CHAPTER II LITERATURE REVIEW A. Perception
Talking about „perception‟, one‟s mind will automatically be led to
certain nature of human being that is his/her psychology feature. According to
the sciences, there are some definitions of perception. Jalaludin (1999:51)
says that perception is the experience of the object, incidents or the relation
which comes from the conclusion or information and to interpret the
meaning.
1. Definition of Perception
Perception is a process which starts from the sense of organ. That is a
process related to acceptance of message or information by human brain
Sudarno (2001:53) as cited in Rochayati (2010). Further it is said that during
the process a person continually interacts with their environment. In the
interaction they use five senses those are vision, hearing, taste, smell, and
touch. Peoples sees, hears, tastes, smells, and touches things around them.
Those things may give stimulation to the people senses. Then, their brain
registers the stimuli and sends them to nervous system. By some experts, this
process is called sensation. The next process are thinking, analyzing, and
reasoning in order to archives the meaning of the object. In line with the
process, it can describe that perception is the process by which a person brain
Mahmud (1994:41) as cited in Rochayati (2010) defines perception
as the direct stimuli from receiving information, or the process of person
to know the phenomenon from their five senses. Thus, he states that we
receive everything around us by our five senses, the process is called
sensing, but our perception toward this word is not only the result from
our process of sensing, but there is an interpretation toward the receiving
stimuli. These stimuli that make us think about our environment.
The perception‟s process happens when we use our sense to start
the process of stimulating which is called sensation. Sensation is a part of
perception. Perception is the process by which we take raw sensations
from environment and interpret the using knowledge and understanding
of the world, so that they become meaningful experiences.
Any one‟s perceptual experience will be determined by personal
and situational factor. Jalalludin Rakhmat(2001:51) illustrate that
perception is an experience about object, phenomenon or connections in
way to conclude information and to interpret the message.
Based on such thought, Davidoff as cited in Walgito (1997:55)
defined perception as a complex process that depends on both
surrounding world and the perceiver. Chaplin (1971:143) as cited in
Walgito (2010) states that „perception‟ is a process of recognizing an
2. Process of Perception
According to Belch (2007) as cited in Walgito (1997) there are four
stages in the process of perception. The four stages are exposure,
attention, comprehension and retention. Below are the descriptions:
1. Exposure is the stage where someone begins receiving information
through the senses possessed. Information obtained by seeing or
hearing directly about a particular thing.
2. Attention is the stage where someone begins to put the received
information into stimuli. The information began to be digested
through someone mind.
3. Comprehension is stage where someone begins to interpret the
information that goes into a specific meaning. The information
becomes more advanced and make perceptions are different between
each individual who receives such information.
4. Retention is the stage where someone had started not remembering
the entirety of what they read, see, or hear even though they are
already interested and able to interpret this information.
Rather, Moskowitz, and Orgel in Walgito (1997:54) explained that
perception is a complex process. They divided the process into three.
Those are physical, physiological, and psychological.
a. Physical: an object arouses stimuli that are caught by a receptor. This
is what some expert call sensation.
c. Psychological: the brain processes the stimuli. Then, the individual
realizes what is received by their brain.
3. Factor that influence people perception
Walgito (1989:75) divides factor that affects ones‟ perception into
two. They are as follow:
a. Internal Factors
Internal factor is a factor which comes from an individual,
especially depend on psychological factors such as: thoughts,
feeling, willingness, needs, sex, motivation, and attention. Every
human being has different characteristic and temperament which
influence individual behaviors. The different characteristic and
temperament also shaped by individuals‟ family and individuals‟
environment.
b. External Factors
This factor which comes from outside an individual, the
external factors also affected someone‟s perception, and stimulus is
an internal factor in monitoring process. The process of stimulus will
through the sense of organ receptor such as: sight, sounds, hearing
etc. It can be concluded that the individual‟s sense organ is as a
connector between individual and the world.
Bower (1989:99) states that traditionally, perception defined as
an organism‟s conscious awareness and categorization of objects and
organism‟s senses organs. Thus he expands the definition and states
that perception refers to the entire process by which eternal stimuli
influence whatever thoughts and behaviors of the organism
immediately follow those stimuli.
B. Assignment
1. Definition of Assignment
Assignment is the exercise(s) to support and strengthen the
students‟ understanding of the material given by the teachers or lecturers.
According to Kusuma (2013:220) as cited in Bayu and Beni (2015) the
student‟s success to reach a good output is determined by some factors
such as assignment given to students routinely, appropriate teaching and
learning method, and lecturer‟s good model for the students.
Generally, students are studying only in school, in their house they
just do what they want. Practically most of the students didn‟t study in their houses. Therefore, in the next meeting the students aren‟t
understand the previous material that might be still have corelation with
the next material. This is what causes passive teaching and learning.
Interaction between lecturers and students became passives. The lecturer
is active in giving the material but the response from the students aren‟t as expected by the lecturer, because they aren‟t understand the material.
Assignment is one way to make the students active in teaching and
learning process. Assignments is considered to supportthe students in
students for studying.By using assignment, the lecturers are able measure
how far the students understanding. Lecturers also believe that giving
assignment to the student will give crucial role in student learning,
achievement, and skill development. (Xu & Yuan, 2003 cited by
Galloway, Conner and Pope, 2013) Method of giving assignment is often
done by the lecturers.
Giving assignment to the students can increase their responsibility
in their learning. Assignment also can be used to develop or demonstrate
students' personal skills. There are various kinds of assignments that can
be used to develop or demonstrate students' higher-order thinking skills,
writing skills, presentation skills and/or collaborative and interpersonal
skills such as essay that used to assess student comprehension over
specific content and the ability to explain the material in their own words,
presentation used to assess oral presentational skills, understanding of the
content, and ability to organize and structure material, and group
assignments to assess interpersonal, communication, and collaborative
skills of students. Sapri (2013), Sumantri, (2003: 15) as cited in Bayu and
Beni (2015) said that assignment is used as a way of teaching and
learning interaction which is signed by giving assignment and done by
the students at collage or at home, individually or in a group. So the
students should not only complete the assignment but also they should
understand what they have done in the assignment. It is the evidence that
assignment from the other students. This is alsothe evidence that the
student was studying while they tried to completing the assignments. So
the lecturers‟ don‟t only check at the student work, but also the studentsunderstanding related to the assignment. Students that do the
assignments should understand what they have done in the assignment.
Teacher can give some questions based on the assignment to check
students understanding.
2. Type of assignment
According to Wingkel (2005:227) as cited in Darminto (2012),
giving assignment can be divided into three, they are:
a. Instructional purpose that should be achieve, especially if it looked
from the type of behavior, such as cognitive, affective and
psychomotor.
b. According to how many students should do the assignment? It is
individual assignment that the student should do the assignment by
themselves or group assignment that the student should work in a
group to complete the assignment. Whether it is a small group or a
big group.
c. According to the learning technique, it is discovery learning that the
students work by themselves without any clue from the
teacher/lecturer, or expository learning that the teacher/lecturers
According to that statement giving assignment is the activity that is
given by the teacher as some assignment, then the students completing
the assignment and also should have their responsibility in the
assignment to prove the understanding of the material that has delivered
by the teacher.
3. The steps of giving assignment
Giving assignment is considered from the mindset which
assignment would make the students study. The lecturer could make the
schedule in giving assignment that not burdening the students, because
giving assignment could increase the students‟ responsibility toward their
study especially homework assignment.
The steps of giving assignment that should be followed according
Syaiful Bahri and Aswan Zain (2006: 89) cited in Darminto (2012) are
three phase, that is:
a. Planning phase (process of giving assignment from the lecturers or
teachers) the assignment which will be given to the student should
consider:
i. The goal that should be accuired
ii. The kinds of the assignment should be clear and precise, so that
students could understand what should they do in the assignment.
iii. The assignment should be appropriate with their ability.
iv. The assignment should have a guide note or references that vould
v. The lecturers or the teachers should give enough time for the
students to completeing their assignment.
b. Giving assignment phase
i. Should be given and supervised by the lecturers or teachers.
ii. The lecturers or the teachers should motivate the students to
comlete the assignment
iii. Individual assignment should be complete by themselves.
iv. The lecturers or the teachers should supervised the students to
write their result well and systemathically.
c. Responsible of the assignment phase
i. The students report whether in written or spoken form from what
they have done in the assignment.
ii. There should be question and answer session and discussion in
the class
iii. Research the result by testing them or other method.
Beside that, giving assignment according Moh. Uzer Usman and Lilis
Setiawati (1993: 128) cited in Darminto (2012), there are:
a. Decide the goal of giving assignment, this is needed in order to make
easy in deciding the kind of assignment that will be given to the
students.
b. Decide the kind of assignment that will be given to the students.
c. Explaining the methods to do the assignment.
e. Implementation the assignment by the students.
f. Resistation phase (responsible) the assignment that given to the
students‟ whether in writen or oral form.
4. Good assignment requirement
Assignment needs some aspects to be a good arranged assignment,
according to (Suprihadi Saputro, 2000:76) as cited in Darminto (2012),
good arranged assignment are:
a. Should be clear and firm
b. Should be accompanied with the difficulties that will be faced
c. Should be related with the material that has learned
d. Should be discussed by teachers and students
e. Should be adjusted with the students capability
f. Should be done by the students itself
g. Should be adjusted with the time that the students have
According to that statement, the teacher/lecturer should pay
attention to those aspects before giving the assignment to the student, in
order the student should be able to complete the assignment and they can
take the responsible to their assignment. Teacher/lecturer also should
correcting the assignment that has been done by the students to measure
the level of students understanding in mastering the material, by giving
reward and positive feedback hopefully the students can be more active
Kinds of assignment stated by Roestiyah (2008:133) as cited in
Darminto (2012), “assignment can be given in form of question lists
about the course or by giving some order that should be discussed with
discussion or the students should looking at course book to get the
answer, can be written or spoken, collecting something, making
something, observing about something or doing experiment”.
According to the statement bellow can be conclude that assignment
form that teacher/lecturer gave to the students can be in the form of
question, tasks, written, spoken, homework etc. Good assignment should
be followed by feedback from the teacher, feedback can make student
more understand the material and the purposes of the assignment.
Feedback also can make an exiting experience that will make the students
have a wish to repeat response from the teachers or lecturers.
C. Relevance of the Research
1. Bayu Adi Sulistyo and Beni Rizki Setiawan (2014), with the research
“Students‟ Perception On The Support Of Assignment To Their
Learning”. The result summarize that most of the students felt burden in
preceiving the assignment. The data showed that 8,4 % like the
assignment, 39,58 % students didn‟t like the assignment, and the rest
52,08 % students consider that assignment was a common thing. In
addition, 41,67% students consider that assignment was kind of
forcefulness, 14,58% students consider that assignment was not kind of
forcefulness or not. It is affected by some factors such as irrelevant
assignment with the material, the assignment is so theoritical, the time
submission didn‟t balance with the amount of the assignment, and some
of the students were less-appreciate by the lecturers.
2. Darminto (2012), with the research “Pengaruh Intensitas Pemberian Tugas Rumah Terhadap Prestasi Belajar Kelas X Peserta Didik Teknik
Kendaraan Ringan Di SMK Muhammadiyah 3 Yogyakarta”. The result
summarize that (1) According to average calculation of the intensity of
giving homework, showed that SMK Muhammadiyah 3 Yogyakarta has
62,4 more intensity of giving homework than SMK Muhammadiyah
Prambanan that the score was 57,6. (2) According to the achievement of
study, showed that SMK Muhammadiyah 3 Yogyakarta has 73,5 more
achievement of study than SMK Muhammadiyah Prambanan that has
average 67,7. (3) The intensity of giving assignment has influence to the
achievement of study of he students. It is showed by the differences of
the achievement of the study, which the students that has more the
intensity of the assignment has more achievement from their study beside
