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1 R E T P A H C
N O I T C U D O R T N I
t n
I hi schapte,r t he wrtier i sgoing t o discus sand to provide background n
o it a m r o f n
i o f thestudy. tI wli lpresentthei nvesitgated problem,t hei mpo trance n
a , y d u t s e h t f
o d t heoverview of t hestudy srtategy .Beside ,s i twli lalso include .
y d u t s e h t f o d o h t e m h c r a e s e r e h t
.
A Background h s il g n
E Language Educaiton Study Program (ELESP) o fSanata Dharma s
a h y ti s r e v i n
U an objecitve in ti svision which i sto rtain and t o produce lal the e
e n i a rt r e h c a e
t s there to be quail ifed and professiona lEngilsh teachers in the .
e r u t u
f In ordert o achievet ha tgoa,lt herearesomecourse swhich areoffere dto h
s il g n E f o s t n e d u t s e h
t LanguageEducaiton StudyProgram .Consequenlty ,al lo f s
e s r u o c e h
t offered ot thestudentsshould beappilcablet oal lthet eache r rtainee .s d
e s u c o f e b l li w h c i h w s e s r u o c e s o h t f o e n
O on by the wrtie rin thi sstudy i s n
g i s e D m a r g o r P g n i n r a e
L course.
n r a e
L ing Program Design (KPE 377) i sone o fthe compulsory courses h
c i h
w ha sbeen improved using integrated learning in the 2010 /2011 new P S E L E 1 1 0 2 / 0 1 0 2 e h t r o f d e t n e m e l p m i y l w e n l li t s s i t I . P S E L E f o m u l u c ir r u c
. s t n e d u t
s Thi scoursei soffered in semeste r ifve .A sEngilsh t eache rcandidates , ti
s i u q e r e r p s i h
e r a y e h t , e r u t u f e h t n i s r e h c a e t h s il g n E l a n o i s s e f o r p e b o t d e ri u q e r e r a s t n e d u t s
t a h w t n e m e l p m i o t d n a n i a t b o o t d e t c e p x e o s l
a theyhavel earnedt ot herir eall fie , c
e p s
e iallyi nt heeducaitona l ifeld. n g i s e D m a r g o r P g n i n r a e
L si a n integrated course between Insrtucitona l n
g i s e
D course (ID) da n Cur irculum and Mateira lDevelopmen tcourse (CMD). d
e d i v i d s a w e s r u o c s i h t , y l s u o i v e r
P into t wocourses ,namelyI DandCMD .Each s
e s r u o c e h t f
o ha s two-credi t hour swhich should be taken by the Engilsh e
g a u g n a
L Educaiton Study Program (ELESP )students frist .Prasetyo ,Herawait , ij
d A d n a , o jr a h a ri d u B , n it a h ir
P (2007 ) in Panduan Akademik state t hat e
h t e t a ti li c a f n a c h c i h w e s r u o c a s i e s r u o c n g i s e D l a n o it c u rt s n
I Eng ilsh teache r
e n i a
rt e sto understand the p irnciple sand the good procedure o finsrtucitona l .
n g i s e
d tI sprocedure sinvolve speci ifcaiton o fobjecitves ,evaluaiton tiems ,and e
l l a u t c
a arning tasks ,and also designing teaching insrtucitons including lesson .r
a m m a r g d n a , g n i k a e p s , g n i d a e r g n i h c a e t r o f . e .i s ti n u
, y ll a n o it i d d
A Prasetyo ,Herawait ,P irhaitn ,Budriahajro ,and Adj i(2007) i n k
i m e d a k A n a u d n a
P s ay that the Curirculum and Mateira lDevelopmen tcourse f
l e s
ti referst oacoursetha tha sanobjecitvef ort het eache r rtainees to beablet o l a n o it a N e h t n o d e s a b s l a ir e t a m d n a n a l p n o s s e l a p o l e v e d o t d n a s u b a ll y s a n g i s e d
l o o h c s e d a r g r o f h s il g n E f o 6 0 0 2 m u l u c ir r u
C sincluding concept sand model s ,
m u l u c ir r u
c concept s and kind s o f syllabus , syllabu s and lesson uni t l
a ir e t a m /t n e t n o
c development , competency-based educaiton , and competency -l
u c ir r u c , m u l u c ir r u c d e s a
b um 2006 and ti simplementaiton ,the p irnciple sand s
e p y
ti , e v o b
a canbes n ee tha tboth ID courseandCMDcoursehavealmostt hesame e
s o p r u
p f orELESPstudentswhichi st obeablet odesignas yllabu sanddevelopa n
a l p n o s s e l f o t e
s mateiral sbased on t hecurirculum used. Therefore, i n order t o n
i a
g bette r curirculum in ELESP o f Sanata Dharma Universtiy efifcienlty , t
n e m p o l e v e D l a ir e t a M d n a m u l u c ir r u C d n a e s r u o c n g i s e D l a n o it c u rt s n
I havebeen
e s r u o c e n o o t n i d e t a r g e t n
i which ha sthree-credi thour sfo rone semester wno , n
g i s e D m a r g o r P g n i n r a e L y l e m a
n (LPD) course .However, t hemateiralsi n LPD n
o it a n i b m o c e h t e r
a fo IDandCMDmateirals . L
t a h t e r o f e b d e t a t s s
A earning Program Design course i st hei ntegraiton o f n
g i s e D l a n o it c u rt s n
I (ID) course and Cur irculum and Mateiral Development )
D M C
( course, then i n Learning Program design course, theELESP student sare t n e r r u c e h t n o d e s a b s t n e m u c o d g n i n n a l p n o s s e l f o t e s a e c u d o r p o t d e n i a rt
curirculumusedinI ndonesia .Accordingt o AcademicGuideilne’ sBook 02 10 , the f
o e s o p r u
p thi snew integrated course o fLearning Program Design course i sto f
o t p e c n o c e h t o t n i s t h g i s n i e r o m e v i
g curren tcurirculum used i n Indonesia , ti s n
g i s e d m a r g o r
p element sandt hei mplementaiton, suchass yllabu sandl essonuni t n
a l
p . Besides ,t he ELESP student sare also equipped wtih the knowledge o f l
o o h c s e d a r g r o f s l a ir e t a m g n i h c a e t p o l e v e d o t t n e m p o l e v e d l a ir e t a
m sbasedont he
l u c ir r u c t n e r r u
c um .A sat eache rcandidate ,havingablitiyi ndeveloping mateirals n
o it c u rt s n i g n i n n a l p e h t f o e n o s
a i srequ ried . Hunt sa tal .(2009 )say stha t planning insrtuciton i shelpfu lin planning proces sto designate itme swhen i t
. s e v l e s m e h t s n a l p e h t r o f s e s o p r u p d n a s r u c c
g n i h c a e t e v it c e f f e “ t a h t s e e r g a o s l a ) 6 9 9 1 ( h c ir o B . g n i h c a e t n i n o it a r a p e r p s n o it i d n o c t a h w r e d n u d n a t h g u a t g n i e b s i o h w y b d e n if e d s y a w l a e r a s e c it c a r p r r u c
( iculum,l earningobjecitve ,si nsrtucitona lmate irals ,andl earners)”( p.48 .) r o f e s r u o c e ti s i u q e r e r p e h t s i e s r u o c n g i s e D m a r g o r P g n i n r a e L , r e v e w o H y ti n u tr o p p o n a h ti w s t n e d u t s P S E L E e h t e d i v o r p h c i h w I I L P P & g n i h c a e T o r c i M e c it c a r p r o
f -based teaching into schoo lcommuntiy. In micro teaching course & e d g e l w o n k r i e h t e v o r p m i d n a p o l e v e d o t d e n i a rt e r a s t n e d u t s e h t , e s r u o c I I L P P e h t h c i h w n i s e s r u o c e h t e r a s e s r u o c o w t e s o h T . h s il g n E g n i h c a e t n i s ll i k s d n a a w e i v e r l a c it e r o e h t e h t e t a r g e t n i o t e v a h s t n e d u t
s nd f oundaiton o fELT methods , . n g i s e d l a ir e t a m d n a l a n o it c u rt s n I e h t d n a , s e i g e t a rt s g n i h c a e t T L
E Micro
Teachingi soneoft her equriements toi mplementt heteachingbasiccompetencie s .s e t a d i d n a c r e h c a e t h s il g n E e h t r o
f In f act ,good planningi saf ris tstept o qualtiy . n o it c u rt s n i m o o r s s a l c e v it c e f f e s e v l o v n i g n i h c a e t e v it c e f f e “ , ) 9 0 0 2 ( . l a t a t n u H o t g n i d r o c c A r o t c a l a u t c a e h t s a l l e w s a , g n it a u l a v e d n a , g n i g a n a m , g n it a c i n u m m o c , g n i n n a l p .) 5 . p ( ” g n it c u rt s n i f o s s e c o r
p Thus ,a sat eache rcandidate ,havingablitiy toapply r i e h t n i s e i g e t a rt s d n a , s ll i k s g n i h c a e t , d o h t e m g n i h c a e t e t a ir p o r p p a t s o m e h t . d e d e e n s i e c it c a r p g n i h c a e
t Therefore,everyt eache rcandidateisr equriedt ohave ateaching preparaitonint herit eachingpracitce.Hun ta ta.l( 2009 )also meniton s
t a h
t the teache ri sa planne ro finsrtuciton. “The expeirence o flesson planning , fl e s d n a , g n i h c a e
t -observaiton provided u s a s prospecitve teacher s wtih ( ” g n i h c a e t e r u t u f r u o o t n i t h g i s n i l u f g n i n a e
y b e s r u o c s i h t e t a u l a v
e conducitng a survey of students ’persona levaluaiton on n
e e w t e b p i h s n o it a l e r e h
t LearningProgramDesign courseand students’t eaching n
o it a r a p e r
p in orde rto see the relaitons fhip o Learning Program Design course d
r a w o
t s thestudents’t eaching preparaiton ast he minimum standard o fplanning s
s e c o r
p . Percep iton i s impo tran t because percepiton can in lfuence people’ s e
d u ti tt a , r o i v a h e
b ,i nterest ,andmoitvaitona sar esponse( Robbins ,2001). Inothe r d
r o
w s ,percep iton i soneof t hefactor sin t he successf ul of l earning t hi scourse . h
g u o r h
T thesurvey on percepiton on Learning ProgramDesign course, i tcan be t
s e h t t a h w n e e
s udentsf ee landt hinkaboutt hisnewi ntegratedcourseo fLearning Program Design .Moreover ,the students ’percep iton i sessenita lbecause i tcan
e s r u o c e h t f o s t n i o p e v it a g e n d n a s t n i o p e v it i s o p e h t w o h
s conducted from the
n e d u t
s ts ’poin to fview. o
T see the beneftis o f Learning Program Design course toward s the n
o it a r a p e r p g n i h c a e t ’ s t n e d u t
s , the wrtie ri sgoing to discove r the students ’ n
o it a u l a v e l a n o s r e
p o fthe ELESP student s yea r2010 on Learning Program s
i tI . e s r u o c n g i s e
D essenita lbecauseELESP student persona levaluaiton on t hi s o
c d e t a r g e t n i w e
n ursecanaffectt hei racademicresutli ncompleitngt hecourse. Indeed ,by presenitng the answer o fthe research quesiton ,i tcan help the
o t s r e r u t c e
l be able to develop thei rteaching srtategy o fthi sLearning Program e
s r u o c n g i s e
D to prepare the teache rcandidate sin ELESP o fSanata Dharma y
ti s r e v i n
U .Fu trhermore ,i twli lalso be able to help the ELESP student sto s
s e c o r p g n i n n a l p n i y ll a i c e p s e , s ll i k s g n i h c a e t r i e h t e v o r p m
i through Learning
r g o r
Thef actt ha tLearningProgramDesign coursei sa newintegrated coursein P
S E L
E o f Sanata Dharma Universtiy really make s the wrtier interested to e
s r u o c e h t t u o b a e t a g it s e v n
i . Theaimoft hi sstudyi stoi dentfiyand ifndou twha t e
h
t ELESP student sreally think abou tLearning Program Design course and L
f o s n o it u b ir t n o c e l b i s s o p e h t t a h w g n i y fi t n e d
i earning Program Design course .
n o it a r a p e r p g n i h c a e t ri e h t s d r a w o
t Therefore ,thiss tudyi sgoingt of ocu smoreon e
h
t relaiton between Learning Program Design’ scont irbuiton sto the ELESP n
I . n o it a r a p e r p g n i h c a e t ’ s t n e d u t
s thi sstudy, thewrtierf ormulate soneproblemt o ,
d e v l o s e
b “wha ti est h students ’persona levaluaiton on therelaitons hipbetween LearningProgramDesign courseand students’t eachingpreparaitonin ELESP fo
? y ti s r e v i n U a m r a h D a t a n a
S ”
.
B ResearchMethod d e s u r e ti r w e h
T survey research in gaining the answe rto the research d
a h h c i h w n o it s e u
q been stated above .Thi smethod wa susually used i n ifnding t
u o b a t u
o atttiudes ,behavior ,sel fevaluaiton ,o ropinions .According t oAry e ta l )
2 0 0 2
( , “survey i sa research technique in which data are gathered by asking f
o p u o r g a f o s n o it s e u
q individual scalled r espondents”(p.374.) t In hi sstudy,t he d
l u o w r e ti r
w ilket o ifnd outt he persona levaluaiton oft heELESPstudent syea r n
e e w t e b p i h s n o it a l e r e h t n o 0 1 0
2 Learning Program Design coursea nd students ’ d n a c r e h c a e t h s il g n E e h t s a s t n e d u t s P S E L E e h t r o f n o it a r a p e r p g n i h c a e
t idate,s
d e y o l p m e r e ti r w e h t e c n e
c n e ir e p x
e ewhent heyj oined t hecourse .Persona levaluaitonwa smaybedfiferent t
o n a m o r
f he rbecausei tdependedonsomeone’sexpeirenceandt hewayt heysaw t
e r p r e t n i r
o e d an even to ra phenomenon .The wrtie rused thi smethod because , 5 9 9 1 a m s r e i W ( l a n o it a c u d e f o p i h s n o it a l e r e h t h ti w s l a e d y ll a u s u h c r a e s e r y e v r u s
t I . ) 5 1 .
p could be used to measure thei ratttiudes ,opinions ,o rachievement s (Wiersma1995 .,p 169) .I twa saimedt oi dentfiyt owhatt heyt hinkandf ee labou t
d a h y e h t t a h
w expeirenced a tfe ral lthe proces sin Learning Program Design 0
9 9 1 ( h e i v a z a R d n a , s b o c a J , y r A , s e d i s e B . e s r u o
c )alsoagreedt hats urveywast he t
a l u m r o f e h t e v l o s o t d e d e e n a t a d e h t ll a n i a t b o o t d o h t e m e t a ir p o r p p
a edproblem
a w h c i h w y d u t s s i h t n
i sconducted by askingquesitonst oagroup ofi ndividuals . c
e ll o c o t r e d r o n
I tt hedatar elatedt o t hepersona levaluation so fELESPstudent s e
h t n
o relaitonship between Learning Program Design course and the students ’ T
. n o it a r a p e r p g n i h c a e
t he research insrtument semployed in carrying ou tthi s a
w y d u t
s squesitonnarie.
e v i s o p r u p y b d e n i a t b o s a w y d u t s s i h t f o e l p m a s e h
T sampilng .Accordingt o
, ” n o it a c u d E n i h c r a e s e R o t n o it c u d o rt n I “ k o o b r i e h t n i ) 6 5 1 . p , 0 1 0 2 ( . l a t e y r A
e s o o h c g n il p m a s e v i s o p r u
p s sample element swhich are judged to be typica lo r s s a l c e n o m o r f d e r e h t a g y l n o r e ti r w e h T . n o it a l u p o p e h t m o r f e v it a t n e s e r p e
r since
s s a l c e h t f o l l a e k a t o t e l b i s s o p m i s a w t
i e sast het ota lpopulaiton by consideirng . y ti li b a li a v a e m it d n a , t n i a rt s n o c l a i c n a n if , s t n e d n o p s e r e h t o t y ti li b i s s e c c a e h t
e r o f e r e h
T ,t hewrtiert ook clas sD ast hesampleoft hi sstudy.I tmeanst ha tclass a
w
o t g n i d r o c c
A Wiersma (1995 , p.178) , there were several step s a s the u
t s s i h t g n it c u d n o c n i s e r u d e c o r
p dy .The fris tstep wa splanning .The wrtie r d
e t a l u m r o
f et h problem formulaiton which needed to be solved .Then, t he wrtie r d
e n i m r e t e
d the hypothesi s and the purpose o f thi s study .I twa s needed to e
t a g it s e v n
i the relaitonship between Learning Program Design course a nd .
n o it a r a p e r p g n i h c a e t ’ s t n e d u t
s A tfe rthat ,the wrtie rcomplied some reviews fo .
y d u t s s i h t tr o p p u s o t e r u t a r e ti l d e t a l e r
a w p e t s d n o c e s e h
T s selecitng the sample . The wrtie r idenit ifed the g n it c e ll o c n i d o h t e m h c r a e s e r d n a t n e m u rt s n i h c r a e s e r e h t e r a p e r p o t s t n a p i c it r a p
e h T . d e d e e n a t a d e h
t targe tpopulaiton oft hi sstudy wa s et h ELESP student so f r
a h D a t a n a
S ma Universtiy yea r2010 who had taken Learning Program Design e
h t ,r e v o e r o M . e s r u o
c wrtie rilmtiedt heparitcipant sbecausei twasrathe rd fiifcul t .
t c e j b u s e g r a l y r e v a t u o b a n r a e l o
t T he sample subject so fthi sstudy were the a
w D s s a l C . D s s a l c n i e r e w o h w 0 1 0 2 r a e t s t n e d u t s P S E L
E schosenast hes ample
.s t n e d u t s n g i s e D m a r g o r P g n i n r a e L f o e v it a t n e s e r p e r e h t e b o t
a w p e t s d ri h t e h
T sconsrtucitngase tofi nsrtumen(ts.) I nordert ocollectt he a
d ta needed in thi s study , i t woul d be obtained by quesitonnarie . The y
l n o d e s u e ri a n n o it s e u
q the open-ended p . Tatr here were twenty two quesiton s d
l u o
w be puti n t able based on t heLiker tScalewhich provided fou ropiton sfo r s
n a o t t n e d n o p s e r h c a
e wert hequesiton sgiven ,which weresrtongly agree(SA) , .
) D S ( e e r g a s i d y l g n o rt s d n a , ) D ( e e r g a s i d , ) A ( e e r g
a In theclosed-endedpar,tt he s
t n e d n o p s e
d l u o w r e ti r w e h t , h tr u o
F ge tthe permission from the chariperson o fthe a
t a n a S f o P S E L
E Dharma Universtiy to conduc tthe research .Then ,the wrtie r d
e n i a
g thedataneeded by distirbuitngt hequesitonnariet ot heparitcula rsubject s d
a h o h
w been chosen before .the wrtie raske d permission and conducte d the .
3 1 0 2 y a M f o e l d d i m e h t n i h c r a e s e r
i
F htf ,the wrtie ranalyzed the data in the close-ended quesiton which had y
b e ri a n n o it s e u q e h t m o r f d e t c e ll o c n e e
b making tii ntopercentaget omakei teasy e
t a l u c l a c o
t . A sstated before ,the wrtie rused Liker tScale in the closed-ended s
n o it s e u
q whichprovidedt hedegreeo fagreement .So,t hequesiton sors tatement s .t
n e m e e r g a f o s e e r g e d r u o f e h t f o e n o g n i s o o h c y b d e r e w s n
a Thewrtie rcalculated
e h
t number oft he itck sfrom every degree o fagreement .Then, t he resul toft he a
w g n it n u o
c schanged i nto percentage .s The resutl sof t hedatafrom t he closed -a
w n o it s e u q d e d n
e spresentedi nt het ablet oeaset her eadersr eadt her esutl .s t
s a l t
A ,the wrtie rdrew the conclusion by discussing o rreporitng the .
0 1
I I R E T P A H C
N O I S S U C S I D
Thi schapter wli lbe divided into two patrs .In the fris tpatr ,the wrtie r
t n e s e r p o t s t p m e tt
a thereviewofr elatedl tieratureusedasf oundaitont othiss tudy .
t n e s e r p o t e k il d l u o w r e ti r w e h t tr a p d n o c e s e h t n i , e li h w n a e
M the ifnding sa swel l
e h t f o n o it a t e r p r e t n i e h t s
a data ifndings .
.
A Reviewo fRelatedLtierature
r e ti r w e h t ,t r a p s i h t n
I discusse sseveralt heo iresf romtheexpe trst ohelp t o
d e s u s e ir o e h t e h T . a t a d e h t e z y l a n
a aret hestudents ’persona levaluaiton, learning
d m a r g o r
p esign ,and engilsh l anguaget eaching. Al lof t hose t heo ire sabove wli l
l li w s e ir o e h t e s o h T . h c r a e s e r e h t t u o b a n o it a n a l p x e e r o m e v i
g beelaborated more
.s tr a p g n i w o ll o f e h t n i
.
1 Students ’persona levalua iton
t u o b a y r o e h t e h
T s -efl evaluaiton i sneeded ast hebasictheory i n t hi sstudy
a e d y d u t s s i h t e c n i
s l swtih t he students ’persona levaluaiton .There areso many
o t d e t a l e r s n o it i n if e
d thet erm “ fls -e evaluaiton”. I n common way ,s -eefl valuaiton
t a h w s a d e n if e d e b n a
c people think o rperceive abou tsomething in thei rown
d n i
m .However ,the understanding o fthe word “sefl-evaluaiton” tisel fcan be
s e c r u o s e m o s m o r f d e v ir e
d .According to Kasrtat i (2013) “ fl , s -e evaluaiton i s
d n a e c n e d i v e n o d e s a b , k r o w r i e h t f o y ti l a u q e h t g n i g d u j s t n e d u t s “ s a d e n if e d
e r o m li
G (1973 )also desc irbes tha t“a system o fsefl-evaluaiton by student s
e
d signed to increase persona latteniton and interes tin learning and to reduce
y t e i x n a d n a y t n i a tr e c n
u ” .Lewand Schmidt( 2011 )add tha tsefl-evaluaitonr efer s
o
t “the processe stha ta learne rundergoe sto look back on hi spas tlearning
s e c n e ir e p x
e and wha the did t o enable l earning t o occur ,and t he exploraiton o f
s a e d i n w o s ’ r e n r a e l e h t d n a t h g u a t s a w t a h t e g d e l w o n k e h t n e e w t e b s n o it c e n n o c
” m e h t t u o b
a . In othe rwords ,persona levaluaiton si something tha tcome sup t o
e l p o e
p feeilng sandt hought swhichi si n lfuencedbyt heenvrionmen taroundt hem
P . n o n e m o n e h p e h t t e r p r e t n i o t ti e s u y e h t n e h
t ersona levaluaiton usually come s
m o r
f thei nterpretaitonofs omethingcomeupt ot hei rmind ht roughwhattheys .ee
,s u h
T People may see dfiferen tthing swhen they are faced by the same thing .s
T eh way o feach person see o fone thing may have dfiferen tinterpretaiton .I t
i l u m it s e h t n o s d n e p e
d organized o rinterpreted into thei rthought .I tnamed
p e c n o
c tua l /perceptua lproces .s
e v o r p m i n a c n o it a u l a v e l a n o s r e p ’ s t n e d u t s t a h t s e u g r a ) 8 8 9 1 ( n o ri M
) 3 1 0 2 ( i t a rt s a K . s e c n a m r o f r e p g n i n r a e l ’ s t n e d u t
s also agreest ha t“sefl-evaluaiton
l u f r e w o p y ll a it n e t o p a s
i techniquebecauseo f tisi mpac ton studen tpefrormance
fl e s d e c n a h n e h g u o r h
t - fe ifcacy and increased intirnsic moitvaiton” (p.431) .
t , r e v e w o
H h e response o fsomeone si measured by the produc to fpreceding
. g n i n r a e
l tI become sincreasingly in lfuenced by learning. Persona levaluaiton si
y b d e m r o
f theripas tlearningexpeirence. Thei rpas texpeirencewilll eadpeoplet o
s e n e r a w a e k a
t s based on thei rown persona l evaluaiton . A tfe r the persona l
n o it a u l a v
r i e h t n o d e s a
b ownpersona levaluaiton. Gordonarguest ha tstudents’r esponsest o
s e g a s s e m t n a tr o p m i e h t d n e s o t p l e h n a c s e it i s r e v i n u d n a , s e g e ll o c , n o it c u rt s n i e h t
g n i h c a e t e h t tr o p p u s n a c h c i h
w -learningprocess( p.3 .)Inothe rword,t hes tudents ’
n i f o s s e n e v it c e f f e e h t e v i e c r e p o t e u l a v e r a s n o it a u l a v e l a n o s r e
p srtuciton.
, e r o f e r e h
T percepiton here i salso something essen ita lbecause someone
. n o it i d n o c d n a s t n e v e , n o it a u ti s f o n o it a t e r p r e t n i s i h r o r e h n o d e s a b s e v a h e
b Even ,
l a u d i v i d n i h c a
e ’ smoitvaitoni nachievingobjecitveofl earningi saffectedbyt hei r
n o it a u l a v e l a n o s r e p d a b r o d o o g s i t i r e h t e h w , n o it a u l a v e l a n o s r e
p .I fevery
studen thas posiitve persona levaluaiton towards the subjec tmatte rexplained
e v it i s o p e h t w o h s l li w y e h t n e h t , e v o b
a atttiudetowards i tandviceversa.Inorde r
s n i t a h w w o n k o
t ideELESPs tudents ’mindabou tthei mplementaitono fLPDa sa
/ d o h t e m w e
n integrated course in academic yea r 2010 / 2011, the students ’
n o it a u l a v e l a n o s r e
p i sneeded in t hi sstudy to i nvesitgatefu trhe rtherelaitonship
s r u o c n g i s e D m a r g o r P g n i n r a e L n e e w t e
b e and ELESP students ’ teaching
L P P d n a s s a l c g n i h c a e T o r c i M n i y ll a i c e p s e , n o it a r a p e r
p . A sGordon say stha t
“the mos tobviou sway to measure persona levaluaiton i ssimply to ask the
b
o serve rwha tsheo rheperceives( p.3 .)Asking peoplet o descirbet hei rpersona l
n o it a u l a v
e canmakei mpo tran tcontirbuitonst ot het eaching-learningprocess.
r e d n u e h t n o d e s a
B standing o fthe word “sefl-evaluaiton” stated by the
, e v o b a s tr e p x
e i tcan beconcluded t hatsel fevaluaiton ist heway a man view sa
d e s a b n o n e m o n e h
p on t hei rown expeirencest owards the phenomenon .Then, i t
n a
c lead people t o t he dfiferent atttiude so rresponses .These posiitve response s
. e s r u o c n g i s e D m a r g o r P g n i n r a e L f o s s e c c u s e h t e c n e u lf n i ll i
p e d s s e c o r p g n i n r a e l e h t f o s s e c c u
s end son the students ’persona levaluaiton
. e s r u o c e h t d r a w o t .
2 Eng ilshLanguageTeaching
E t u o b a s e ir o e h t e h
T ngilsh language teaching are used to desc irbe the
r o t c a l a u t c
a theproces sofi nsrtuciton and t oexplaint her elaitonshipbetween
h s il g n E e h
t languaget eachingandEngilshl anguageplanning .Richards(1990 ,
1 .
p ) in t hebook “TheLanguageTeaching Matirx”, sayst ha tsecond l anguage
f o e s u d n a n g i s e d e h t h ti w r o s d o h t e m g n i h c a e t h ti w s l a e d g n i h c a e t .s l a ir e t a m l a n o it c u rt s n
i In addiiton ,Richard s(1990 )also view stha tEngilsh
, m u l u c ir r u c e h t g n o m a s n o it c a r e t n i m o r f t l u s e r o t n e e s s i g n i h c a e t e g a u g n a l , s d r o w r e h t o n I . s l a ir e t a m l a n o it c u rt s n i d n a , y g o l o d o h t e m , s t n e d u t s , s r e h c a e t e r e h
t aret hreef actorst omaket heEngilsht eachingbecome seffecitve,t ha tare
.s l a ir e t a m l a n o it c u rt s n i d n a , y g o l o d o h t e m , m u l u c ir r u c e h
