“Sometimes we still got confused about a course and we do not know the

objective of it. In this condition, students start to find various sources from Internet and library. If they still do not understand, they look for their lecturer.”

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“In my opinion and experience in class C, thematerial of SCL should be

made to deepen and we try to find out with our group friends because students are demanded to be active and independent in the learnt

material”

In addition, the fact is also seem in the following questions, the statements were described below:

“As students, we are demanded to be independent in SCL method. We

must try to find out learning material from books, internet or ask friends with discussion if we are in group discussion.it fulfills learning material

as long as the lecturer monitor us”

Students must force themselves to be an independent learner because the lecturer does not facilitate many things. He is only a facilitator when students are confused.

(By: Astri) Interviewed on March, 31 2016

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in searching learning material from any sources in order to make them not to dependent on lecturer. When the students were confused or the learning material was not clear, the lecturer directed them and explained that material. This case was described by Froyd and Simpson (2008, p.2) who said that about this learning model places the student (learner) in the center of the learning process. The instructor provides students opportunities to learn independently from one another and trains students the skills they need to do so effectively.

The lecturer gave a chance and space for the students to be active in class without made them being dependent on the lecturer.In fact, in SCL, all the learning focus on the students itself. According Said (2010, p.1), a student centered learning a process where much of the power during the experience resides with students.

Finding 6: By SCL, the roles between students and teachers become maximal. In the learning process of SCL at EED UMY 2012, students and the

lecturer had each of role itself. The role of students was to be a learning source in the class, while the role of lecturer was to be a facilitator and motivator that encouraging the students in the activity. Those statements were described in interview below:

“In SCL, all activities are centered on students. They become the leader

and information source. It is different with the lecturer. He is probably a

facilitator”

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“Lecturer is a facilitator, while students are information center of all

information required. So the percentage between lecturer and students in

class is 30% and 70% “

“In SCL lecturer is only a facilitator, while students’ role is like a leader

or the source of information”

“Lecturer is facilitators who monitor learning material actions given to

students. While students have role as knowledge leader in class. They are the center of knowledge or in other words they handle learning material”

In order to get a valid data, the researcher conducted another interview section with different class but in the same questions. On that data, the

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“Students should be active in SCL. He is the knowledge source. His role

is like a class teacher who has responsibility of his skill. In my opinion, the role of lecturer is to facilitate his students. He does not give

information, but guide students”

“We are like the center of learning. Lecturer is our advisor. If we have

given up, we are able to ask for help”

Based on all the statements on interview above, the researcher concluded that in SCL learning process, the students and the lecturer had their own role. The lecturer had a job to encourage the enthusiasm from students in learning process and gave the chance to the other students to facilitate each other. So in this case, the learning process were not any longer focused on the lecturer. According to Jones (2007, p.29), that’s “in scl methods student do not depend on their teacher all the time, waiting for instruction, words of approval, correction advice, or praise, but they are look other and communicate with each other”. We’re responsible for helping students work independently, monitoring them while

they’re working together, and giving them feedback afterward. However, the

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Disadvantages of Implementation the SCL in Students Learning Activities in

EED UMY 2012

Finding 1: The duration which was used for activity in SCL learning process were takes longer time. In SCL learning activity, there were many

activities conducted such as group discussion and conducting presentation in front of the class. Student felt they need a lot of time. Sometimes, the time given was always less. All that activities made the duration in SCL had taken a lot of time. These statements were strengthened in interview session with interviewee. The statements were described below:

“For example when lecturer has divided time in 90 minutes into two

parts. First part is presentation done by students and second part is confirmation from the lecturer on material presented. Usually presentation takes time longer, for 2 credits course”

(By: Gusti) Interviewed on March, 18 2016

“Sometimes, managing students to focus on the discussion takes time

longer because we should divide into groups, move to discussion group

and waste time to gather. So this method is felt longer”

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lot of activity such as discussion, group’s presentation and the other activities that the students did in the class. According to Froyd and Simpson (2013), in group activities and discussionsand learning activities that involve students as a leader, a teacher cannot limit the ability of students because teachers only act as a

motivator and facilitator, it makes the method SCL is enough to spend a lot of time.

There were a lot of activities which involved the students. So, in this case, the role of lecturer was really important to manage the duration in students’ learning activities in the class. According Jones (2007, p.15), it is better for students to be given a time limit, so that they can pace themselves and deal with questions in more depth. Knowing how long they have, students will feel they can say more and share their ideas and opinions in a more relaxed way. A time limit encourages students to take their time, and in doing so, have a stimulating exchange of views as they explore a topic in depth and share ideas.

Finding 2: SCL learning method is not appropriate for large classes. In a SCL learning activity, the method was more effective and went smoothly when the numbers of students were small. If the class had a large of numbers so it was difficult for lecturer to manage the duration. All the statements from

interviewees were described below:

“In my opinion SCL is more appropriate to be implemented in small

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active. So in my opinion the lesser students, the better. It is more

effective to implement SCL”

(By: Gusti) Interviewed on March, 18 2016

“The class is controlled if there are only few students. Moreover if they

are active. 15-20 students are the appropriate numbers. So at least there

would be 3 or 4 groups”

“It is too many to have class with 30 students like class A. In my opinion

the most appropriate numbers is 20. The lesser students, the bigger

opportunity to understand the learning”

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students in the class were small, it made them easily to understand the learning material.

According Froyd and Simpson (2013), SCL method is not suitable for large classes because in the classroom which is full of many students will become noisy in a group discussion.In SCL, students’ awarenessare needed to able to comprehend the situationin the class because all the resources and learning center is on students. However, actually, according to Jones (2007), the ideal size for a student-centered language class is probably 12! (The number 12 can be divided into 6 pairs, or 4 groups of 3, or 3 groups of 4, or 2 groups of 6 – and 12 students can easily hear one another in a whole-class activity). By having a small of

students’ number in the class, of course it made the students easily to comprehend

the learning material.

Finding 3: In SCL activity students was prefer using mother tongue than English in learning process in the class. In a learning process in the class,

the students preferred using mother language more than use English in communicating with their classmate. This statement was described in

interviewee’s opinion above:

“Most of them use mother tongue or their own language. They may feel

more comfortable to use the language. They use English Language when they speak to the lecturer and their own language during the interaction

or discussion in class”

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“Many students use their language in discussion or communication in

class. They feel more comfortable and connected to use Indonesian

Language during the discussion”

Moreover, we can also see the fact from the following question about students who were using English Language when they were interacting and speaking with the lecturer. The statements were described below:

“Usually we use daily language. Formal language is used to

communicate fast and understand about what is conveyed by our friends.

We use English during interaction with the lecturer”

“Most of them use Indonesian language. They use daily language in

discussion to make them easier to understand. After that, they present it

to lecturer using English Language”

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their classmate. It was more simple and comprehend using mother language so that their classmate could understand what the presenter said when presentations. This case was done by them when they were going to presentation. However, when they communicated with the lecturer, they tried to use English as best as they could do.

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Chapter Five

Conclusion and Suggestion

This chapter presents the conclusion and suggestion of the research. The conclusion is to conclude the research findings. Then, the researcher presents the suggestions. The suggestions in the research might be useful for the lecturers, other researchers, and the readers.

Conclusion

Some of the learning process at EED UMY batch of 2012 used Student Centered Learning method, which was some lecturers applied the method in their learning activity. As well as the existing several comments and perception from the students about the advantages of SCL method in their learning process and in contrast there were also students’ perception of the disadvantages of the SCL in

their learning process. According to the case occurred in the SCL implementation at EED UMY batch of 2012, then the researcher was interested to study

“Students’ perception on SCL method in the teaching and learning practice at EED UMY batch of 2012”.

This research used descriptive qualitative method, because the research described on how the respondents’ experience regard to the case studied in this research. For setting and participans, the research was in the environment of EED UMY batch of 2012, namely class A, B and C, for each class was taken 2

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participants, started member checking, had coding the data, and as the final step categorized the data in a finding form.

The researcher concluded that there were six advantages of SCL method based on students’ perception. First, SCL method emphasized students to be more

active in participating on speaking activity in the class because in a SCL learning process, the students could communicate to the others during teaching learning process in the class. Second, SCL methods made the students to be confidence because in speaking activity the students are motivated in expressing their ideas and opinions. Third, students got valuable inputs when they were sharing ideas and opinions with their classmate. By sharing, they got many feedbacks from what they did not know and information that they can share to their friends. Fourth, the students felt relaxed and enjoyed during SCL learning process because they were working in group so they could help each other and also the lecturer can support them to direct them into learning material. Fifth, they became independent persons because they were trying to search material from many sources without dependent on the lecturer. The sixth, the students and lecturers had their own role in learning process in classroom. By SCL, the student had a role to be a learning and knowledge sources while the lecturer being facilitator and motivator that encouraged students in activities.

The researcher also concluded that there were three disadvantages of SCL method based on students’ perception. First, the duration which was used for

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did in the class.In group activities such as discussions that involve student as leader, teacher could not limit the ability of student because teachers only acted as motivator. That made the method of SCL spent a lot of time. Second, SCL method was not appropriate for large class. It was ineffective to be implemented in a large numbers of students in the class because it was difficult for the lecturer to manage the class. In classroom full of many students will make the classroom noisy. In learning SCL, students’ awareness are needed to comprehend the situation of the

class. Third, the students could be habitually using mother language during SCL learning process and during presentation. They thought that by using that

language, they could easily express their learning material to their classmate. In fact, the students used English onlyto communicate with their lecturer.

Suggestion

Based on the conclusion above, the researcher hopes that this research might give benefit for the improvement of English teaching and learning process. The researcher wants to give some suggestions that will hopefully be useful for the lecturer and the other researchers:

For lecturers.The lectures should give a courage to students to be more

active in the class, for instance creating interesting learning material in order to the students be more active. Then,the lecturers also should reanalyze the learning material based on students’ ability so they will easily to search the learning

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For students. Students should be able to set the time when the SCL activities methods take place so that the time given can be appropriate. For instance, in a presentation activity, the students should be able to manage time in order to the time is not over from the limit time in the syllabus. Also, students should familiarize to communicate using English language not only to the teachers, but also to their classmates.

For other researchers.The other researcher can prepare all of the media

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