ABSTRACT
Krisnawati, Silvia. 2008.The Fifth Grade Learners Perceptions on the English Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Students’ perceptions on English teaching-learning activities are important since the students’ perceptions influence students’ motivation to learn English and behavior or attitudes in English learning activities. Students’ perceptions also influence further teaching-learning strategies (Wenden and Rubin, 1987).
The study of perceptions plays an important role for an education process since by knowing the learners’ perceptions, the teacher or tutor could plan the appropriate teaching-learning activities. Therefore the researcher conducted this research. This study attempted to answer three research questions, namely (1) What are the fifth grade learners’ needs in learning English atDomby Kid’s Hope 2 Yogyakarta?, (2) What are the fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2Yogyakarta?, and (3) How do the fifth grade learners’ perceptions match their needs?.
This study adopted the qualitative method as proposed by Holliday (2002) since this research gathered non-numerical data about the learners’ perceptions on the English teaching-learning activities at DombyKid’s Hope 2 and the learners’ needs in learning English. The researcher employed several class observations and also several interviews with the seventeen fifth grade learners at Domby Kid’s Hope 2, three learners’ parents, one English tutor, and the coordinator and secretary of Domby Kid’s Hope 2 to answer the research problems.
The data of this study revealed that the needs of the learners in learning English at Domby Kid’s Hope 2 was learning English to support their school achievements and learning English through playing or fun learning. The needs for the materials were the basic English materials, such as simple and contextual vocabulary, reading, writing, etc.
There were two major data of the second research question. Firstly, the learners had positive perceptions on the English teaching-learning activities at Domby Kid’s Hope 2 since the English teaching-learning activities at Domby Kid’s Hope 2 supported the learners’ achievements at school. Secondly, the learners’ had negative perceptions on the processes of English teaching-learning. The learners stated that the English teaching-learning processes at Domby Kid’s Hope 2were boring.
The last research question aimed to find out how the learners’ perceptions matched their needs. The positive perceptions were shaped because the English teaching-learning activities at Domby Kid’s Hope 2 matched with the learners’ expectation. The learners expected to get benefits or knowledge of English in order to support their achievements at school. The negative perceptions were shaped related to the process of English teaching-learning atDomby Kid’s Hope 2. The learners’ needs and perceptions also matched with the goal of English teaching-learning at Domby Kid’s Hope 2 and the general curriculum. The goal
was to make the children love English and brave to speak English. This goal was achieved by elaborating the school materials and other materials using creative and interesting teaching methods.
Therefore, it could be concluded that the learners’ needs in learning English at Domby Kid’s Hope 2were simple and common needs of children. For the learners at Domby Kid’s Hope 2, it was a great opportunity for them to learn English without paying atDomby Kid’s Hope 2. This condition led the learners to shape positive perceptions on the English teaching-learning activities as long as those activities were able to fulfill their needs in learning. The learners’ perceptions partly match with the learners’ needs since Domby Kid’s Hope 2 could not fulfill the learners’ needs of fun English learning.
ABSTRAK
Krisnawati, Silvia. 2008.The Fifth Grade Learners Perceptions on the English Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta.Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Persepsi para siswa terhadap aktivitas belajar mengajar Bahasa inggris penting karena persepsi tersebut mempengaruhi motivasi para siswa untuk belajar Bahasa Inggris dan juga mempengaruhi perilaku atau sikap siswa dalam aktivitas belajar mengajar Bahasa Inggris. Persepsi siswa selanjutnya juga mempengaruhi strategi kegiatan belajar mengajar (Wenden, 1987).
Studi tentang persepsi berperan penting untuk proses pendidikan karena dengan mengetahui persepsi siswa, guru atau tutor dapat merencanakan kegiatan belajar mengajar yang sesuai. Untuk itu peneliti melakukan penelitian ini. Studi ini bertujuan untuk menjawab tiga pertanyaan, yaitu (1) Apakah kebutuhan belajar Bahasa Inggris siswa kelas lima di Domby Kid’s Hope 2 Yogyakarta?, (2) Bagaimanakah persepsi siswa kelas lima terhadap pelaksanaan kegiatan belajar mengajar di Domby Kid’s Hope 2 Yogyakarta, dan (3) Bagaimana persepsi mereka terhadap kegiatan belajar mengajar Bahasa Inggris sesuai dengan pemenuhan kebutuhan mereka?.
Studi ini ini termasuk dalam penelitian kualitatif seperti yang dinyatakan oleh Holliday (2002) karena penelitian ini mengumpulkan data yang bersifat bukan angka tentang tentang persepsi para siswa terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan kebutuhan siswa dalam belajar Bahasa Inggris. Peneliti menjawab tiga pertanyaan penelitian melalui melakukan beberapa observasi kelas dan juga beberapa interview dengan tujuh belas siswa kelas lima, tiga orang tua siswa, satu tutor Bahasa Inggris, koordinator dan sekretaris di Domby Kid’s Hope 2.
Data dari studi ini mengungkapkan bahwa kebutuhan para siswa dalam belajar Bahasa Inggris di Domby Kid’s Hope 2 adalah belajar Bahasa Inggris untuk mendukung prestasi mereka di sekolah dan belajar Bahasa Inggris melalui bermain atau belajar yang menyenangkan. Kebutuhan materi adalah materi dasar Bahasa Inggris, seperti kosakata sederhana dan kontekstual, membaca, menulis, dll.
Ada dua data utama untuk pertanyaan kedua. Pertama, mereka memiliki persepsi baik terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 karena kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 mendukung prestasi mereka di sekolah. Kedua, para siswa memiliki persepsi buruk berkaitan dengan proses belajar mengajar Bahasa Inggris. Para siswa menyatakan bahwa proses belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 membosankan.
Pertanyaan terakhir bertujuan untuk menemukan bagaimana persepsi mereka sesuai dengan pemenuhan kebutuhan mereka. Persepsi positif terbentuk karena kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 sesuai dengan harapan para siswa. Harapan mereka adalah untuk memperoleh
keuntungan atau ilmu pengetahuan tentang Bahasa Inggris untuk mendukung prestasi mereka di sekolah. Persepsi negatif muncul berkaitan dengan proses belajar mengajar di Domby Kid’s Hope 2. Kebutuhan dan persepsi siswa juga sesuai dengan tujuan umum dari kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan sesuai dengan kurikulum umum dikarenakan tujuan dari kegiatan belajar mengajar Bahasa Inggris tersebut adalah untuk membuat siswa menyukai Bahasa Inggris dan berani untuk berbicara dalam Bahasa Inggris. Tujuan ini dicapai dengan menggabungkan materi dari sekolah dan materi lain dengan menggunakan metode pengajaran yang kreatif dan menarik.
Oleh karena itu, dapat disimpulkan bahwa para siswa memiliki kebutuhan yang sederhana dan umum dalam belajar Bahasa Inggris. Bagi para siswa di Domby Kid’s Hope 2, belajar Bahasa Inggris tanpa membayar di Domby Kid’s Hope adalah kesempatan yang baik. Keadaan ini menyebabkan para siswa memiliki persepsi positif terhadap kegiatan belajar mengajar Bahasa Inggris selama kegiatan tersebut dapat memenuhi kebutuhan mereka dalam belajar. Persepsi para siswa tidak sepenuhnya sesuai dengan kebutuhan para siswa karena Domby Kis’s Hope 2 tidak dapat memenuhi kebutuhan siswa akan belajar Bahasa Inggris yang menyenangkan.
THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES ATDOMBY KID’S HOPE 2
YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Silvia Krisnawati Student Number: 041214101
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES ATDOMBY KID’S HOPE 2
YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Silvia Krisnawati Student Number: 041214101
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
ASarjana PendidikanThesis On
THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES ATDOMBY KID’S HOPE 2
YOGYAKARTA
Prepared and Presented by Silvia Krisnawati Student Number: 041214101
Approved by:
Dr. Retno Muljani, M. Pd. 11 September 2008
Sponsor
THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES ATDOMBY KID’S HOPE 2
YOGYAKARTA
By
Silvia Krisnawati Student Number: 041214101
Defended before the Board of Examiners on 24 September 2008,
and Declared Acceptable
Board of Examiners
Signature Chair person : A. Hardi Prasetyo, S.Pd., M.A. ………
Secretary : Made Frida Yulia, S.Pd., M.Pd. ………
Member : Dr. Retno Muljani, M.Pd. ………
Member : V. Triprihatmini, S.Pd., M.Hum., M.A. ………
Member : C. Tutyandari, S.Pd., M.Pd. ………
Yogyakarta, 24 September 2008 Faculty of Teachers Training and Education Sanata Dharma University Dean,
Drs. T. Sarkim, M.Ed., Ph.D.
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, 24 September 2008
The Writer
Silvia Krisnawati 041214101
I can do all things
through Christ which strengtheneth me (Philippians 4:13)
Whichhope
we have as an anchor of the soul, Both sure and stedfast, and which entereth
into that within the veil (Hebrews 6:19)
I dedicate this thesis to My Heavenly Father, My lovely parents, brother and sisters, All family, Partners and friends
ACKNOWLEGDEMENTS
Finally, I could arrive at this great opportunity to write my gratitude to everyone behind me in finishing this thesis because I could not do this alone.
The first and the most important are my adoration and thanks to Jesus Christ who knows the best for me and also who always gives the best for me. Hopefully I also glorify Him by this thesis.
I thank very much Mrs. Dr. Retno Muljani, M.Pd.as my sponsor who helps me a lot during the process of writing this thesis. I really thank for her guidance, patience, and support. This was really a painful but also joyful process. I would also express my gratitude to Mr. Drs. Concilianus Laos Mbato, M.A. andMr. Ant. Herujiyanto, M.A. as my Academic Advisors. Moreover, I would also thank Miss Ch. Lhaksmita Anandari, S.Pd., M.Ed. who was willing to read this thesis. I also thank Mr. Agustinus Hardi Prasetyo, S.Pd., M.A., Mr. Paulus Kuswandono, S.Pd, M.Pd., Mrs. Caecillia Tutyandari, S.Pd., M.Pd., Mrs. V. Triprihatmini, S.Pd., M.Hum., Miss. Made Frida Yulia, S.Pd., M.Pd., Mrs. Laurentia Sumarnie, S.Pd., and all of the PBI lecturers and also MbakDani andMbakTari.
I thank my lovely parents, Purwanto, S.Tp and Suki Rahayu who always stand beside me and support me to achieve the best that I can do. I also thank Nia,MasWit,MbakNunik, Filbert, grandmothers and grandfathers, and all of my family.
I would also express my gratitude to the big family ofDomby Kid’s Hope 2Yogyakartafor allowing me to conduct this research and helping me so much. I thankMasYusak, MbakIndri, MbakIsti, MbakTri,MbakHana, Ester, and all of the mentors and tutors, and especially for the learners there.
I could finish this thesis also because of the support and prayer from all of my friends. I thank very much the family ofEfata Student Fellowship, especially Asih, Tyas, Vivi, Bayu, Christo, Pikal, Robbie, Ezra, Yonas, Ester, Restu, Tri, and others whom I can not mention one by one. I also thank Dian, my roommate for
the long journey that we have together. Special thanks for my sisters in Jesus Christ: Wahyu, Nita, Tita, Nancy, Ria, Ika, Rini, Dewi,KakNina, andKakInggrit for the great moments and vision that we share together. I thank Mas Bayu and Mbak Ike who teach me a lot about life, care me, support me, and also pray for me. I also thank the big family of Komisi Pemuda GKJ Sidomulyo who also support me and pray for me. I would express my gratitude to Pak Levi, Devi, Vivi, Steven, Fenny, Mankgie and all members of PSKP 01. I would also thank Dedy for inspiring me, supporting me, and also praying for me.
My gratitude also goes to all members ofPBI 2004 for the unforgettable four-year journey. Special thanks for the Grass Roots (Tika, Novi, Riska, Indri, Albert, and Ahmet), “Everyday is Sunday” crew, PPL Stama (especially Ibam and Vina) , KKN 24 Siten, Canista, and Samirono Baru 30 (especially Kak Cindy). I thank Hana Dyah Merina, Dewi, Pius, Anas, and others who also support and pray for me.
I also thank everyone who supports me but I can not mention them one by one in this page.
Silvia Krisnawati 041214101
TABLE OF CONTENTS
TITLE PAGE ……… i
APPROVAL PAGES ……… ii
STATEMENT OF WORK’S ORIGINALITY ……… iv
DEDICATION PAGE ……… v
ACKNOWLEDGEMENTS……… vi
TABLE OF CONTENTS ……… viii
LIST OF TABLES ……… xiii
LIST OF FIGURE………... xiv
LIST OF CODING ……… xv
ABSTRACT………. xvii
ABSTRAK……… xix
CHAPTER I: INTRODUCTION ……… 1
A. Research Background ……… 1
B. Problem Formulation ……… 4
C. Research Objectives ……… 4
D. Problem Limitation ……… 5
E. Research Benefits ……… 5
F. Clarification of Terms ……… 6
CHAPTER II : LITERATURE REVIEW ……….... 9
A. Theoretical Description ……… 9
1. Perception ……… 9
a. Definition of Perception ……… 10
b. Perceptual Process and Teaching-Learning Activities ……… 10
c. Factors that Affect Someone’s Perception ……… 13
2. Young English Language Learners ……… 15
a. Characteristics of Young Learners ……….... 16
b. Principles of Children Language Learning ……… 20
3. Psychology and the Language Learning Process ……… 21
a. Age-Orientated Concepts and Psychology ……… 22
b. Importance of Human Drives and Urges ……… 23
c. Function of Psychology in Education ……… 24
4.Domby Kid’s Hope 2’s Curriculum ……… 25
B. Theoretical Framework ……… 25
CHAPTER III: METHODOLOGY ……… 28
A. Research Method ……… 28
B. Research Participants ……… 29
C. Research Instruments ……… 30
D. Data Gathering Techniques ……… 31
E. Data Analysis Techniques ……… 33
F. Research Procedures ……… 35
CHAPTER IV: ANALYSIS ………. 37
A. Data Analysis ………. 37
1. Data ………. 37
a. Summary of the learners’ needs ………. 38
b. Summary of the learners’ perceptions ………. 41
c. Summary of the classroom observations ………44
d. Description of the general curriculum and the goal of the English teaching-learning activities atDomby Kid’s hope 2 ………. 47
2. Findings ………. 48
a. Fifth grade learners’ needs in learning English atDomby Kid’s Hope 2 ………. 48
b. Fifth grade learners’ perceptions on the English teaching-learning activities carried out atDomby Kid’s Hope 2 ………. 50
c. Suitability of the learners’ perceptions and their needs……… 51
d. Other findings ………. 52
C. Discussion ………. 53
1. Fifth grade learners’ needs in learning English atDomby Kid’s Hope 2 ………. 53
2. Fifth grade learners’ perceptions on the English teaching-learning activities carried out atDomby Kid’s Hope 2 ………. 56
3. Suitability of the learners’ perceptions and their needs……… 60
4. Other findings ………. 62
CHAPTER V: CONCLUSSION AND SUGESTION ………. 64
A. Conclusions ………. 64
1. Fifth grade learners’ needs in learning English atDomby Kid’s Hope 2 ………. 64
2. Fifth grade learners’ perceptions on the English teaching-learning activities carried out atDomby Kid’s Hope 2 ………. 65
3. Suitability of the learners’ perceptions and their needs……… 66
B. Suggestions ………. 67
1. For the curriculum designers ………. 68
2. For the English tutors ………. 68
C. Implications ………. 68
REFERENCES ………. 70
APPENDICES ………. 73
APPENDIX A: Interviews results with the learners ………. 74
APPENDIX B: Interviews results with the learners’ parents ……. 121
APPENDIX C:Observations note ………. 135
APPENDIX D: Interview results with the coordinator and secretary of Domby Kid’s Hope 2 ………. 139
APPENDIX E: Interviews results with the English tutor ………. 141
APPENDIX F:Domby Kid’s Hope 2Profile ………. 142
APPNDIX G:Domby Kid’s Hope 2’s Curriculum ………. 146
APPENDIX H: The goal of the English teaching-learning activities at Domby Kid’s Hope 2 ……… 152
APPENDIX I: Permission letter forDomby Kid’s Hope 2 ………. 154 APPENDIX J: Permission letter for the Library of the Graduate
ProgramUSD ……….. 155
LIST OF TABLES
Table 4.1 Data summary of the learners’ needs ……… 38
Table 4.2 Data summary of the learners’ perceptions ……… 40
Table 4.3 Interview coding sample ……… 42
Table 4.4.1 Observation note data I ……… 44
Table 4.4.2 Observation note data II ……… 44
Table 4.4.3 Observation note data III ……… 45
Table 4.5 Findings of the learners’ needs ……… 47
Table 4.6 Findings of the learners’ perceptions ……… 49
Table 4.7 Suitability of the learners’ perceptions and their needs …… 50
Table 4.8 Other findings ……… 51
LIST OF FIGURE
Figure 1. The perceptual process (Altman et al, 1985) ……… 11
LIST OF CODING
ACHI: Learners’ achievements in learning English
BUSY: The parents busy with their works and seldom pay attention to their
children
EMOT: Emotion of the learners
FACT: Factors that affect someone’s perceptions
GROUP: The learners like to work in group
INDE: Independent learning
INDI: Indirect learning (the capacity of children for indirect learning)
NEED: The learners’ wants desires, demands, expectations, motivations, and
requirements in learning English atDomby Kid’s Hope 2
MATCH: The English teaching-learning activities carried out at Domby Kid’s Hope 2match their needs in learning English
PAREN: Involving parents
PLAY: Play and fun (children’s instinct for play and fun)
PROD: Product (learning outcome)
PROC: Process (given learning situation and specific learning strategies)
PRES: Presage (a factor that includes students’ belief about knowledge and
learning conception, also includes learning context such as teachers and school
attributes)
READ: Reading
REPE: Repetition in learning
SELF: Self-Concept
SING: Singing
SELEC: Selectivity (interest of the stimuli).
SPEAK: Speaking
SUPP: The English teaching-learning at Domby Kid’s Hope 2 supports the English teaching-learning activity at school
VOCAB: Vocabulary
WRITE: Writing
ABSTRACT
Krisnawati, Silvia. 2008.The Fifth Grade Learners Perceptions on the English Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Students’ perceptions on English teaching-learning activities are important since the students’ perceptions influence students’ motivation to learn English and behavior or attitudes in English learning activities. Students’ perceptions also influence further teaching-learning strategies (Wenden and Rubin, 1987).
The study of perceptions plays an important role for an education process since by knowing the learners’ perceptions, the teacher or tutor could plan the appropriate teaching-learning activities. Therefore the researcher conducted this research. This study attempted to answer three research questions, namely (1) What are the fifth grade learners’ needs in learning English atDomby Kid’s Hope 2 Yogyakarta?, (2) What are the fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2Yogyakarta?, and (3) How do the fifth grade learners’ perceptions match their needs?.
This study adopted the qualitative method as proposed by Holliday (2002) since this research gathered non-numerical data about the learners’ perceptions on the English teaching-learning activities at DombyKid’s Hope 2 and the learners’ needs in learning English. The researcher employed several class observations and also several interviews with the seventeen fifth grade learners at Domby Kid’s Hope 2, three learners’ parents, one English tutor, and the coordinator and secretary of Domby Kid’s Hope 2 to answer the research problems.
The data of this study revealed that the needs of the learners in learning English at Domby Kid’s Hope 2 was learning English to support their school achievements and learning English through playing or fun learning. The needs for the materials were the basic English materials, such as simple and contextual vocabulary, reading, writing, etc.
There were two major data of the second research question. Firstly, the learners had positive perceptions on the English teaching-learning activities at Domby Kid’s Hope 2 since the English teaching-learning activities at Domby Kid’s Hope 2 supported the learners’ achievements at school. Secondly, the learners’ had negative perceptions on the processes of English teaching-learning. The learners stated that the English teaching-learning processes at Domby Kid’s Hope 2were boring.
The last research question aimed to find out how the learners’ perceptions matched their needs. The positive perceptions were shaped because the English teaching-learning activities at Domby Kid’s Hope 2 matched with the learners’ expectation. The learners expected to get benefits or knowledge of English in order to support their achievements at school. The negative perceptions were shaped related to the process of English teaching-learning atDomby Kid’s Hope 2. The learners’ needs and perceptions also matched with the goal of English teaching-learning at Domby Kid’s Hope 2 and the general curriculum. The goal
was to make the children love English and brave to speak English. This goal was achieved by elaborating the school materials and other materials using creative and interesting teaching methods.
Therefore, it could be concluded that the learners’ needs in learning English at Domby Kid’s Hope 2were simple and common needs of children. For the learners at Domby Kid’s Hope 2, it was a great opportunity for them to learn English without paying atDomby Kid’s Hope 2. This condition led the learners to shape positive perceptions on the English teaching-learning activities as long as those activities were able to fulfill their needs in learning. The learners’ perceptions partly match with the learners’ needs since Domby Kid’s Hope 2 could not fulfill the learners’ needs of fun English learning.
ABSTRAK
Krisnawati, Silvia. 2008.The Fifth Grade Learners Perceptions on the English Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta.Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Persepsi para siswa terhadap aktivitas belajar mengajar Bahasa inggris penting karena persepsi tersebut mempengaruhi motivasi para siswa untuk belajar Bahasa Inggris dan juga mempengaruhi perilaku atau sikap siswa dalam aktivitas belajar mengajar Bahasa Inggris. Persepsi siswa selanjutnya juga mempengaruhi strategi kegiatan belajar mengajar (Wenden, 1987).
Studi tentang persepsi berperan penting untuk proses pendidikan karena dengan mengetahui persepsi siswa, guru atau tutor dapat merencanakan kegiatan belajar mengajar yang sesuai. Untuk itu peneliti melakukan penelitian ini. Studi ini bertujuan untuk menjawab tiga pertanyaan, yaitu (1) Apakah kebutuhan belajar Bahasa Inggris siswa kelas lima di Domby Kid’s Hope 2 Yogyakarta?, (2) Bagaimanakah persepsi siswa kelas lima terhadap pelaksanaan kegiatan belajar mengajar di Domby Kid’s Hope 2 Yogyakarta, dan (3) Bagaimana persepsi mereka terhadap kegiatan belajar mengajar Bahasa Inggris sesuai dengan pemenuhan kebutuhan mereka?.
Studi ini ini termasuk dalam penelitian kualitatif seperti yang dinyatakan oleh Holliday (2002) karena penelitian ini mengumpulkan data yang bersifat bukan angka tentang tentang persepsi para siswa terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan kebutuhan siswa dalam belajar Bahasa Inggris. Peneliti menjawab tiga pertanyaan penelitian melalui melakukan beberapa observasi kelas dan juga beberapa interview dengan tujuh belas siswa kelas lima, tiga orang tua siswa, satu tutor Bahasa Inggris, koordinator dan sekretaris di Domby Kid’s Hope 2.
Data dari studi ini mengungkapkan bahwa kebutuhan para siswa dalam belajar Bahasa Inggris di Domby Kid’s Hope 2 adalah belajar Bahasa Inggris untuk mendukung prestasi mereka di sekolah dan belajar Bahasa Inggris melalui bermain atau belajar yang menyenangkan. Kebutuhan materi adalah materi dasar Bahasa Inggris, seperti kosakata sederhana dan kontekstual, membaca, menulis, dll.
Ada dua data utama untuk pertanyaan kedua. Pertama, mereka memiliki persepsi baik terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 karena kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 mendukung prestasi mereka di sekolah. Kedua, para siswa memiliki persepsi buruk berkaitan dengan proses belajar mengajar Bahasa Inggris. Para siswa menyatakan bahwa proses belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 membosankan.
Pertanyaan terakhir bertujuan untuk menemukan bagaimana persepsi mereka sesuai dengan pemenuhan kebutuhan mereka. Persepsi positif terbentuk karena kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 sesuai dengan harapan para siswa. Harapan mereka adalah untuk memperoleh
keuntungan atau ilmu pengetahuan tentang Bahasa Inggris untuk mendukung prestasi mereka di sekolah. Persepsi negatif muncul berkaitan dengan proses belajar mengajar di Domby Kid’s Hope 2. Kebutuhan dan persepsi siswa juga sesuai dengan tujuan umum dari kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan sesuai dengan kurikulum umum dikarenakan tujuan dari kegiatan belajar mengajar Bahasa Inggris tersebut adalah untuk membuat siswa menyukai Bahasa Inggris dan berani untuk berbicara dalam Bahasa Inggris. Tujuan ini dicapai dengan menggabungkan materi dari sekolah dan materi lain dengan menggunakan metode pengajaran yang kreatif dan menarik.
Oleh karena itu, dapat disimpulkan bahwa para siswa memiliki kebutuhan yang sederhana dan umum dalam belajar Bahasa Inggris. Bagi para siswa di Domby Kid’s Hope 2, belajar Bahasa Inggris tanpa membayar di Domby Kid’s Hope adalah kesempatan yang baik. Keadaan ini menyebabkan para siswa memiliki persepsi positif terhadap kegiatan belajar mengajar Bahasa Inggris selama kegiatan tersebut dapat memenuhi kebutuhan mereka dalam belajar. Persepsi para siswa tidak sepenuhnya sesuai dengan kebutuhan para siswa karena Domby Kis’s Hope 2 tidak dapat memenuhi kebutuhan siswa akan belajar Bahasa Inggris yang menyenangkan.
CHAPTER I INTRODUCTION
This chapter presents the introduction of this study. This chapter is divided
into seven sections, namely, the research background, problem formulation,
research objectives, scope and limitation, research contribution, and clarification
of terms.
A. Research Background
The kind and amount of learning achieved by any learner in any area of
learning are affected by many factors. Some of these factors come from the
learner himself, others depend on the condition under which and the situations in
which the learning takes place (Crow and Crow, 1956). One factor which comes
from the learner himself is perception. Perception is the process by which
individuals organize and interpret their sensory impressions in order to give
meaning or sense to their environment (Robbins, 1997). Perception plays an
important role in learning process since it influences someone’s behavior or
attitudes and motivation to learn (Szilagyi and Wallace, 1980). People’s behavior
is based on their perception of what reality is, not on reality itself.
Since perception refers to the acquisition of specific knowledge about
objects or events at any particular moment, it occurs whenever stimuli activate the
senses. If someone believes that stimuli will bring his needs, this believes will
cause him to have positive perception toward the stimuli. This positive perception
also occurs when someone has a big expectation toward the stimuli. The
differences in someone’s needs and expectations when experiencing something
cause the differences of perceptions from one person to another (Bootzin, 1983).
Students’ perceptions on English teaching-learning activities are important
since the perceptions influence their motivation to learn English and behavior or
attitudes in English learning activities. Moreover, students’ perceptions also
influence further teaching-learning strategies (Wenden and Rubin, 1987). After
knowing students’ perceptions on the English teaching-learning activities,
teachers could plan more appropriate English teaching-learning activities.
Perception is significantly influenced by needs and desires (Gibson et al,
1985). The term needs is not as simple as it might appear, and hence, the term is
sometimes used to refer to wants, desires, demands, expectation, motivations,
lacks, constraints, and requirements (Brindley as cited by Richards, 2001). In
many cases, learners’ language needs may be relatively easy to determine,
particularly if learners learn language for specific purposes. In other cases,
learners’ needs may not be direct and not easy to be determined.
in the future. To develop children holistically, Domby Kid’s Hope 2 concerns in the four main major developments, they are intellectual, physical,
socio-emotional, and spiritual (Domby Kid’s Hope 2profile, 2008). English class is one of the course subjects which is carried out to support the goal of Domby Kid’s Hope 2Yogyakarta.
The subjects of this research are the fifth grade learners at Domby Kid’s Hope 2Yogyakarta who are approximately eleven years old. According to Piaget as cited by Watson and Lindgren (1973), the fifth grade learners belong to the
formal operations stage, and they are able to handle abstract relationship, deal
with hypothetical situations, understand and use probability, and deal with other
complex problems involving logic and reasoning. It means that children at this
stage have the ability to think more or less as adult including to form perceptions.
Since students’ perceptions also influence further teaching-learning
strategies (Wenden and Rubin, 1987), it is important to know the students’
perceptions on the English teaching learning activities carried out atDomby Kid’s Hope 2 Yogyakarta. The English teaching-learning process there has been conducted since May 2007 without carefully considering the students’ perceptions
on the English teaching-learning activities. Moreover, they have not had the
definite English curriculum yet. The students’ perceptions on the English
teaching-learning activities can be one supporting factor to construct an
appropriate English curriculum for them.
By conducting this research, the researcher understands the students’
Hope 2. The perceptions are related to the fulfillment of the learners’ needs in learning English atDomby Kid’s Hope 2Yogyakarta. The needs here refer to the learners’ wants, desires, demands, expectation, motivations, lacks, constraints,
and requirements in learning English at Domby Kid’s Hope 2 (Brindley as cited by Richards, 2001). By understanding the learners’ perceptions, the researcher
will be able to help the English tutors atDomby Kid’s Hope 2Yogyakarta to give some suggestions for improving the English teaching atDomby Kid’s Hope 2.
B. Problem Formulation
The problems of the research are formulated as follows.
1. What are the fifth grade learners’ needs in learning English atDomby Kid’s Hope 2Yogyakarta?
2. What are the fifth grade learners’ perceptions on the English
teaching-learning activities carried out atDomby Kid’s Hope 2Yogyakarta? 3. How do the fifth grade learners’ perceptions match their needs?
C. Research Objectives
This research attempts to discover the following aspects.
1. The fifth grade learners’ needs in learning English at Domby Kid’s Hope 2 Yogyakarta.
2. The fifth grade learners’ perceptions on the English teaching-learning
D. Problem Limitation
The focus of the study is the fifth grade learners’ perceptions on the
English teaching learning atDomby Kid’s Hope 2 Yogyakarta. Their perceptions will bematched with the fulfillment of their needs in learning English in order to enhance the effectiveness of the English instruction atDomby Kid’s Hope 2.
The subjects are the fifth grade learners at Domby Kid’s Hope 2 Yogyakarta.
E. Research Benefits
The research contributions are described as follows.
1. For the English tutors at Domby Kid’s Hope 2 and other Children Development Programs
The tutors will know the students’ perceptions on the English class so that
they can review their teaching learning activities that have been carried out.
They can improve the teaching learning activities to be more effective after
knowing the students perceptions on the English teaching-learning activities.
By knowing the fifth grade learners’ needs in learning English at Domby Kid’s Hope 2 Yogyakarta, the English tutors also will be able to construct appropriate English curriculum.
2. For the learners
The learners can learn more effectively if the English teaching-learning
3. Other researchers
Other researchers who intend to conduct similar research can use this
research as one of their references.
F. Clarification of Terms
There are some terms which will be used throughout the study. They are as
follows.
1. Perception
Perception is defined as an individual’s process of organizing and
interpreting impressions of the environment so that the impressions will be
meaningful (Robbins, 1997). Gibson, et al (1997) define perception as a
mental activity of organizing information from environment so that it makes
sense. Moreover, Altman and Hodgetts (1985) define perception as a
person’s way of selecting and grouping stimuli, so that the stimuli can be
interpreted meaningfully. Perception is also defined as a conscious mental
and cognitive process that enables people to interpret and understand their
surrounding (Kreitner and Kinicki, 1992). In this study, perception refers to
the students’ process of organizing and interpreting impressions or
information about the English teaching-learning activities so that the
impressions and information will be meaningful.
2. Teaching-learning Activities
The term teaching is used to refer to the activities carried out by materials
1998). Krashen (1981) states that learning is seen as a conscious process
while acquisition proceeds unconsciously. In this study, the term
teaching-learning activities are defined as the activities carried out by the tutors to
facilitate learners to master the English acquisition in the English class at
Domby Kid’s Hope 2Yogyakarta.
3. Perception on teaching-learning activities
Biggs as cited by Astutiningsih (2006) states that perception on learning
deals with belief about knowledge which influences students’ approaches to
learning.
In this study, the perception on teaching-learning activities is defined as
individual’s process of organizing and interpreting impressions of the
activities carried out by the tutors to facilitate learners to precede English
acquisition atDomby Kid’s Hope 2Yogyakarta. 4. Needs in learning English
Needs refers to wants, desires, demands, expectation, motivations, lacks,
constraints, and requirements (Brindley, 1984). Oxford Advanced Learner’s
dictionary (2002) defines needs as a basic necessities or requirements. In
this study, needs in learning English is defined as the learners’ wants,
desires, demands, expectation, motivation, and requirements in learning
5. Fifth grade learners
According to Piaget (as cited by Berk, 1989), the fifth grade learners who
are approximately eleven years old belong to the formal operations, Children
in this stage are able to handle abstract relationship, deal with hypothetical
situations, understand and use probability, and deal with other complex
problems involving logic and reasoning. In this study, the fifth grade
learners at Domby Kid’s Hope 2 Yogyakarta are students coming from various schools in Yogyakarta, especially those located around Terban and
Cokrokusuman Yogyakarta.
6. Domby Kid’s Hope 2
Domby Kid’s Hope 2 is one of the Children Development Programs in Yogyakarta. Domby Kid’s Hope 2 started the program in February, 2002 under the support of Yayasan Pelita Bangsa Yogyakarta. The targets of Domby Kid’s Hope 2’s program are the children from low economic class. They open programs for pre-school up to high school levels (children of 3 –
19 years old). The goal of the program is developing the intellectual,
CHAPTER II LITERATURE REVIEW
This chapter discusses the theoretical description and the theoretical
framework. The theoretical description discusses some theories related to the
study, while the theoretical framework discusses major relevant theories which
help the researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of four parts: (1) Perception, (2)
Young Learners, (3) Psychology and the Language Learning Process, and (4)
Domby Kid’s Hope 2’s Curriculum. Theory of perception is discussed because the focus of this study is related to the learners’ perception. The subjects of this study
are young children, so the next discussion in this part is about young learners.
Since this study deals with psychology, theories of psychology and language
learning process are also discussed to help the researcher answer the research
questions. The last discussion, then, is aboutDomby Kid’s Hope 2’s Curriculum.
1. Perception
This part presents the theory of perception including the definition of
perception, perceptual process and teaching-learning activities, and the factors
that affect someone’s perception.
a. Definition of Perception
According to Borger and Seaborne (1966), perception is an awareness of
environment, through which a person processes incoming sensory data in a certain
way to arrive at useful impression of his surrounding. Mozkowitz and Orgel
(1969) argue that perception is a global response to a stimulus or a set of stimuli.
Moreover, Kreitner and Kinicki (1992) add that perception is mental and
cognitive processes that enable people to interpret and understand the
surroundings. Perception is also defined as processes of interpreting messages of
our senses to provide order and meaning to the environment (Johns, 1996).
There are other definitions of perception. According to Stenberg (1988),
perception is the way human perceives the world. Hornby (1995) defines
perception as the way of seeing, understanding, or interpreting something. Altman
et al (1985) state that perception is the way stimuli are selected and grouped by a
person in such a way that the stimuli can be meaningfully interpreted.
b. Perceptual Process and Teaching-Learning Activities
In order to form perception, three steps are needed. The steps consist of
having awareness or attention to the incoming stimulus, recognizing and
interpreting the incoming stimuli into some messages, and translating or deciding
the appropriate action or behavior to respond the message.
The following is the diagram that shows how the perceptual process
Figure 1. The perceptual process (Altman et al, 1985)
From the perceptual process shown in Figure 1, it is seen that perception
comes from the stimuli. The stimuli then are selected in the brain. The selected
stimuli will result in the form of information. The information will be organized
and interpreted by the brain. After interpreting the information, the brain then
translates the information into meaning. The results of the meaningful information
of the translation are then called perception. Furthermore, perception will create
behavior responses. If someone has positive perception of something, he will
create positive behavior toward that thing as the behavioral responses follow the
perception, organization and interpretation of stimuli. For students, if they have
positive perception of the English teaching-learning activity, they will create
positive behavior toward that activity.
Biggs as cited by Atutiningsih (2006) states that perception on learning
deal with belief about knowledge which influences students’ approaches to
learning. It means that perception on learning deal with concepts as stimuli which
come from environment, therefore, there is a system that relates the concepts with
the environment, and it is called interactive system (Biggs as cited by
Astutiningsih, 2006). It is called interactive because the concepts as the stimuli
interact with the environment. This system has three components. Those
components are presage, process, and product or learning outcome. stimuli
sensors’ selection of stimuli
perception, organization, and interpretation of stimuli
Presage is a factor that includes students’ belief about knowledge and
learning conception. Presage also includes learning context, such as teachers and
school attributes. The examples of presage according to Biggs and Dart & Clarke
as cited by Astutiningsih (2006) are educational practices, students’ preparations,
approaches to learning, and changes to assessment product.
Process is a factor that includes students’ perceptions of a given learning
situation and specific learning strategies that they, consequently, adopt for
learning tasks whereas learning strategies are factors that influence the process of
learning (Biggs as cited by Astutiningsih, 2006). An example of process is the
process of how students learn target materials during English teaching-learning
activities.
Product or learning outcome is influenced by implementation of certain
teaching-learning strategies. Students’ perceptions on English learning are
influenced by the implementation of English teaching-learning activities (Perry,
1981).
More specifically, Champbell (2001) spelled out the three components in
five elements of language teaching-learning activities implementation that shape
students’ perceptions. Those are (1) how the teacher teaches the students, (2) what
the teacher wants the students to learn, (3) how the students learn in class, (4)
what the students learn, and (5) what the purposes of learning the language are.
Those five elements are affecting the students’ perceptions of the
teaching-learning activities. Based on the perceptual process diagram on page 12,
someone’s behavior. If the students have positive perception concerning those
five elements, they will also create positive behavior toward the teaching-learning
activities.
c. Factors that Affect Someone’s Perception
In organizations theory, Gibson et al (1985) provide a perceptual process
in the form of diagram. The diagram describes six factors influencing someone’s
perception. They are stereotyping, selectivity, self-concept, situation, needs, and
emotions.
1) Stereotype
The first factor is stereotyping. Stereotype is a set of beliefs about the
characteristics of people in a particular group that is generalized to all members of
the group (Gibson et al, 1985). In teaching-learning activity, stereotype might
occur. For example, stereotype with age as the basis. Most of the stereotypes are
the wrong perceptions because it is formed not because of the fact that happens in
our environment. It is supported by Gibson et al (1985) who state that
stereotyping can result in implementing improper programs.
2) Selectivity
The second factor is selectivity. It is impossible for us to catch all the
stimuli that exist in our environment. Only certain stimuli are taken and then
processed in our brain. It is caused by our interest of those stimuli. We shape
perception based on something that we want to choose. It is supported by Gibson
feel discomfort. People will take the stimuli that they want but most of the stimuli
that they take are the positive one for them. In the English teaching-learning
activity, people regard activities as important activities and have positive
perceptions on the activities if they are interested in the activities.
3) Self-Concept
The third factor is self-concept. According to Gibson et al (1985), the way
people see themselves in the form of self-concept will affect their perceptions
about something in their environment. People perceive only the things that are
consistent with their motives and goals and interpret their experiences to make
them compatible with their present self-concept. For example, someone who
always sees something optimistically will also see everything around her
optimistically. If the fifth grade learners atDomby Kid’s Hope 2know their self-concepts, their perceptions of the teaching-learning activities in learning English
will be more accurate because their self-concepts affect their perceptions on the
English teaching-learning activity.
4) Situation
The press of time will literally force the manager to overlook some details,
to rush certain activities and to ignore certain stimuli such as request from other
managers or from superiors (Gibson et al, 1985). People make certain decision
about certain thing without further understanding on their perception toward the
problem. In the English teaching-learning activities, the students will shape
perceptions on it with further understanding about the meaning of this activity
5) Needs
Perception is significantly influenced by needs and desires (Gibson et al,
1985). People will learn what they want to learn, eat what they want to eat, see
what they want to see, and they will do everything they want to do. Students also
have certain needs in learning English. Needs here refer to the students’ wants,
desires, demands, expectations, motivations, and requirements in learning English
atDomby Kid’s Hope 2(Brindley as cited by Richards, 2001). 6) Emotion
Emotion can influence someone in forming perception. Gibson et al
(1985) support this through their statement that strong emotions often distort
perception. Perception is formed through experiencing a particular thing. When
someone feels that he gets benefit of something, he will shape positive perception
in his mind. On the other hand, a person will form negative perception when he
finds that something is not beneficial for him.
2. Young English Language Learners
The students of the fifth grade of elementary school are the subjects of this
study. The students of the fifth grade are regarded as young learners. Therefore,
this part discusses the theory of young learners. The discussion of young learners
consists of three parts. Those parts are the characteristics of young English
a. Characteristics of Young English Language Learners
Young children do not enter the language classroom without any basic
skills. They have a well-established set of instincts, skills, and characteristics
which help them to learn another language (Halliwell, 1992). All of the qualities
of the children an help them to learn in the foreign language classroom.
1) Children’s ability to grasp meaning
According to Halliwell (1992), children have the ability to understand
utterances or sentences although they have not understood the meaning of the
individual words yet. Children grasp the meaning of the utterances from the
intonation, gesture, facial expressions, actions, and circumstances. Children start
to understand the language by understanding the message in this way. Children
also use this ability in their school world. When they learn a new language at
school, they interpret the new sounds, new words, and new structures by using the
ability of grasping the general meaning from the intonation, gesture, facial
expressions, actions, and circumstances. They do not know exactly the meaning of
every single word to know the overall meaning of the utterances.
2) Children’s creative use of limited language resources
In addition of the ability to grasp meaning, children also have great skills
in producing meaningful language from very limited resources. Halliwell (1992)
states that the children’s ability to produce meaningful language from very limited
resources also help them to deal with a new language. For example when they do
not know the word or the grammatical structure of the foreign language, they will
language classroom without being managed. It occurs naturally when the learners
need to communicate in the unpredictable occasions which make them find some
way of expressing themselves.
3) Children’s capacity for indirect learning
According to Halliwell (1992), children have the capacity for indirect
learning. This capacity can be an advantage for the teacher and also the children
in a language class. Children usually concentrate to guess phrases. After passing
long processes of guessing, children will have confirmed words and structures
they only half knew at the beginning. Guessing is actually a good way of learning
phrases and structures, but it is indirect because the focus is not on the language
but more on the task.
Since children have good capacity in indirect learning, Halliwell (1992)
also states that they will be interested to do real task in the language classroom.
Real tasks here mean the meaningful and interesting things to do which are not
just language exercises. It is good to provide the children with an occasion for real
language use, and let their subconscious mind work on the processing of language
while their conscious mind is focused on the task. Games are also appropriate to
be used for real using and processing of language. In this way, game is an
effective opportunity for indirect learning.
4) Children’s instinct for play and fun
Children have the capacity for finding and making fun. Halliwell (1992)
states that children are very good in imagination and creativity. The activity given
children since they already have the sense of fun and play. Then they will engage
with the real use of language.
5) Role of imagination
According to Halliwell (1992), children are really keen in imagination and
fantasy. It becomes important to create language teaching-learning for children
which promote imagination and fantasy. For children, imagination and fantasy are
included to reality. The act of fantasying, of imagining, is very mush an authentic
part of being a child. If the educators accept the role of the imagination in
children’s lives, they can see that it provides another powerful stimulus for real
language use.
6) Instinct for interaction and talk
Halliwell (1992) states that the most important instinct and character of
children that must be considered in language classroom is their instinct for
interaction and talk. This children capacity is the advantage for the primary
language classrooms. It is one of the most powerful motivators for using the
language. Children need to talk. They can learn about the language, but the only
way to learn to use it is to use it.
In addition of what have been explained above, there are also some
important characteristics of young English language learners that may be useful
for educators to keep in mind which are given by Coltrane (2003). Those
1) Young children’s first language is not yet fully developed
As Chomsky (1969) demonstrated, children are still acquiring the
structures of their first language. For children younger than 5, many aspects of
their first language have not yet fully developed. So while older learners have the
foundation of a fully developed first language when they begin acquiring a new
language, younger English language learners are working toward two big jobs at
the same time. The big jobs are the full development of their native language and
the acquisition of English.
2) Children need to develop their native language(s) along with English Educators must consider that young English language learners
communicate with their parents, extended families, and community members is
their native language. According to Chomsky (1969), in order to develop their
native language skills fully, young English language learners need support in both
their native language and English. Ideally, those who work with young English
language learners should be able to speak the native language(s) of the children.
Children should be provided with opportunities for meaningful interaction in both
languages, including verbal interaction and engagement with printed materials
such as books and other media. In as many ways as possible, programs for young
English language learners should support the children’s native languages.
Lindfors (1980) also identify four areas of continuing language growth
through the elementary school years. The four areas are: (1) language structure,
the ongoing expansion and refinement of semantics and syntax (and to a lesser
effectively to serve a variety of functions in diverse communication situations, (3)
metalanguage, the growing ability to talk about language in a conscious way, as a
particular kind of code, (4) language as an independent symbol system-the
increasing independence of language from contextual support.
Lindfors (1980) states that children do not learn the structure of language
and then learn how to use language to serve their communication purpose. Rather,
they learn language always within the context of real communication, by using
particular language structures to serve particular purposes, and by listening to and
interacting with others who do the same.
b. Principles of Children Language Learning
The children ability to learn a language is different from adult’s ability.
The children have their own principles in learning English. Hudelson as cited by
Widiyandari (2005) states four basic principles of children language learning, they
are learning by doing, learning in social context, learning with experimenting and
using the language, and learning through social interaction.
The first principle is learning by doing. Widiyandari (2005) wrote in her
thesis that Piaget in Hudelson (1991) argues that children in primary or
elementary school settings generally are learning by doing. This means that the
children have to be actively involved in the learning process.
The second principle is learning in social context. Vygotsky’s work (1978)
related to language learning postulates that children learn in social context, in
The third principle is learning by experimenting and using the language. It
means that learners need to be given chances to use the language as much as they
can. While using the language, children will make mistakes. Making mistakes is
natural and inevitable part in language learning.
The last principle is learning through social interaction. Language
acquisition occurs through social interaction and through having to use it with
others in authentic communication setting.
Coltrane (2003) also describes learning condition which supports young
learners to learn English. According to him, learning English which involves
parents will give benefits to the learning because parents are the children’s
primary teachers. Parents of young English language learners should be given
frequent opportunities to provide input into their children’s education.
3. Psychology and the Language Learning Process
Psychology is concerned with every phase of human development,
behavior, interrelationship (Crow and Crow, 1956). The process of foreign
language acquisition involves comprehensive activities which have the basic
concepts of psychology, for example human behavior, systematic structural
activity, etc (Leontiev, 1981). The following discussion explains some basic
a. Age-Orientated Concepts and Psychology
According to Leontiev (1981), there are three periods of age development
of learners. Those are: the earliest-school age (at the age of seven up to eleven or
twelve), the middle-school age or growing up period (at the age of eleven or
twelve up to fifteen), and the upper-school age or adolescence (at the age of
fifteen up to eighteen).
Piaget’s Cognitive Development Theory (as cited by Berk, 1989) divides
the children’s cognitive development into four stages. The first stage is
sensorimotor. This stage is found on the children at the age 0-2 years old. The
second stage is preoperational. This stage is found on the children at the age 2-7
years old. The third stage is concrete operational. This stage is found on the
children at the age 7-11 years old. The fourth stage is formal operational. This
stage is found on the children at the age 11-16 years old.
Age as a psychological concept is a period characterized by a whole
complex of mutually interdependent features in the performance of various
activities. These mutually interdependent features are personal distinctive,
unfolding modalities of mental process, and specific attitudes to the object of the
activity, to activity itself, to oneself, to other people, etc (Leontiev, 1981).
The foreign language teachers have to deal with the characteristic features
of the students. This discussion focused on the middle-school period. According
to Leontiev (1981), the middle-school period is a period of rapid socialization of
the learner’s personality. His communication span widens, and society’s opinion
characteristics of the learners in this period are they see themselves reflected in
other people, think more about themselves, compare himself and their behaviors
with other people and their behaviors, and select a model which they try hard to
imitate. At this stage a pupil grows aware of his personality and a common
conflict is the clash between this growing personal self-awareness and the way
adults still treat him as a child.
Leontiev (1981) also states that the members of the middle-school period
looking for involvement, interests, and obsession. These involvements, interests,
and obsession are particularly achieved from evident and permanent hobbies.
However, will and persistence at this period are very selective. This will and
persistence depend on the person guiding motives and interests. In other simple
words, a schoolchild at this stage is able to do what he wants to do.
b. Importance of Human Drives and Urges
Leontiev (1981) states that needs, drives, or urges are the roots of those
inner dynamic potentialities that motivate human behavior. These urges are
satisfied by the child or young person as he lives and develops in his school,
home, and community. The ways in which child can be satisfied are conditioned
by environmental influences. Everyone is born with potential dynamic impulses
which serve as motivating forces throughout life, his thoughts, attitudes, emotions,
and explicit behavior are influenced by them (Leontiev, 1981). Moreover,
Leontiev states that social recognition plays an important role in the direction
motivated through inner drives or by social forces, there is always an impulse
toward action. Overt behavior usually reflects the total of influences that affect the
individual at one time. In general, individuals are motivated to satisfy organic
needs, to achieve constructive purpose or goal, or to gain social prestige.
c. Function of Psychology in Education
Psychology is interpreted as a study of human behavior. It is exerting great
influence upon education (Crow and Crow, 1956). Crow and Crow state that
education can be regarded as a process, that is the continuing experiences that are
engage in by the learner as he develops his innate potentialities. Education as a
product represents the developed skills, knowledge, and attitudes that results from
the learner’s participation in learning process. The educational implications of
psychology developed principles of growth and development. This development
has brought about a close union between psychology and education.
Consequently, a significant area of psychology study has to do with learning and
the outcomes of learning. This particular area generally referred to as educational
psychology.
4. Domby Kid’s Hope 2’s Curriculum
As a children development program which works in the field of education,
Domby Kid’s Hope 2has its curriculum as the guideline of the teaching-learning activities. Some elements of the July 2007 – June 2008 curriculum are activity,
is categorized based on the students’ age ranges. The curriculum issued byDomby Kid’s Hope 2aims to develop the children holistically.
According to the Domby Kid’s Hope 2 coordinator, Domby Kid’s Hope 2 started the English teaching-learning activity in Domby Kid’s Hope 2 in May 2007. The first English tutor developed the goal of English
teaching-learning activities at Domby Kid’s Hope 2 in June 2007 because Domby Kid’s Hope 2 had not had English curriculum yet. The goal of the English teaching-learning activities generally is to make the learners like English and brave to
speak in English. The English tutors at Domby Kid’s Hope 2 have freedom in choosing appropriate and innovative approach or method to teach based on the
goal. Since they have not had definite curriculum, they need help to make definite
and appropriate curriculum to support the general curriculum of Domby Kid’s Hope 2 and also to support the goal of English teaching learning activities in Domby Kid’s Hope 2.
B. Theoretical Framework
This study is conducted based on some theoretical concepts and principles.
The first concept is related to perception as an individual’s process of organizing
and interpreting impressions of the environment so that the impressions will be
meaningful (Robbins, 1997). Therefore, the Domby Kid’s Hope 2 learners’ perceptions can be defined as mental processes within the learners to organize and
interpret impressions of the activities carried out by the tutors to facilitate them to
the researcher will attempt to observe and analyze the learners’ perceptual process
(Altman et al, 1985) which can stimulate their behavior responses.
Referring to Biggs’ opinion as cited by Astutiningsih (2006) that
perception on learning deals with belief about knowledge which influences
students’ approaches to learning, the researcher will observe the learners’
approach to English learning at Domby Kid’s Hope 2. Understanding their perceptual process and approach to learning will help the researcher to understand
the factors that affect the learners’ perceptions.
Factors which affect the learners’ perceptions (Gibson et al, 1985) will
also be discussed. This part is needed to help the researcher to find out the factors
that affect the perceptions of the fifth grade learners on the English
teaching-learning activity.
The discussion of young English language learners (Halliwell, 1992) is
also needed since this study deals with the activity of English language learning
carried out for young learners. The understanding of the characteristics of young
English language learners is needed by the researcher to understand the subjects
of this study. The subjects of this study are the fifth grade learners atDomby Kid’s Hope 2who belong to young English language learners. These characteristics help the researcher to understand the subjects, their answers, and statements related to
their perceptions and learning needs.
The principles of children language learning states by Hudelson as cited
by Widiyandari (2005) is discussed as the theory to analyze the English
comparing the theory and the real conditions of teaching learning, the researcher
will be able to understand the learners better since their perceptions are affected
by the stimuli around them.
The researcher needs the theory of psychology to determine the learners’
needs, perceptions, and the suitability of their needs and their perceptions. The
discussion of psychology and the language learning process is needed because the
process of foreign language acquisition involves comprehensive activities which
have the basic concepts of psychology. It is important to understand the theory of
psychology to understand learning and vice versa.
Because the stimuli which shape the learners’ perceptions are the English
teaching-learning activities carried out atDomby Kid’s Hope 2, the researcher also discussesDomby Kid’s Hope 2’s curriculum. AlthoughDomby Kid’s Hope 2 has not had definite English curriculum yet, the guideline of the goal of English
