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S T N E M E G D E L W O N K C A
t s ri
F o fall, Iwould ilke to show ym deepest grattiude and my praise t o e
h
T Almighty Godfo rHi sblessing and guidancesotha t Ican ifnisht hist hesis . . y l g n i y f s it a s d n a y l e t e l p m o c s i s e h t s i h t h s i n if o t e l b a e b t o n d l u o w I , m i H t u o h ti W
m o d s i w f o n a m a e b o t e m h c a e t ll i w o h w , p ir g y m d n a r e p l e h y l n o y m e b l li w e H
e fi l y m n
i .
t s e t a e r g y
M thanks si fo r my adviso r Carla Sih Prabandari ,S.Pd. , .
MHum.fo rhe rintelilgen tbu twiseguidanceinmyproces so fw iritngt hist hesis . I
h g u o h t n e v
E expeirenced having some problem sin the wiritng proces sand I y ll a n if l it n u t n e it a p g n i e b t p e k e h s , n o it a n i m r e t e d f o k c a l d e w o h s I s e m it e m o s
c do ul ifnisht hist hesi scompletely. y
M thankfulness goe sfo rFX .Agu sHariyono ,S.E. ,S.Pd. , et h p irncipa l A
M S f
o KoleseDeB irtto Yogyaka tra, fo rhi spermission t o conductt her esearch .s
i s e h t y m r o
f Also I thank Ag .Triwinanta, S.Pd., Andrea s Denny Seita .
d P . S , a m a t
U ,and P .Gandh iPrastowo ,S.Pd., the Engilsh teachers fo SMA d
n a e c n a d i u g g n i v i g r o f o tt ir B e D e s e l o
K suggesiton and t hei rwliilngness t o be .s
t n e d n o p s e r y
m oT thestudentsi nSMAKoleseDeBrittoYogyakarta ,It hank m
e h
t fort hei rbeautfiu lpercep iton t ha twasr eally helpfulf o rmy r esearch . Iwli l h
ti w r e h t e g o t n r a e l o t e c n a h c e h t t e g r o f r e v e
n al lo fthem.
o w
I uld give my bes tgrattiude to la lo fPB Ilecturers ,especially rfo C ea ciilaTutyandari ,S .Pd. ,M .Pd., andGregoriu sPuntoAj iS.Pd. ,M.Hum.,
n e v i g e v a h o h
w suppo tr sand guidance to me du irng my study in PBI . Iwould k
n a h t o s l
a PB I staf ,f Mbak Dhanniek & Mbak Tari f or thei r help in r
e tt e l n o i s s i m r e p e h t g n ir e t s i n i m d
a ,and organizi ng wha t Ineed du irng my study .I
B P n
i tIi salsoi mpo trant fo rmetos ay“thankyou” toal lo filbrarian sands taf f n
i Sanata Dharma Library fo rgiving bes tservices fo rme du irng my study , s
i s e h t y m g n it ir w f o e m it e h t n i y ll a i c e p s
e .Laslty , Igive my thank sto the las t ,
r e r u t c e
l Dra . Lanny Anggawat,i who had changed my viewpoin t o f lfie y
l e t e l p m o
x y
m wisdom; my word soft hank swli lneve rbe enough t o show my grattiude t o r
e h .
, y li m a f y m n
I Iwouldgivet hemosts inceret hankst omymother, Imelda , tr
o p p u s d a h o h
w e d me and scolded me when Ilacked o fmo itvaiton to do my .s
i s e h
t My t hank salso go t o my l tiltebrother ,Ade ,who alway smake smel augh ‘
y m e b s y a w l a l li w d n a , s e k o j s i h h ti
w senior’i nplayingonilnegames:thet hing I d
e t a v it o m n u l e e f I r e v e n e h w m i h h ti w o d s y a w l
a .TomyOpungandTulangwho
s e t a e r g e h t e m o c e b s y a w l
a tf amliymembert ome. ,
e fi l y m f o t h g il e h t r o
F Hikari; Iwould ilket ot hankherf o rgivingmet he .
e v o l o t w o h e m g n i h c a e t d n a , e fi l y m n i s h t n o m 9 t s e i p p a
h Andt omybestf irend ,
, e fi l y m n i d n e ir f t s e b l a e r e h
t Krisitn , Iwould ilke to say “thank you” for t he d
a h r e v e e v a h I p i h s d n e ir f l u fi t u a e b t s o
m wtih her . To my greates t‘patrne rin ,
I B P n i ’ e m ir
c Setyo; Ithank he rfo rhe rcrazy thought so flfie and also he r o
T . e m o t s tr o p p u
s Romo ,Eilsta ,Nova ,Lucky ,and Ajeng ,It hank t hemfort he .
D P S n i e fi l y m n i n o it a r e p o o c t s e t a e r g
r o f o g o s l a s k n a h t y
M Yo ,Hans ,Eils ,fo rbeing t hef irend so f‘my othe r o
t o s l a d n a , ’ fl e
s Pauilne ,Anggi ,Andre ,De tta ,Iman ,Prisca ,Ptia ,Angeilne , d
n
a Liza ,my f amliyi n “TheYouth Generaiton”. T o otherpeoplet ha t Icanno t e
n o y b e n o n o it n e
m ,whohass uppo tredmei nw iritngt hist hesis .Thel as tbu tno t y
m o t , t s a e
l 9 angels (especially Kim Hyoyeon ) in Girls ’Genera iton a.k.a . D
S N
S (So NyeoS iDae) ,who gavemespriti sandentetrainmenti n mybad itme , y
ll a i c e p s
e thei rsong“ChocolateLove” ,whichalway saccompaniedmei nt yping .s
i s e h t y m
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e g a P E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii D
N A O T T O
M DEDICATIONPAGE... i v Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... .... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... .... vi T
C A R T S B
A ... v i i
K A R T S B
A ... viii S
T N E M E G D E L W O N K C
A ... ix
S T N E T N O C F O E L B A
T ... .. xi S
E L B A T F O T S I
L ... xiv S
E C I D N E P P A F O T S I
L ... .... x i v
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... 1 .
B ResearchProblem s ... 3 n
o it a ti m i L m e l b o r P .
C ... 3 .
D ResearchObjecitves ... 4 .
E ResearchBeneftis ... 4 s
m r e T f o n o it i n if e D .
F ... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
n o it p ir c s e D l a c it e r o e h T .
A ... 9
.1 Reviewo fPreviou sStudyabou tPercepiton ... 9
.2 PercepitonStudya sSurveyResearch ... 11
a .De ifniitonandNatureo fPercepitonStudies ... 11
b .FactorsI n lfuencingPercepiton ... 11
.3 EngilshTeachingLearningi nI ndonesian
HighSchool ... 12
ii x
a .Jesui teducaitonassistsi nt het otalformaitono feachi ndividua l
wtihint hehumancommuntiy ... 14
b.Jesui teducaitonemphasize sacitvtiyont hepar toft he
students ... 15
c .Jesui teducaitonemphasize sacitvtiyont hepar toft he
student s ... 15
d.J esui teducaitonencouragesl fie-longopennes s
togrowth ... 15
5 .TeachingLearningSrtategie s ... 15
a .AudioLingua lMethod ... 16
b .Task-BasedLanguageTeaching ... .... 17
c .CooperaitveLanguageLearning ... .... 18
d .CommunicaitveLanguageTeaching ... 1 9
e .GenreBasedTeaching ... 1 9
.6 Thecharacteirsitc so fAsianHighSchooll earner si n
learningEFLandHowt heTeacher sMus tDealwtih ti ... 21
7 .Student smoitvaitont ol earnEngilsh ... 23 k
r o w e m a r F l a c it e r o e h T .
B ... 24
Y G O L O D O H T E M . I I I R E T P A H C
e R .
A searchMethod ... 28 g
n it t e S h c r a e s e R .
B ... .. 2 9 s
t c e j b u S / s t n a p i c it r a P h c r a e s e R .
C ... 30 s
t n e m u rt s n I .
D andDataGatheirngTechnique ... 31 n
A a t a D .
E alysi sTechnique ... 35 c
r a e s e R .
F hProcedure ... 37
. V I R E T P A H
C RESEARCHRESULTSANDDISCUSSION .
A ThePercepitono fSMAKoleseDeB irttoYogyakatraEngilsh
ii i x .
B ThePercepitono fSMAKoleseDeB irttoYogyaka traStudents
toward steachings rtategyusedi nEngilshclas s... 50 .
C TheCompairsono fStudents ’PercepitonandTeachers ’Percep iton 75
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C S
.
A C con lusions ... 80 .
B Recommendaitons ... 83
E
R FERENCES ... 91 S
E C I D N E P P
v i x
S E L B A T F O T S I L
e l b a
T Page
.s t n e d u t S e h t r o f e ri a n n o it s e u Q e h t f o t n ir p e u l B e h T . 1 . 3 e l b a
T ... 33
e i v r e t n I e h t f o t n ir p e u l B e h T . 2 . 3 e l b a
T wGuideilnef ort heTeache.r ... 34 e
l b a
T 4.1 .Student sPersona lEvaluaitont oEngilshClass... 52 .
2 . 4 e l b a
T Student sPersona lEvaluaitont oward sEngilshClass... 54 d
n a n o it i d n o C e h t s d r a w o t X e d a r G m o r f e s n o p s e R ’ s t n e d u t S . 3 . 4 e l b a T
processi nEngilshClass(Par tA)... 56 s
e R ’ s t n e d u t S . 4 . 4 e l b a
T ponsef romGradeXt owardst heCondiitonand
processi nEngilshClass(Par tB) ... 57 e
g a u g n a L d n a e c n e i c S I X e d a r G s t n e d u t S f o n o it p e c r e P . 5 . 4 e l b a T
onTheCondiitonandprocessi nEngilshClass(Par tA) ... .. 60 .
6 . 4 e l b a
T Percepitono fStudent sGradeX IScienceandLanguage
onTheCondiitonandprocessi nEngilshClass(Par tB).. .... 61 d
n a n o it i d n o C e h t n o l a i c o S I X m o r f s t n e d u t S f o n o it p e c r e P . 7 . 4 e l b a T
processi nEngilshClas .s( Par tA) ... 63 d
u t S f o n o it p e c r e P . 8 . 4 e l b a
T entsf romX ISocia lont heCondiitonand
processi nEngilshClas .s( Par tB) ... 64 n
i t n e m e v e i h c A ’ s t n e d u t S . 9 . 4 e l b a
T EngilshClas s... 65 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P s t n e d u t S . 0 1 . 4 e l b a T
Clas sXTaugh tbyTeache r1.( Par tA)... 68 e
l b a
T 4.11 .Student sPercep itononTeachingSrtategie sUsedi nThe
Clas sXTaugh tbyTeache r1.( Par tB) ... 6 9 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P ’ s t n e d u t S . 2 1 . 4 e l b a T
Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 71 .
3 1 . 4 e l b a
T Students ’PercepitononTeachingSrtategie sUsedi nThe
Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 72 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P ’ s t n e d u t S . 4 1 . 4 e l b a T
v x e
d u t S . 5 1 . 4 e l b a
T nts ’PercepitononTeachingSrtategie sUsedi nThe
i v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
. 1 x i d n e p p
A PermissionLetterf ort heHeado fSMAKoleseDeB irtto
Yogyakar at fromSanataDharmaUniverstiy ... 96 .
2 x i d n e p p
A PermissionLettert oConduc tResearchf romSMA
KoleseDeB irttoYogyakatra ... 98 .
3 x i d n e p p
A Quesitonnarief o rTheStudent s ... 1 0 0 x
i d n e p p
A 4 .InterviewGuideilnesf o rTeacher s... .. 1 6 0 x
i d n e p p
A 5 .QuesitonnarieRecapf o rpar t1 ... 1 8 0 x
i d n e p p
A 6 .QuesitonnarieRecapf o rpar t2and3... 111 x
i d n e p p
A 7 .InterviewTranscirpts :Teache r1 ... .... 1 91 x
i d n e p p
A 8.I nterviewTranscirpts :Teache r2 ... .... 1 8 2 3
r e h c a e T : s t p ir c s n a r T w e i v r e t n I . 9 x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
m e l b o r p h c r a e s e r e h t d n a d n u o r g k c a b e h t , r e t p a h c s i h t n
I a re discussed .
e h
T researchbackground shows thereasonwhyther esearcherdecided t oconduc t
n o it a l u m r o f m e l b o r p e h T . y d u t s s i h
t deifnes the quesiton sa sthe fundamenta l
e n il e d i u
g to conduc tthe study. There i salso some addiitona linformaiton abou t
f o s n o it a ti m il e h
t thestudy, t he objecitves of t he study ,and also beneftis of t he
. y d u t
s In the end o fthi schapter ,a ils to fkey term si s presented to clarfiy the
s t c e p s
a beingdiscussedandt oavoidmisunderstandingi nr elaitont oothert opic .s
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A ResearchBackground
g n i n r a e
L foreign languages , especially Engilsh, migh t be dfiifcutl fo r
s t n e d u t s n a i s e n o d n
I .The dfiference sin cu tlure and also in the second language
r a m m a r
g cause the dfiifculite sfo rthe students ni learni ti .ng In Indonesian
, m e t s y s n o it a c u d
e Engilsh i sone o fthe foreign language staugh tin senio rhigh
l o o h c
s .Senio rhigh schoo lstudentsalso havet hedfi ifculitesl earning Eng ilsh .In
v e s t n e d u t s s e s a c e m o
s enf ee lnervous ro srtessful .I tmigh taffectt hei rmoitvaiton
. h s il g n E n r a e l o
t A language teacher ,in thi scase Engilsh teacher ,needs the
e l b a ti u
s srtategy to teach Engilsh. I ti sneeded to provide a more effecitve ye t
. y l g n il li w n r a e l o t m e h t e g a r u o c n e d n a n r a e l o t s t n e d u t s r o f n o it a u ti s t n e i n e v n o c
e h t t a h t d n a t s r e d n u t o n o d s t n e d u t s e h t t a h t y ti li b i s s o p a l li t s s i e r e h t , r e v e w o H
y g e t a rt
. s d e e
n Student smightf eelt hati n t heproces soflearning, t hemateirali st oo hard
r e h c a e t e h t t a h w w o ll o f s t n e d u t s e h t fi , t c a f n I . g n ir o b e r a d e s u s e u q i n h c e t e h t r o
e l b a e b d l u o h s y e h t , g n i n r a e l e h t n i s e t a ti li c a
f tol earnt hef oreignl anguageeasliy.
n i d n u o f s a w m e l b o r p s i h t t u o b a e s a c l a e r e n
O the researcher’ s itme o f
( g n i h c a e T e c it a r
P PPL - Prakitk Pengalaman Lapangan )in SMA Kolese De ,
e r e h T . o tt ir
B ther esearcherhadt ot eachsomeclasse so fthef ris tyear( Clas sX) .
, d o ir e p n o it a v r e s b o e h t g n ir u
D the researcher found tha tthe student swere no t
e h t w o ll o f o t c it s a i s u h t n
e lesson .They seemed unmoitvated to join the lesson .
n e m n g i s s a r i e h t g n i o d n i n o it c u rt s n i s ’ r e h c a e t e h t d e w o ll o f d e e d n i y e h
T t .
s n o i s s e r p x e r i e h t ,r e v e w o
H (sucha ssighingandhavinggloomyfacia lexpressions)
. o s o d o t e k il t o n d i d y e h t t a h t d e w o h
s Thi smigh tlead them to have low
d y e h t e c n i s t n e m e v e i h c
a i d i tunwliilngly ,no twtih t hei rbest .Fu trhermore ,atfe r
r e h c r a e s e r e h
t did the teaching pracitce ,the feedback so rcomment sfrom the
n o s t n e d u t
s the researcher’steaching moslty conveyed t he i dea t hat t hey did no t
e h t e k
il thei rEngilsh teachers and even asked theresearcherto conitnueto t each
. e r e h t
r e g g ir t e s a c s i h
T e d the researcher’ s interest to invesitgate students ’
n o it p e c r e
p o n the teachers ’ teaching srtategies in Engilsh Lesson . Students ’
n o it p e c r e
p o n the t eaching srtategies i n Eng ilsh classi sbeneifcia lespecially fo r
r e h c a e
t s .By knowing students’ percepiton ,teacher scan adjus tthei rteaching
. g n i n r a e l n i d e e n r i e h t l li fl u f d n a n o it i d n o c ’ s t n e d u t s t i u s o t y g e t a rt
s Thi sway ,
e h t f o d n e e h t n i t n e m e v e i h c a r e tt e b e v e i h c a o t s t n e d u t s e h t p l e h n a c r e h c a e t
. s s e c o r p g n i n r a e
m e l b o r
p , which also involved the teachers ’percepiton a sthe compairson .Wha t
g n i h c a e t f o e s a c e h t n i s m e l b o r p l a e r e h t e r
a -learning srtategies? Wha tdo the
t a h W ? d e s u e v a h y e h t s e i g e t a rt s g n i h c a e t e h t t u o b a k n i h t s r e h c a e
t i sthestudents ’
n o it p e c r e
p towardst herit eacher’ ssrtategies? Thesekind so fquesiton sbecome the
r o f e c n a d i u
g ther esearcher toinvesitgatemoreaboutt hi sproblem.
.
B ResearchProblems
d e s a
B ont hebackgroundexplained ,threeproblemsaref ormulated:
.
1 Wha tare the percepitons o fEngilsh teacher so f SMA Kolese De B irtto
g n i h c a e t n w o r i e h t s d r a w o
t ?
.
2 Wha taret hepercep itons fo studentsf romSMAKoleseDeB irttot owards the
’ s r e h c a e
t srtategiesinEngilshl earning?
.
3 Wha tinsightcanbeinferredfromt hesimliairite sanddfiferencesbetweenthe
n o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t
s ?
.
C ProblemLimtia iton
e h t g n i v l o v n i , o tt ir B e D e s e l o K A M S f o a e r a e h t n o s e s u c o f y d u t s s i h T
r e p e h t s s u c s i d y l n o l li w y d u t s s i h T . s r e h c a e t h s il g n E e h t d n a s t n e d u t
s cepitons ,
e h t n i s e i g e t a rt s e h t s d r a w o t , s t n e d u t s d n a s r e h c a e t e h t m o r f h t o
b process fo
e h t n o s u c o f o s l a n o i s s u c s i d e h t n i r e t a l e d a m s n o it c e n n o c e h T . n o s s e l h s il g n E
h c a e t o t d e s u e r a s e it i v it c a t a h w t u o b a y li r a m ir p , s e i g e t a rt s g n i h c a e t e h t f o t c e p s a
.
D ResearchObjecitves
y d u t s e h
T i sexpectedtor evea lsomei nformaitonabou:t
.
1 Thepercepiton so fEngilsh t eacher so fSMA KoleseDeB irtto t owardst hei r
g n i h c a e t n w
o .
.
2 Thepercepiton so fstudent so fSMA KoleseDe Birtto t owardst he t eachers ’
s e i g e t a rt
s inEngilshl earning.
.
3 Theinsighttha tcanbei nferredf romt hesimliairite sanddfiferencesbetween
n o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t s e h
t ?
.
E ResearchBeneftis
l a i c if e n e b e b l li w y ll u f e p o h n o it p e c r e p ’ s t n e d u t s t u o b a y d u t s s i h
T in some
t r o p e r a s a y l n o e b o t t o n h c r a e s e r s i h t s t n a w r e h c r a e s e r e h T . n o it a c u d e f o s t c e p s a
l a n o it a c u d e r e h t o r o s r e h c r a e s e r r e h t o r o f e c n e r e f e r a s a o s l a t u b s i s e h t r o f
r e h tr u f t c u d n o c o t e c n e r e f e r c i s a b a e b n a c y d u t s s i h t , y ll u f e p o H . s r e k a tr a p
h c r a e s e
r e s so tha t the study abou t students ’ percepiton s toward s teaching
s e i g e t a rt
s wli lnots tophere.
t , y lt s ri
F he researche rhope stha tthi sstudy wli lbe beneifcia lfo rthe
r e h c a e t h s il g n
E s in senio rhigh school l evel .Fort het eacher sin SMA KoleseDe
, o tt ir
B hopefully thi sstudy wli lprovidesomesoluiton sto t heproblem soccurred
s t n e d u t s e h t w o h w o n k l li w s r e h c a e T . s s a l c e h t n i s e it i v it c a g n i n r a e l g n i h c a e t n i
g n i h c a e t ri e h t e v i e c r e
p srtategiesand t hu swli lhavesomeconsideraiton t oadjus t
g n i h c a e t ri e h
t strategiesin t eaching Engilsh t o t hestudents .Fo rEngilsh t eacher s
l o o h c s r e h t o m o r
r e h c a e t e h t p l e h l li w y ll u f e p o h y d u t s s i h T . s e i g e t a rt s r o d o h t e m g n i h c a e t
n o it p e c r e p r i e h t d n a h s il g n E g n i n r a e l n i d e e n ’ s t n e d u t s e h t d n a t s r e d n
u o n the
s e i g e t a rt
s bette .r
i , y l d n o c e
S n addiiton t o the teachers ,the researche ralso hope stha tthi s
w y d u t
s i ll be beneifcia lfo rthe students .Fo rthe students in SMA Kolese De
o tt ir
B ,a swel la sfor t hestudents in othe rschools , ti i sexpected t hatt hi sstudy
m e h t p l e h l li
w understand the reason why the teache ruses cetrain srtategi es to
t x e t n o c n i a tr e c a n i h c a e
t inEngilshclass. Thi swli levokes tudents ’understanding
. h s il g n E n r a e l o t s s e n g n il li w d n a
f , y ll a n i
F o r the academic purpose , the researche r hope s that fu trhe r
h c r a e s e
r wli lbeconducted a sconitnuaiton oft hi sstudy .Theresearchersuggest s
e h t t a h
t suggesiton to i mprove t eaching and l earning provided l ater i n t he study
e s e r e b l li w n e h t d n a d e t n e m e l p m i e b l li
w arched to see ti seffecitvenes sin the
. m o o r s s a l c
.
F De ifniiton so fTerms
e s m r e t e h
T xplainedbelowaret hekeyt erm sfrequen lty usedi n t hi sstudy .
n o it a t e r p r e t n i s i m d i o v a o t s m r e t y e k e h t f o n o it i n if e d e h t n i a l p x e l li w t r a p s i h T
e h t n i a t n o c s m r e t f o s n o it i n if e d e h T . y d u t s s i h t n i d e s u s t p e c n o c e h t y fi r a l c o t d n a
l a u t x e t n o c e h t o s l a d n a n o it i n if e
d conceptsf roms omeexpetr .s
.
1 Percepiton
n o it p e c r e
P i sonementa lprocessi nhuman’ smind . tIi sast hestatemen to f
ti e r
. ” s g n i d n u o r r u s r u o d n a t s r e d n u d n a t e r p r e t n i o t s u s e l b a n e t a h
t Fu trhermore ,
s y a s ) 4 3 1 : 5 0 0 2 ( s n i b b o
R tha tpercepitoni sr elatedt o ou rsensoryi mpressionsi n
. t n e m n o ri v n e r u o o t g n i n a e m e v it a t n e s e r p e r a e v i g o t y a w e v it i n g o
c Basedont he
, e v o b a s t n e m e t a t
s i tcan be accepted tha tpercepiton i swha ta human beileve
n i g n i h t e m o s s d r a w o
t hi senvrionmen.tI nt hisr esearch ,tii swhatt het eacher sand
g n i h c a e t e h t t u o b a k n i h t r o e v e il e b s t n e d u t s e h
t srtategiesusedi nEngilshclas .s
.
2 Students fo SMAKoleseDeB irtto
A M S n i s t n e d u t
S KoleseDeB irtto ,a scommonlyknown ,areal lboys .The
.s y o b l l a e r a y e h t t a h t t c a f e h t f o e s u a c e b s t n e d n o p s e r s a m e h t k o o t r e h c r a e s e r
r r a t S d n a k r a l
C (1991 )explaint ha t“Everystudenti sunique” .Theyhavedfiferen t
e r e h s r e h c a e T . r e h t o h c a e o t e n o m o r f s e c n e r e f e r p d n a , s d e e n , s c it s ir e t c a r a h
c in
o tt ir B e D e s e l o K A M
S have to conside rthese aspect so fstudent ,especially the
,s y o b l l a e r a y e h t t a h t t c a
f sot hattheycanhaveaneffecitvet eachingandl earning
.s s a l c e h t n i y ti v it c a
.
3 Engilsht eachers fo SMAKoleseDeB irtto.
. o tt ir B e D e s e l o K A M S n i s r e h c a e t h s il g n E r u o f e r a e r e h
T Coincidentally ,
e r s a s r e h c a e t e e r h t k o o t y l n o r e h c r a e s e r e h T . e l a m e r a s r e h c a e t ll
a spondent sfo r
.I I I r e t p a h c n i d e n i a l p x e s i n o it i d n o c s i h t o t n o s a e r e h T . h c r a e s e r s i h t
.
4 TeachingSrtategies
. h c a e t o t r e h c a e t a y b d e s u s i t a h t n a l p f o t e s a s i y g e t a rt s g n i h c a e T
t s i s n o c n a c y g e t a rt s g n i h c a e
T o fsome techniques .Anthony (1963 ,a sctied in
e c l e
C -Murcia ,2001 ,p .5 )sayst ha tsrtategyi sase to fprocedurest ha tdescirbet he
. e g a u g n a l n g i e r o f a r o d n o c e s a h c a e t o t s p e t s e s i c e r
y g e t a rt
s , teachers needtoconside rbothtechniquesand alsostudents ’background
.s s a l c n i h s il g n E h c a e t o t s e i g e t a rt s f o t e s e l b a ti u s a e k a m d n a n o it a u ti s d n
a tIi s
s ’ h c ir o B n i d e n if e d s a a e d i e h t y b d e tr o p p u
s Effecitve Teaching Methods (1996 ) e
d s e c u d o r p t c u d n o c g n i h c a e t e v it c e f f e n a t a h t s n i a l p x e h c i h
w sriable students ’
m e l b o r p d e s a e r c n i , e r o c s t s e t h g i h f o m r o f e h t n i s e m o c t u
o -solving skills ,and
.s ll i k s g n i n r a e l d e v o r p m i
.
5 SMAKoleseDeB irtto
y b n u r l o o h c s c il o h t a c a s i ) e g e ll o C o tt ir B e D ( o tt ir B e D e s e l o K A M S
m o h a s i tI . ) s ti u s e J e h T ( s u s e J f o y t e i c o
S ogenou sschoo lwhere t hestudent sare
1 6 1 . o n , t e e rt S o t p i c u s i d A a d s k a L n i d e t a c o l s i l o o h c s e h T . s y o b l l
a ,Yogyakatra.
m o r f d e v e ir t e r , e ti s b e w o tt ir B e D e s e l o K A M S m o r f n e k a T
( http://deb irttos.chi.d/)
.
6 Audioilngua lmethod
s r e g d o R d n a s d r a h c i
R (2001 :59 )explaint ha taudioilngua lmethodf ocuse s
t c e r r o c f o t n e m p o l e v e d e h t s r e v o c g n i n r a e l e h T . ll i k s g n i n e t s il n o y lt a e r g
d n a s e u g o l a i d f o e s u e h t h g u o r h t n o it a n o t n i d n a , m h t y h r , s s e rt s , n o it a i c n u n o r p
.s ll ir d
.
7 Task-BasedLanguageTeaching
d n a s d r a h c i
R Rodgers (2001 :223 )explain tha tTask-Based Language
e h T . g n i n r a e l e g a u g n a l e h t n i y ti v it c a n i a m e h t s a s k s a t g n i s u n o s e s u c o f g n i h c a e T
e v l o v n i y ti v it c
a s rea lcommunicaiton and carri esou tmeaningfult ask to promote
.
8 CooperaitveLanguageLearning
s r e g d o R d n a s d r a h c i
R ( 02 1: 0 193 )explain tha tCooperaitve Language
Learningintendst o havet hel earner sacquriet hel anguagebeing l earned t hrough
e v it i s o p r i e h t e s a e r c n i d n a s s e rt s r i e h t e c u d e r s u h t d n a p u o r g r o r i a p n i s e it i v it c a
s s a l
c room atmosphere .Thi smethod can be seen a sa method which requrie s
s t n e d u t s e h t g n o m a n o it a r e p o o c d n a n o it c a r e t n
i in order tha tthey can learn
d n a e r u s s e r p t u o h ti w r e h t e g o
t havemoremoitvaiton.
.
9 CommunicaitveLanguageTeaching
ti f m u r B d n a o r a i h c o n n i
F (1983) ,a sctied i n Richard sand Rodgers (2001 :
o t d e t c e p x e e r a s t n e d u t s , g n i h c a e T e g a u g n a L e v it a c i n u m m o C n i t a h t y a s , ) 7 5 1
d e r r u c c o n o it a c i n u m m o c e h T . y a w n e k o p s r o n e tt ir w n i r e h ti e , e t a c i n u m m o c
m e g a u g n a l e h t r e t s a m o t m e h t p l e h l li w s t n e d u t s e h t g n o m
a oreeasliy .Tohelpt he
e s u o t e l b a e b d l u o h s s e v l e s m e h t s r e h c a e t e h t , d o h t e m s i h t h g u o r h t n r a e l s t n e d u t s
e c l e C ( y l e t a ir p o r p p a d n a y lt n e u lf e g a u g n a l t e g r a t e h
t -Murcia ,2001 :8 .)
. 0
1 GenreBasedTeaching
a k n a i w e r e
D (2003 )explains t ha tgenrebased t eaching i soneapproach o f
e l b a n e t a h t g n i h c a e
t s the student sto create a paritcula rmeaning presented in a
, s e r u t a n , s e r u t a e f e h t e z i n g o c e r s t n e d u t s p l e h o t d e s o p p u s s i r e h c a e T . t x e t e l o h w
c it r a p a f o s c it s ir e t c a r a h c d n
a ula rkindoft ext .Throught his ,student sareexpected
e r a t a h t s t n e m e l e e g a u g n a l f o e c i o h c d n a , g n i n a e m , l a o g e h t d n a t s r e d n u o t
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s a d e s u s e ir o e h t e h t g n i s s u c s i d s e r u t a r e ti l e h t s s u c s i d l li w r e t p a h c s i h T
y b d e r r e f n i e b l li w s m e l b o r p h c r a e s e r e h t o t s r e w s n a e h T . y d u t s s i h t o t n o it a d n u o f
e h t m o r f d e n i a t b o a t a d e h t o t s e ir o e h t e h t g n it a l e
r research.Thi schapteri sdivided
t s ri f e h T . s tr a p n i a m o w t o t n
i p sa tri thetheoreitca ldesc irp itonandt hes econdpar t
. k r o w e m a r f l a c it e r o e h t e h t s i
.
A Theoreitca lDescrip iton
. y d u t s s i h t o t t n a v e l e r y lt c e ri d s e ir o e h t e h t t u o b a s k l a t n o it c e s s i h
T The
s a e d i e h t o t d a e l n a c t a h t n o it a n a l p x e f e ir b f o m r o f e h t n i d e d i v o r p e r a s e ir o e h t
. h c r a e s e r s i h t r o f d e s s u c s i
d Thi spar talso review sasimlia rresearch study to see
e c n a v e l e r e h
t t othi sresearch.
.
1 Reviewo fPreviou sStudyabou tPercep iton tr
a p s i h t n
I ,a repor to fcollaboraitve researche s itlted Percep iton so fthe
d
I ea l Teacher” and the Teacher- ni -Pracitce in t he ASEAN (1986 ) wli l be
y l n i a m d e t c u d n o c s r e h c r a e s e r s u o ir a v f o t l u s e r e h t s n i a t n o c t r o p e r s i h T . d e w e i v e r
e h t e t a g it s e v n i o t s e n i p p il i h P n
i percepiton abou tthe idea lteacher s in thei r
d e ti v n i ,s e v l e s m e h t s r e h c a e t e r e w s e h c r a e s e r e s e h t f o s t n a p i c it r a p e h T . n o i s s e f o r p
N A E S A f o s e ir t n u o c e v if m o r
f , namely Indonesia , Malaysia , Phiilppines ,
e r o p a g n i S d n a , d n a li a h
T .The purpose o fthi srepor ti sto create the idea o f
. g n i k n i h t f o y a w ’ s r e h c a e t e h t o t n i n o it a c u d e r e h c a e t l a c i h p o s o li h
y b d e tr o p p u s s a w h c i h w , h c r a e s e r y e v r u s s a d e t c u d n o c e r e w s e h c r a e s e r
d n a , s p o h s k r o w l a n o it a n , s t n e m u c o d t n a v e l e r e h t g n il a e v e r s i s y l a n a y r a t n e m u c o d
i c il o p s u o ir a
v e soft hecountires( p .3 .)
m o r
F et h researche s’ resu tls ,some idea scan be drawn .Frist ,teaching
s l o o h c s n i s r e h c a e t f o y ti v it c a y r a m ir p e h t s i s t n e d u t
s (p.6) .Becauseoft hisf ac,ti t
t a h t d e n i a l p x e r e t a l s
i teacher sshould havet heablitiy o rmastery oft heareat ha t
. ) 6 1 . p ( h c a e t y e h t
, d n o c e
S teacher sshould have approp irate teaching srtategies consideirng
s y a d e h t f o s e it i v it c a e h
t (p .33) .The teacher sshould be able to use the irght s
c e h t n i s e i g e t a rt
s las sacitv tiy tha tthe student swli lbe ableto learn effecitvely .
t n e m n o ri v n e e h t g n ir e d i s n o c g n i h c a e t ri e h t t s u j d a o t e l b a e b o s l a d l u o h s s r e h c a e T
. g n i h c a e t e h t f o ) s a e r a l a r u r r o n a b r u r e h ti e (
n i h c a e t y e h t n e h w g n i h c a e t f o e c n a tr o p m i e h t e v a h d l u o h s s r e h c a e t , d ri h T
. s s a l c e h
t The focu so fthe teacher’ steaching should be on helping student s
fl e s p o l e v e
d -driected ,lfie-long learning skills ,and encouraging them to think
l e t n i e k a m o t , y ll a c it ir
c ilgen tdecision ,and to t hink creaitvely and i maginaitvely.
. p
( 5 2 .) To beablet o attain t hosefocusesi sno taneasy t ask;t eacher sshould be
o t e l b
a understandt hes tiuaiton sandchoosethe irgh tsrtategiestot each.
s e r e h t m o r f d e t h g i s s a e d i e h t m o r
F earches ’resul,t i tcan beseent hatt he
t h g ir e h t w o n k d l u o h s s r e h c a e T . t n a tr o p m i y r e v s i g n i h c a e t n i d e s u s e i g e t a rt s
s e i g e t a rt
s to teach the student sconsideirng the goal so fthe teaching learning
e h t d n a , s t n e d u t s e h t f o s c it s ir e t c a r a h c e h t ,s s e c o r
fl e s d n a , n o it a u ti s e h
t -concept . Seleciton o f sitmul i involve s the proces s o f
e b t h g i m e r e h t t a h t t c a f e h t e ti p s e d , il u m it s f o s r e b m u n w e f a o t g n it a rt n e c n o c
i l u m it s e r o
m tha tcomet o someone’ smind .Each person’ smind select sdfiferen t
s r e h t o m o r f i l u m it
s ,and thi sbecomes one reason why people develop dfiferen t
n o it p e c r e
p s towardst hesamet hing .The selected sitmul iarel ate rbroughtt o t he
e h t n e h w e g a t s e h t s i i l u m it s f o n o it a z i n a g r O . il u m it s f o n o it a z i n a g r o f o e g a t s
i l u m it
s whichcomet o t hemind areprocessed and organized t o formameaning .
e h T . s e c n e ir e p x e s u o i v e r p n o d e s a b y a w a n i y ll u f g n i n a e m t u p e r a i l u m it s e h T
t n e r e f fi d o s l a s i s s e c o r
p from one individua lto another ,which causes dfiferen t
n o it p e c r e
p s amongpeople .
r e h t o e h
T twofactor swhichi n lfuencepercepitonareexternalf actors( seen
. ) w e i v f o t n i o p s s e c o r p s ti d n a d n i m e h t m o r
f Thes tiuaitoni st hecondiitonaround
. t s a p e h t n i s e c n e ir e p x e e h t g n i d u l c n i , l a u d i v i d n i e n
o Stiuaiton around one
c n e ir e p x e s u o i v e r p e h t o s l a d n a l a u d i v i d n
i e scanaffectt heproces so fperceiving .
fl e s , e li h w n a e
M -concep ti sthewayonei ndividua lperceiveorf ee labou thimsefl .
. t c e p s a l a n o it o m e s e v l o v n i o s l a s i h
T Bothstiuaitonandsefl-concep tcanaffectt he
a g r o e h t o s l a d n a i l u m it s f o n o it c e l e s f o s s e c o r
p nizaiton.
.
3 EngilshTeachingLearningi nI ndonesianHighSchool l
e v e l l o o h c s h g i h n i g n i n r a e l g n i h c a e t h s il g n
E need ssomeconsideraitons ,
h c i h
w a re mainly related wtih the teachers ,especially in Indonesia .In general ,
there are some idea stha tteacher sshould consider sin planning thei rteaching .
n a h c a e t o t g n i o g e r a y e h t t a h w d n a h e r o f e b w o n k t s u m r e h c a e t ,t s ri
F dmakeaplan
, ll e d d i R ( t a h t r o
e v e
d lop the teaching ablitiy through the cycle so frelfeciton sto gain the new
.) 1 2 e g a p ( s s a l c e h t n i d e t n e m e l p m i e b o t e g d e l w o n k
.
4 TheBackgroundandPrinciple so fJesui tEduca iton
e h t s a d e il p p a s i t a h t e l p i c n ir p l a t n e m a d n u f e h t s i m e t s y s n o it a c u d e t i u s e J
y b n u r e r a h c i h w e s o h t y ll a i c e p s e , s l o o h c s c il o h t a c t s o m n i g n i h c a e t r o f e n il e d i u g
e h t o t s r e f e r , e c a l p r e h t o e h t n i l l e w s a , a i s e n o d n I n i n o it a c u d e t i u s e J . s ti u s e J
a b d n a s t p e c n o
c sici dea sconveyed i n t he documen to fInternaitona lCommission
d e lt it n e , n o it a c u d E t i u s e J f o e t a l o t s o p A e h T n
o The Characterisitc so fJesui t
n o it a c u d
E (1987).
s n o it a d n u o f e h t e m o c e b h c i h w , s c it s ir e t c a r a h c d n a s e r u t a n e h t , k o o b s i h t n I
n o it a c u d E t i u s e J f
o i sexplained t ot her eaders .Presented belowaresomegenera l
. n o it a c u d e t i u s e J f o s t n i o
p Point staken are those which are drieclty relevan tto
. y d u t s s i h t
.
a Jesui teduca iton assists i n the tota lforma iton o feach i ndividua lwtihin 1
. p p ( y ti n u m m o c n a m u h e h
t 7- )1 9
s a l a u d i v i d n i h c a e f o s t n e l a t l l a p o l e v e d o t s e ir t s y a w l a n o it a c u d e t i u s e J
e h t g n i z i s a h p m e y b e n o d e b n a c m i a s i h T . t s e ll u f e h t o t s g n i s s e l b s ’ d o G
ll e w d n a t n e t e p m o
c -moitvatedt eaching .Mos tconcerngoest o t het eacher ,which
s n a e
m the teache r ha sthe mos tresponsiblitiy on carrying ou tthi spurpose .
r e h c a e
T s areexpected t o develop thei maginaitve, t heaffecitve ,and t hecreaitve
g e t a rt s g n i h c a e t l l A . t n e d u t s h c a e f o s n o i s n e m i
d i es and insrtument sincluding
.
5 TeachingLearningStrategies d
n a s e ir o e h
T srtategiesinsecond l anguaget eaching havebeen developing
h g u o r h
t the era s(Brown 1994 :14) .In recen tpeirods ,however ,the rtend so f
. g n i n r a e l f o s s e c o r p e v it a c i n u m m o c e h t n o g n i s u c o f e r a g n i h c a e t e g a u g n a
l I t
s d o h t e m e v it a c i n u m m o c s u o ir a v f o t n e m p o l e v e d e h t s r e g g ir
t in t eachinglearning
.s e it i v it c a
i t a h t s i s d o h t e m g n i n r a e l g n i h c a e t ll a n i t n i o p t n a tr o p m i e n
O n aclas ,st he
e h t t p u r s i d t h g i m t a h t s n o it c u rt s n i e v i g t o n d l u o h s r e h c a e
t students ’concenrtaiton
. s e it i v it c a n
o Insrtuciton sshould be given clealry and b irelfy wtih posiitve tone
(Orilch, Harder ,Callahan ,Trevisan, Brown, 2010 :200-201) .Thi swli lhelp the
s t n e d u t
s inanyt eachingsrtategiestol earneffecitvelyandenthusiasitcally.
r o j a m r u o f e r a e r e h
T kind soft eaching srtategy tha tarepossibly used by
. o tt ir B e D e s e l o K A M S n i s r e h c a e t e h
t Theexplanaitonbelowgive sbasici dea so f
e h
t theoreitca lteachingsrtategie s i(nt hef ormo fapproach ,method ,andt echnique)
n o it a t n e m e l p m i ri e h t d n
a ,s howingt het eachers’r olei ni mplemenitngt hemethods.
.
a Audioilngua lmethod d
r a h c i
R s andRodgers( 2001 :59 )explaint ha taudioilngualmethodf ocuse s
n e tt ir w h ti w d e u n it n o c e b t h g i m n e h t g n i n i a rt e h T . ll i k s g n i n e t s il n o y lt a e r g
.r e t a l s n o it a t n e s e r p e
r The learning cover s the developmen t o f correc t
t h g u o r h t n o it a n o t n i d n a , m h t y h r , s s e rt s , n o it a i c n u n o r
p he use o fdialogue sand
.s ll ir d
h tr u
F ermore, they say tha tthere are twelve type so ftechnique sused in
, d o h t e m l a u g n il o i d u
) 9 4 2 : 0 1 0 2 n w o r B d n a , n a s i v e r T , n a h a ll a C , r e d r a H , h c il r O
( . Fromt hei nformaiton
t , e g n a h c x
e hegroup wli lbeableto answerst hequesiton sassigned o rto discus s
e h
t topic s given by the teache.r Teacher s should assis t the student s in the
f o e s o p r u p e h t e v e i h c a o t ’ k c a rt t h g ir ‘ e h t e v a h l li w y e h t t a h t o s n o i s s u c s i
d the
. y ti v it c a
.
d Communica itveLanguageTeaching
n i d e ti c s a , ) 3 8 9 1 ( t if m u r B d n a o r a i h c o n n i
F Richardsand Rodgers (2001 :
) 7 5
1 , ys a tha tin Communicaitve Language Teaching ,student sare expected to
. y a w n e k o p s r o n e tt ir w n i r e h ti e , e t a c i n u m m o
c The communicaiton occurred
. y li s a e e r o m e g a u g n a l e h t r e t s a m o t m e h t p l e h l li w s t n e d u t s e h t g n o m
a Tohelpt he
t e h t , d o h t e m s i h t h g u o r h t n r a e l s t n e d u t
s eachers themselve sshouldbeablet ouse
e c l e C ( y l e t a ir p o r p p a d n a y lt n e u lf e g a u g n a l t e g r a t e h
t -Murcia ,2001 :8 .) Student s
e g a u g n a l e h t g n i s u n i l e d o m e h t e b n a c s r e h c a e t e h t fi y l e v it c e f f e e r o m n r a e l ll i w
y lr a e l c e e s n a c s t n e d u t s e h t h c i h
w .
n i d e ti c s a , 9 9 1 : 0 8 9 1 ( n il d n a C d n a n e e r
B RichardsandRodgers ,2001:167) ,
e v it a c i n u m m o C n i s r e h c a e t e h t t a h t n i a l p x
e Language Teaching have two main
. s e l o
r The fris trolefor t he t eacher i st o faclitiate t he proces so fcommunicaiton
g n o m
a the entrie paritcipants o fthe teaching learning acitviites ,including the
. s e v l e s m e h t s r e h c a e
t Howeve ,r t het eacheralso needs to becomean independen t
. h ti w e t a c i n u m m o c o t s t n e d u t s e h t r o f s s a l c e h t n i r o t a c i n u m m o c
.
e GenreBasedTeaching
s n i a l p x e ) 3 0 0 2 ( a k n a i w e r e
D tha t Genre Based Teaching enables the
u
s pposedt o helpstudent srecognizet hef eatures ,natures ,and characte irsitc so fa
t x e t f o d n i k r a l u c it r a
p .Throught his ,student sareexpectedt ounderstandt hegoal ,
.t x e t e h t h g u o r h t d e t n e s e r p e r a t a h t s t n e m e l e e g a u g n a l f o e c i o h c d n a , g n i n a e
m tI
c e b n a
c oncluded tha tGenre Based Teaching presents an approach tha tteaches
.s t x e t n o c h g u o r h t e g a u g n a l
a k n a i w e r e
D ,basedon Bruner’ sexplanaiton(1978 ,a sctiedi nDerewianka ,
, ) 3 0 0
2 also show ssomestepst ha tbecomet hef undamenta lprocedurestoconduc t
h
t e approacho fgenrebasedt eaching. Theexplanaitonbelowshowst hemaini dea
s i h t n i s p e t s h c a e f
o GenreBasedTeachinga rpp oach .
.
1 developing an understanding o fthe ifeld ,a sa srtong foundaiton and
e ti r w d n a d a e r n a c y e h t r e t a l t a h t o s s t n e d u t s r o f e g a m
i effecitvely.
.
2 famiilarizaitonwtiht hegenre ,o rmodelilng ,wheret het eache rexposes
s c it s ir e t c a r a h c d n a s e r u t a e f e h
t ,a swel last henatureand t hepurpose fo
s e p y t h c a
e oft het extgenretot hes tudent .s
.
3 developing contro love rthe genre ;the teache rhelp sthe student sto
f o e r n e g n i a tr e c o t n i n e tt ir w e b n a c t a h t s a e d i ri e h t f o s t p e c n o c e k a m
.s e c it c a r p g n it ir w r o f o s l a ; s t x e t
.
4 independen t construciton , where the student s rty to make the
h t t u o b a h c r a e s e r r e h tr u f y r a s s e c e n h ti w , s t x e t e h t f o n o it c u rt s n o
c e
d n a c i p o
t revising the dra tf sbased on pee rassessmen to rteacher’ s
.s t n e m m o c
.
5 extending and criitquing ; wtih sufifcien t understanding on the
. e
.i analyzing thetex tciritcallyast o i dentfiyt het opicdiscussed i nt he
.t x e t e n o n i s e r n e g d e x i m g n i v a h f o y ti li b a b o r p e h t d n a t x e t
.
6 creaitveexplotiaitonoft hegenre, wheret hestudent scancreaitvelyuse
e v it a e r c a n i ti e t a l u p i n a m o t d n a , n o it i d n o c d e ir a v e r o m a n i t x e t e h t
d n e t x e o t y a
w the funcitons ,features ,and the characte irsitc so fthe
. e r n e g r a l u c it r a p
.
6 The characterisitc so fAsian High School l earners i n l earning EFL and ti
h ti w l a e D t s u M s r e h c a e T e h t w o H
t h g ir e h t w o n k d l u o h s s r e h c a e t , n o it a n a l p x e s u o i v e r p e h t n i s
A srtategies to
g n i n r a e l g n i h c a e t g n i p o l e v e d e h t , o s l A . s t n e d u t s e h t h c a e
t srtategies in recen t
e v it a c i n u m m o c n o e r o m s i s e m
it process .One o fthe reason scan be found in
ll e d d i
R ’ s statement (2001 : 10). tI i s that student s need moitvaiton and
t n e m ti m m o
c in learning Engilsh and thu sthey prefe ra moslty communicaitve
g n i n r a e l r i e h t o t h c a o r p p
a . Thi si smuch related to the characteirsitc so fthe
e m o c e b o s l a h c i h w , s t n e d u t
s s the impo tran t consideraiton o fthe teacher sin
e h t g n i n n a l
p srtategiesfort herit eaching.
, e v i s s a p e r o m ) 5 0 0 2 , y e l x E y b d e n i a l p x e s a ( e r a a i s e n o d n I f o s r e n r a e l e h T
g n i w o h s s e h c r a e s e r r e h t o e m o s d e d i v o r p o s l a y e l x E . e v it c e lf e r n u d n a t n a il p m o c
s A . s r e n r a e l n a i s e n o d n I f o s c it s ir e t c a r a h c e h t t u o b a s g n i d n if r o s n o i s s u c s i d e h t
y e l x E n i d e ti
c (2005) ,Pikker tand Foste r(1996 )repo tred tha tin Cen rta lJava ,
s r e h c a e t l a n o it a n n a i s e n o d n
I w eresupposed t o evaluatet he student smemo irzing
, y e l x E n i d e ti c s a , 7 8 9 1 ( i d e R y b e n o d h c r a e s e r r e h t o n A . y ll a c it ir c e r o m y ti li b a
a i s e n o d n I , t a h t d e t n e s e r p ) 5 0 0
e d i v o r p d n a , y s a t n a f d n
a s a persona linvestment .I tmeans tha tteache rshould
li w n w o r i e h t m o r f n r a e l o t n o it a v it o m ’ s t n e d u t s e k o v
e lso t hat t hei rprogress i n
. g n i n r a e l ri e h t f o s t c e p s a r e h t o e h t b r u t s i d d n a d e r e p m a h e b t o n l li w y d u t s ri e h t
.
B Theoreitca lFramework n
o it c e s s i h
T comparest he previou sstudy abou tpercepiton and state sthi s
y d u t s s u o i v e r p e h t o t d e r a p m o c n o it i s o p h c r a e s e
r explained . Here i salso a
summaryofthet heo ire sexplainedi nt het heoreitca ldescirpitonandsynthesize sa
.s m e l b o r p h c r a e s e r e h t o t s r e w s n a l a c it e r o e h t e h t s a s i s e h t o p y h e h t o t e l a n o it a r
d e lt it n e t r o p e r s e h c r a e s e r e v it a r o b a ll o c e h
T Percep iton s o f the Idea l
r e h c a e T e h t d n a ” r e h c a e
T - ni -Pracitcei n t heASEAN (1986)explains t hei deao f
l a e d i e h t f o s a e d i e h T . s e v l e s m e h t s r e h c a e t e h t f o s n o it p e c r e p e h t s a s r e h c a e t l a e d i
p m i o t n o it a d n u o f a s a d e s u e b o t d e p o h e r a s r e h c a e
t rove t he t eache reducaiton .
The teache reducaiton wli ldecide whethe rthe teache r rtainee swli lbe i‘dea l
.t o n r o ’ s r e h c a e
t Compared to thi sco llaboraitve researche srepo tr ,thi sresearch
n e e s ’ r e h c a e t l a e d i‘ f o n o it p e c r e p e h t e e s o t g n i y rt s i n o it p e c r e p ’ s t n e d u t s t u o b a
e h t t u o b a r e h tr u f e t a g it s e v n i ll i w h c r a e s e r s i h T . w e i v f o t n i o p ’ s t n e d u t s e h t m o r f
a e d i d n o c e
s which can be i nferred from t he resutl soft he research (presented i n
e v o b a A t r a
p ) , tha t t‘eacher s should have approp irate teaching srtategies
s y a d e h t f o s e it i v it c a e h t g n ir e d i s n o
c ’. Thesei deaswli lbediscussed basedont he
. n o it p e c r e p ’ s t n e d u t s
u s e i g e t a rt s g n i h c a e
T sed by the teache rare affected by some factors ,
e h t g n i d u l c n
i basic and genera lp irnciple stha tbecome the foundaiton so fthe
8 2
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
e h t , r e t p a h c s i h t n
I research methodology i sdiscussed .The discussion g n it t e s h c r a e s e r e h t , l a r e n e g n i e p y t h c r a e s e r e h t f o n o it a n a l p x e e h t f o s t s i s n o c
o h w ( s t n a p i c it r a p h c r a e s e r , ) d e t c u d n o c s a w h c r a e s e r e h t n e h w d n a e r e h w
( w ee r
d e v l o v n
i a sthe subjec to fresearch) ,research insrtument s(how the data wa s a
t a d e h t w o h ( e u q i n h c e t s i s y l a n a a t a d , ) d e t c e ll o
c wa sanalyzed) ,and research .
) d e t c u d n o c s a w h c r a e s e r e h t w o h ( e r u d e c o r
p Thi schapte ri sused a sareference e
n o d s a w h c r a e s e r e h t w o h e e s o
t and how the researche ranalyzed the data to s
n
a wert heproblems.
.
A ResearchMethod
t , 1 r e t p a h c n i d e t n e s e r p d n u o r g k c a b h c r a e s e r e h t n o d e s a
B h e researcher
o t d e d i c e
d design a survey to study the percep iton. According to Wiersma . ” s t n e m e v e i h c a r o , s n o i n i p o , s e d u ti tt a e r u s a e m o t d e s u e r a s y e v r u s “ , ) 9 6 1 : 5 9 9 1
( I t
r o e s a c n i a tr e c f o a e d i n i a m e n o d n if d n a e t a g it s e v n i o t t a h t n e e s e b n a c
i , a n e m o n e h
p ti sbes tto use survey because the nature o fsurvey research i sto t
c e ll o
c informaitono fcetrainconceptsi naverys hor tamoun to fitm e. s
i h
T survey wa s a qualtiaitve research . tI s purpose i s to know the n
o it p e c r e p ’ s r e h c a e t d n a ’ s t n e d u t s t u o b a n o it a m r o f n
i on t heteaching srtategy in s
s a l c h s il g n
E by seeing t heplace, t he itme ,and t he proces swhere t heparitcula r n
o it i d n o c n i a tr e c r e d n u s n e p p a h r o i v a h e b r o t c
