vii ABSTRACT
Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam Yogyakarta.Yogyakarta: Sanata Dharma University.
Perception is an important factor that influences successful learning since it influences students’ behaviors and motivation to learn. First grade students of junior high school will get positive impact on their behavior and motivation to learn when they have positive perceptions on English teaching learning activities. Moreover, the implementation of English teaching learning activities that in
Sekolah Alam Nurul Islam Yogyakarta have some differences from the conventional school.
There are three research problems to be solved: (1) How is the implementation of English teaching-learning activities in the first grade students of Sekolah alam Nurul Islam Junior High School Yogyakarta? (2) What are the first grade students of Sekolah alam Nurul Islam Yogyakarta Junior High School’s perception on their English teaching-learning activities? (3) What are some possible suggestions to improve the quality of English teaching-learning activities?
The researcher conducted research by observing class VII, distributing questionnaire, and interviewing the English teacher and some first grade students. The participants of this study were the first grade students ofSekolah Alam Nurul IslamYogyakarta Junior High School. The data were collected from the result of observation, questionnaire, and interview. The writer employed descriptive research, which means that the purpose of the research is to gain information about the first grade students’ perception on their English teaching learning activities that is generated from the implementation of the English teaching learning activities in this school.
Based on the results, the researcher concluded that the implementation of English teaching learning activities in the target school was lack of variations. The participants, generally, had positive perceptions on the English teaching learning activities. However, some possible suggestions were needed to overcome some problems that came up in the English teaching learning activities and maintained students’ perceptions. The proposed suggestions should be applied in the target school in order to improve the quality of the English teaching learning activities.
viii ABSTRAK
Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam Yogyakarta. Yogyakarta Universitas Sanata Dharma.
Persepsi adalah salah satu faktor penting yang dapat mempengaruhi keberhasilan pembelajaran karena persepsi mempengaruhi tangkah laku siswa dan motivasi untuk belajar. Akan berdampak positive terhadap tingkah laku dan motivasi belajar pada siswa kelas satu Sekolah Menengah Pertama ketika mereka memiliki persepsi positif terhadap kegiatan belajar mengajar. Selain itu, penerapan kegiatan belajar mengajar Bahasa Inggris di Sekolah Alam Nurul Islam Yogyakarta memiliki beberapa perbedaan dari sekolah pada umumnya.
Ada tiga permasalahan untuk dipecahkan dalam penelitian ini : (1) bagaimanakah pelaksanaan kegiatan belajar mengajar Bahasa Inggris di Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta? (2) bagaimana persepsi siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta terhadap kegiatan belajar mengajar Bahasa Inggris? (3) apa sajakah saran-saran yang memungkinkan untuk meningkatkan kegiatan belajar mengajar Bahasa Inggris di sekolah ini?
Untuk memecahkan masalah-masalah tesebut, peneliti melakukan observasi, menyebar kuiseoner, and melakukan wawancara dengan guru Bahasa Inggris dan beberapa siswa kelas satu. Responden dalam penelitian ini adalah siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta. Data dalam penelitian dikumpulkan dari hasil observasi, kuesioner dan wawancara. Peneliti menerapkan metode penelitian deskripsi, yang artinya tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang persepsi siswa kelas satu Sekolah menengah Pertama terhadap kegiatan belajar mengajar Bahasa Inggris yang mereka jalani di sekolah.
Berdasarkan hasil penelitian, akhirnya peneliti menyimpulkan bahwa variasi kegiatan belajar mengajar Bahasa Inggris di sekolah masih kurang dan perlu ditingkatkan. Meskipun para responden umumnya memiliki positif persepsi terhadap kegiatan belajar mengajar Bahasa Inggris. Namun, beberapa tindak lanjut atau saran-saran diperlukan untuk mengatasi masalah yang timbul Selma kegiatan belajar mengajar Bahasa Inggris berlangsung dan menindaklanjuti persepsi siswa. Tindak lanjut ini perlu dilakukan dengan tujuan untuk meningkatkan kualitas kegiatan belajar mengajar Bahasa Inggris di sekolah ini.
i
STUDENTS’ PERCEPTION ON ENGLISH TEACHING
LEARNING ACTIVITIES AT THE FIRST GRADE OF JUNIOR
HIGH SCHOOL IN
SEKOLAH ALAM NURUL ISLAM
YOGYAKARTA
ASARJANA PENDIDIKANTHESIS
Presented as partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Meilia Restyanty Student Number: 071214119
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vii ABSTRACT
Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam Yogyakarta.Yogyakarta: Sanata Dharma University.
Perception is an important factor that influences successful learning since it influences students’ behaviors and motivation to learn. First grade students of junior high school will get positive impact on their behavior and motivation to learn when they have positive perceptions on English teaching learning activities. Moreover, the implementation of English teaching learning activities that in
Sekolah Alam Nurul Islam Yogyakarta have some differences from the conventional school.
There are three research problems to be solved: (1) How is the implementation of English teaching-learning activities in the first grade students of Sekolah alam Nurul Islam Junior High School Yogyakarta? (2) What are the first grade students of Sekolah alam Nurul Islam Yogyakarta Junior High School’s perception on their English teaching-learning activities? (3) What are some possible suggestions to improve the quality of English teaching-learning activities?
The researcher conducted research by observing class VII, distributing questionnaire, and interviewing the English teacher and some first grade students. The participants of this study were the first grade students ofSekolah Alam Nurul IslamYogyakarta Junior High School. The data were collected from the result of observation, questionnaire, and interview. The writer employed descriptive research, which means that the purpose of the research is to gain information about the first grade students’ perception on their English teaching learning activities that is generated from the implementation of the English teaching learning activities in this school.
Based on the results, the researcher concluded that the implementation of English teaching learning activities in the target school was lack of variations. The participants, generally, had positive perceptions on the English teaching learning activities. However, some possible suggestions were needed to overcome some problems that came up in the English teaching learning activities and maintained students’ perceptions. The proposed suggestions should be applied in the target school in order to improve the quality of the English teaching learning activities.
viii ABSTRAK
Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam Yogyakarta. Yogyakarta Universitas Sanata Dharma.
Persepsi adalah salah satu faktor penting yang dapat mempengaruhi keberhasilan pembelajaran karena persepsi mempengaruhi tangkah laku siswa dan motivasi untuk belajar. Akan berdampak positive terhadap tingkah laku dan motivasi belajar pada siswa kelas satu Sekolah Menengah Pertama ketika mereka memiliki persepsi positif terhadap kegiatan belajar mengajar. Selain itu, penerapan kegiatan belajar mengajar Bahasa Inggris di Sekolah Alam Nurul Islam Yogyakarta memiliki beberapa perbedaan dari sekolah pada umumnya.
Ada tiga permasalahan untuk dipecahkan dalam penelitian ini : (1) bagaimanakah pelaksanaan kegiatan belajar mengajar Bahasa Inggris di Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta? (2) bagaimana persepsi siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta terhadap kegiatan belajar mengajar Bahasa Inggris? (3) apa sajakah saran-saran yang memungkinkan untuk meningkatkan kegiatan belajar mengajar Bahasa Inggris di sekolah ini?
Untuk memecahkan masalah-masalah tesebut, peneliti melakukan observasi, menyebar kuiseoner, and melakukan wawancara dengan guru Bahasa Inggris dan beberapa siswa kelas satu. Responden dalam penelitian ini adalah siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta. Data dalam penelitian dikumpulkan dari hasil observasi, kuesioner dan wawancara. Peneliti menerapkan metode penelitian deskripsi, yang artinya tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang persepsi siswa kelas satu Sekolah menengah Pertama terhadap kegiatan belajar mengajar Bahasa Inggris yang mereka jalani di sekolah.
Berdasarkan hasil penelitian, akhirnya peneliti menyimpulkan bahwa variasi kegiatan belajar mengajar Bahasa Inggris di sekolah masih kurang dan perlu ditingkatkan. Meskipun para responden umumnya memiliki positif persepsi terhadap kegiatan belajar mengajar Bahasa Inggris. Namun, beberapa tindak lanjut atau saran-saran diperlukan untuk mengatasi masalah yang timbul Selma kegiatan belajar mengajar Bahasa Inggris berlangsung dan menindaklanjuti persepsi siswa. Tindak lanjut ini perlu dilakukan dengan tujuan untuk meningkatkan kualitas kegiatan belajar mengajar Bahasa Inggris di sekolah ini.
ix
ACKNOWLEDGEMENTS
I would like to express my gratitude for those who have supported and facilitated me in accomplishing my study. First of all, I would like to thank God
for His enormous blessing, grace, and love, so I could survive until this time. I would like to thank my sponsor, Mr. Ag. Hardi Prasetyo, S.Pd., M.A. I thank him for his guidance, great patience, support, and advice. They are precious
for me.
For all lecturers in English Education Study Program, I thank them for
their guidance, time, and patience during my study. Without them, I could not finish my study.
For Dwi Sabda Budi P, M.Si., the head master of Sekolah Alam Nurul
Islam Yogyakarta Junior High School, I would like to thank him for his help and permission to conduct a research in his school.
I thank Irna Stania, S.S., the English teacher in Sekolah Alam Nurul Islam Yogyakarta Junior High School, for her help during the research. To all participants in my research, I thank them for their willingness to be involved in
the research.
I also thank Mbak Danik and Mbak Tari, the English Education Study
Program staff, for their help during my study.
I would like to thank my beloved parents, Bapak Aloysius Dasiran and Ibu Tri Mulyatiningsih. I thank them for their support, never-ending love, advice,
x
I thank my brother, sisters and nephew, Danang, Vio, Susmiati and Davine. I thank them for their support and help, their smile that always cheer me
up.
I also would like to thank I Made Ray Budayasa, for his best love, great
support and patience to understand me whenever I feel so depressed
To my dearest friends–Lucia, Eyik, Vita, Lita, Atha, Lucie, and Deby, I thank them for the greatest time that we share together.
I would also like to thank all people that I could not mention here. I thank them for their encouragement and prayers.
All people who I mentioned really mean so much to me. Without their support and prayers I could not reach this achievement.
xi
2. Implementation CBC in Junior High School……….. 13
xii
1. The Implementation of English Teaching-Learning Activities in the
Class……… 36
2. The First Grade Students of Sekolah Alam Nurul Islam Yogyakarta Junior High School’s perceptions on Their English Teaching Learning Activities……….. 44
3. Some Possible Suggestions to Improve the Quality of English Teaching-Learning Activities………. 66
B. Discussion…...……….. 70
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions…..………. 72
B. Suggestions………... 74
REFERENCES………. 75
xiii
LIST OF APPENDICES
APPENDIX A. PERMISSION LETTER.………...……….. 76 APPENDIX B. OBSERVATION SHEET.………... 77 APPENDIX C. QUESTIONNAIRE..……….... 80 APPENDIX D. SUMMARY OF QUESTIONNAIRE RESULT…….….... 82
APPENDIX E. INTERVIEW………..………..… 84
1
CHAPTER I
INTRODUCTION
This research investigates the students’ perception of English teaching learning activities inSekolah Alam Nurul IslamYogyakarta. This chapter presents background of the study, problem limitation, problem formulation, research objectives, research benefit and definition of terms.
A. Background of the Study
There are a lot of factors that influence successful English learning. One of the
factors is perception. Perception is a process of organizing information from the environment, then interpreting it in order to make the information meaningful
(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). Positive perception on the learning activities brings positive
behavior for students during the learning activity process and positive attitude to have high motivation in learning activities. In other words, what the students think
about the learning activities will affect their attitude during the learning process. Their positive behavior and attitudes can be seen through their interest in the target that is being perceived.
attitude in English learning activities. Students’ interest will cause greater willingness to learn English. Based on the research by Kitao and Kitao (1995),
when students have negative perception on learning English, there is a tendency that the negative perception blocks students to learn English. One of the reasons is
when they have negative perception on English learning; they will not be willing to learn English well. Then, during the teaching-learning activities, the teacher often found dissatisfaction with students since they do not participate actively in
teaching-learning activities or they do not understand what the teacher explained because they did not enjoy the class. On the other side, students also find
dissatisfaction whenever the instructional activities are different from students’ expectation on teaching learning activities. After knowing students’ perception on the English teaching-learning activities, it would be easier for the teacher to plan
their English teaching-learning activities.
Perception on the first grade students of junior high school on English
teaching-learning activities is also very important. When they enter their school on junior high school, it is their first time to learn English as a compulsory subject. Therefore, their perception on English teaching-learning activities during
the first year in junior high school will influence their further perception on English learning activities. In other words, what students think about learning
teaching-learning activities, first, the implementation of the English teaching-teaching-learning activities has to be observed.
The first grade students of junior high school are at the age of puberty. Puberty is a normal phase of development that occurs when a child's body
transitions into an adult body and readies for the possibility of reproduction (O’Donnell, 2013). In this period, their emotions play an important role in all aspects of their activities, including their activities in perceiving something
(Leontiev, 1981). Students at this age have a different way in perceiving something. It is because they are influenced by their emotions, which are not
stable yet. Therefore, in order to build students’ positive perception on English teaching learning activities, teachers have to implement teaching-learning activities which consider students’ condition; whether the students are tired, bored, or not ready yet to do the teaching-learning activities, using appropriate materials and activities (Thorndike, 1975). For example, the teacher invites
students to get out the class in order to avoid students’ boredom. They need interesting activities that can be done outside the class. Students can learn through the nature and find the real example of the material; they do not just imagine
through the pictures and practice directly. Through this activity, students will not find boredom, more active and more enthusiastic during the teaching learning
activities. Besides, they will be more aware to the nature around them and know how to implement the material they have got. This kind of teaching learning activity has been implemented in Sekolah Alam that is becoming a trend in
Sekolah Alam is a school where students are not pressed to study in the classroom and wear uniform. Most of the teaching learning activities were done
outside the class. The aim of this activity is to avoid students’ boredom and to invite the students more active, creative and enjoys the teaching learning
activities. Besides, it would build students’ confidence because they have more interaction with others. Rousseau (1712-1718) describes how children's education from birth through adolescence. Rousseau suggested 'back to nature' and the
approach is natural in children's education, namely: 'Naturalism'. Naturalism is natural that spurred the development of quality such as happiness, sportsmanship
and curiosity. In practice, reject naturalism uniform (dress code), standardization of the minimum basic skills and strongly encourage freedom of the child in learning. The teacher who is teaching in Sekolah Alam Nurul Islam Junior High
School has applied Curriculum Based-Competence (CBC) in teaching learning activities, but in the implementation in the class, they have some differences from
the conventional school which is teacher explains the whole materials then students do the assignments. In Sekolah Alam Nurul Islam Junior High School teacher explains the material in the beginning of the lesson then teacher asks the
students to find out more information about the materials by themselves. The students can use internet or everything that provides the information, but most of
the students use internet to find the information. These activities make the students more active and confident, so it will not make the teaching learning activities get boring. Thus the students will be more enthusiastic in following the
railway station, bus station, restaurant, etc., thus the students get more information on the location not just material in the classroom. For the teaching learning
method, this school refers to experiential learning and problem solving based learning concept. Through those teaching learning activities, the students are more
active because they solve the problem by themselves, either individual or in a group; they also learn based on what they saw or experienced.
In researching English teaching-learning activities there are some elements
that are observed. Those are how a teacher in Sekolah Alam teaches his or her students, what a teacher wants his or her students to learn, how students learn, and
how students want to learn, what students learn, and what the purpose of learning the language are (Champbell, 2001). In teaching-learning activities teachers can combine those elements in planning English teaching-learning activities in order
to meet students’ and teacher’s expectation.
The knowledge of students’ perception on English learning especially on English teaching-learning activities is an important step to understand the etiology of language learning (Kitao and Kitao, 1995), and that is the reason why this research is conducted; to find out students’ perception on their English teaching-learning activities in Sekolah Alam so teacher can choose the most appropriate teaching-learning strategies to be applied in teaching-learning activities.
B. Problem Formulation
Based on the explanation above, there are three problems formulated for this
1. How is the implementation of English teaching-learning activities in the first grade students of Sekolah Alam Nurul Islam Junior High
School Yogyakarta?
2. What are the first grade students of Sekolah Alam Nurul Islam
Yogyakarta Junior High School’s perceptions on their English teaching-learning activities?
3. What are some possible suggestions to improve the quality of English
teaching-learning activities?
C. Problem Limitation
This study limits the participants only in the area of Sekolah Alam Nurul Islam Yogyakarta Junior High School. It is done in order to focus on the study
that involves first grade students in the target school. The school is chosen because it is opened to help any researchers to conduct any education research.
The participants involved in this study are students of the first grade of
Sekolah Alam Nurul Islam Yogyakarta Junior High School. The population of the study is all students of the first grade in this school.
D. Research Objectives
1. To describe the implementation of English teaching-learning activities in the first grade students of Sekolah Alam Nurul Islam Yogyakarta
Junior High School.
2. To identify the perception of the first grade students of Sekolah Alam
Nurul IslamYogyakarta Junior High School.
3. To identify some possible suggestions to improve the quality of English teaching-learning activities.
E. Research Benefit
This research will primarily benefit for the students of the English Education
Study Program of Sanata Dharma University, English Education Study Program and other researchers.
1. The students and teachers
The research will be beneficial for teachers and students themselves. Both English teacher and students will see their activities during English subject, how
the class runs, and how well they manage the English class. It is expected that the identification about English teaching-learning activities implementation will
become a kind of feedback both for English teacher and students.
2. English Language Education study program
The research may give contribution to the English Language Education study
program of Sanata Dharma University Jogjakarta to improve the students’ teaching skills. They can use Sekolah Alamas a place to practice their students in
activities because there is some superiority that differs from conventional school and through PPL practice at Sekolah Alam, the students are expected to be more
creative and innovative in their teaching activities in the future.
3. Future Researchers
It is hoped that the research will be benefit for other researchers who would like to conduct the similar research. This research will be very helpful for those who will conduct further discussion about the English teaching learning activity in
their teaching activities.
F. Definition of Terms
In order to make common conception with the readers about some terms used in this research, the researcher defines them as follow:
1. Perception is the process of selecting, organizing, interpreting sensory data into usable mental representations of the world (Huffman, Vorney.M &
Vorney 1997:79). This means that each person has different perception about something and it is usually affected by their psychological factors such as their needs, interest, and motivation.
In this research, perception refers to the students’ perception on the English teaching-learning in Sekolah Alam, which is seen from the
learning activities are interesting or not interesting, successful or not successful.
2. Sekolah Alam is a school that gives priority on the students’ characters and way of thinking using back to the nature concept (Novo, 2010). Students who
study in this school are not just sitting in the classroom.Sekolah Alamapplied different method; students learn to have interaction with nature as much they can.
3. The Characteristic of First Grade Students of Junior High School
First grade students of junior high school are categorized into teenager
learners, their age are about 12 to 13 years old. In this period, teenagers like to spend their time for hanging around, friends, peers and often disruptive behavior in class. However, they have a great capacity in learning if the teacher can engage
them.
The characteristics of teenager learners according to Harmer (2001) are:
1. They seem to be less lively and humorous than adults
2. Identity has to be forged among classmates and friends; peer approval may be considerably more important for the student than the attention of the
teacher
3. They would be much happier if such problem did not exist
4. They may be disruptive in class
Based on the explanation above, the researcher concludes that the characteristics of the adolescents are period of change, new experiences, learning,
11 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts; they are theoretical description and
theoretical framework. Theoretical description presents some important concepts related to the research. The concepts are (1) perception (2) CBC, and (3) experiential learning, (4) problem solving, (5) Sekolah Alam while theoretical
framework discusses major relevant theories which help to answer the research problems.
A. Theoretical Description
In this chapter the researcher discusses the theories related to this study.
There are five related theories that will be viewed. The theories are perception, CBC, experiential learning, problem solving based learning, andSekolah Alam.
1. Perception
This part presents theory of perception including factors that influence perception and perception on learning.
a. Factors that Influence Perception
In organizations theory, Gibson et al. (1985:61) there are six factors that
1) Stereotype
The first factor is stereotype. Stereotype is a set of thinking in a particular
group that is generalized to all members of the groups (Gibson et al, 1985:64). It means that people have set some knowledge in their mind, although they do not
know whether that is true or not. In perception of the English teaching learning activity in Sekolah Alam, stereotype might be occurring. If they consider the teaching learning activities applied inSekolah Alamare good, they will set this in
their mind so they will perceive those teaching learning activities positively. Most of stereotypes are wrong perception because it is formed not based on the fact that
happened in our environment. 2) Selectivity
The second factor is selectivity. It is impossible for us to catch all of the
stimuli that happen around us. Only certain perceptions are taken and then proceed in our mind. The perception in based on something we want to choose.
People will perceive the stimuli that they want but most of the stimuli that received are that positive from them. That is why everyone has different perception about things around them.
3) Self-concept
The third factor is self-concept. They way people see themselves in the form
of concept will affect their perception about something. The students’ self-concept are often performed in their attitudes based on their on the stimuli which may result as the feeling of likes or dislikes about something.
The press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other
managers or from superior (Gibson et al, 1985:67). People will attend to work quickly when they do not have much time. People become careless in doing
something. They make decisions about certain thing without further understanding or perception toward the problem.
5) Need
Perception is significantly influenced by needs and desires (Gibson et al, 1985:67). People will do everything that they want to do.
6) Emotion
Emotion can influence someone in forming perception. Perception formed through experiencing a particular thing can influence the perception which will be
formed in the future. The forming of perception can influence someone’s motivation in doing something.
b. Perception on Learning
Marton, Dall’Alba, & Beaty (1993) stated that perception on learning deals with belief and concept. It means that perception on learning always deals with
belief and concept about knowledge, which plays as stimuli from environment.
2. Implementation CBC in Junior High School
According to Pedoman Khusus Pengembangan Sistem Penilaian Berbasis Kompetensi (2004), English subject has different characteristics from other subjects. English subject is taught using Competence Based Curriculum (CBC)
teaching learning activities are not merely learning vocabulary and grammar. In spite of this, it does not mean that in CBC vocabulary and grammar are neglected.
They are still important; however, they are not emphasized. A person will not be able to communicate well if his or her grammar and vocabulary are poor.
The standard competence of English subject in the first grade of Junior High School is students are able to communicate in oral and written form using appropriate terms fluently and accurately in international discourse and/or short
monologue especially narrative, descriptive, and simple recount.
Based on Curriculum Based-Competence, there are four skills in English
subject. The first skill is listening; the basic competence of listening skill is to understand transactional and interpersonal discourse (self-introduction, teacher’s instructions, and spontaneous responses) in the forms of descriptive, narrative,
and recount. The indicators of listening skill are responding transactional discourse correctly, understanding monolog, responding teacher’s instructionsand
doing dictation which fulfill minimum requirement.
The second skill in English subject is speaking skill. In speaking skill, expressing meaning in transactional discourse and oral monolog, especially in
form of narrative, recount, and simple descriptive discourse is required basic competence. The indicators of speaking skill are practicing conversations orally,
describing things, people, or places and doing monolog.
Understanding expressions and steps of rhetorical development in written texts which are in form of narrative, descriptive, and recount is the basic
Based-Competence, which is reading skill. The indicators of reading skill are identifying main ideas, supporting details, factual information, and rhetorical steps.
The fourth skill is writing skill, the basic competence of writing skill is expressing expressions in appropriate rhetorical development steps in written from
which type is narrative, recount, and descriptive. The indicators are writing simple functional sentences, writing short messages or announcements, producing narratives, descriptives and recount texts.
Listening activities are usually done in groups or individually, speaking usually done in pairs, reading is usually done individually, and writing is usually
done individually.
Evaluations in CBC must be done comprehensively and continuously. A comprehensive evaluation is an evaluation which all basic competencies must be
mastered by students. Moreover, the evaluation must be done continuously during teaching learning process, not only at the end of teaching learning process. This
theory helps the writer to identify English teaching learning activities implementation applied in the target school and some possible solutions that must be applied if the implementation of English teaching learning activities is different
from the implementation regulated by the curriculum.
3. Experiential Learning Theory
Experiential learning theory defines learning as the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb, 1984)
a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop (Kolb et al., 2000). There are
some reasons why this theory called “experiential”. The first reason, the term experiential is used to differentiate ELT both from cognitive learning theories,
which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process (Kolb et al., 2000). Another reason the theory is called experiential is its intellectual origins in
the experiential work of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s
cognitive-developmental genetic epistemology form a unique perspective on learning and development (Kolb, 1984). Kolb defines the experiential learning theory into four stage learning cycles: Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation.
Figure 1. Kolb’s stage learning cycles
Immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences. In additionally, in grasping experiences some of students perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality, for example doing the experiments or outdoor activities. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization, such as thinking about, analyzing, or systemically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of people tend to carefully watch other who are involved in the experience and reflect on what happens or reflective observation, while others choose to jump right in and start doing things or active experimentation. (p. 3-4) In learning cycle, Kolb developed the Learning Style Inventory (LSI). The
aim of LSI is to assess individual learning style. As shows on the diagram above, there are four statistically prevalent learning styles, they are Diverging, Assimilating, Converging, and Accommodating. The following is the summary of
four basic learning styles based on research and clinic observation of pattern of LSI scores (Kolb et al., 2000) :
a. Diverging
The diverging style’s dominant learning abilities are Concrete Experience
(CE) and Reflective Observation (RO). People with this learning style are best
at viewing concrete situations from many different points of view. People with a diverging learning style have broad cultural interest and like to gather
information. In formal learning situations, people with the diverging style prefer to work in group; listening with an open mind and receiving personalize feedback.
The Assimilating style’s dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this
learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an assimilating style are less
focused on people and more interested in ideas and abstract concepts. In formal learning situations, people with this style prefer reading, lectures, exploring analytical models, and having time to think things through.
c. Converging
The converging style’s dominant learning abilities are Abstract
Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have ability to solve problems and make decisions based on finding solutions
to questions or problems. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and
practical applications. d. Accommodating
The Accommodating style’s dominant learning abilities are Concrete
Experience (CE) and Active Experimentation (AE). People with this learning style have the ability to learn from primarily “hand-on” experience. They enjoy
carrying out plans and involving themselves in new challenging experiences. Their tendency may be to act on “gut” feelings rather than on logical analysis.
prefer to work with others to get assignments done, to set goals, to do field work, and to test out different approaches to completing a project.
4. Problem Solving Based Learning
One of the teaching methods in Sekolah Alam is problem solving based
learning. In recent teaching and learning activities, problem solving is very important and has a role as basic skill of the learners or students. Problem solving is a basic skill needed by today’s learners (Kirkley, 2003). Through this method
students will improve their thinking skills in solving the problem in teaching learning activities. This involves basic skills, but also requires learners to use their
knowledge in variety of domains, perform critical analysis, and solve problems (Kirkley, 2003). Because of that reason, many of teachers are interested to implement problem solving based learning in their teaching activities and teach
the students to be more active and have critical thinking skills in solving the problem that was founding teaching learning activities then will lead them be a
successful problem solvers. As Hardin (2002) stated many of educators, especially those involved in professional curricula, are interested in problem solving and in how to support students’ development into successful problem solvers. To solve
the problems, learners have to want to do so, and they have to believe they can do that and solve the problem. Motivation and attitudinal aspects such as effort,
In 2002, Hardin stated that based on how problem and goal are represented; problems are categorized as ill defined or well defined. Iil defined is problems
with complex representations and/or more than one solution. Then well defined are problems with discrete representations and finite goals.
Hardin (2002) noted conceptually, there are two kinds problem solving knowledge: declarative knowledge and procedural knowledge. Declarative knowledge is knowing that something is the case. It is knowledge of facts,
theories, events, and objects. Procedural knowledge is knowing how to do something. It includes motor skills, cognitive skills, and cognitive strategies.
(p.227)
There are two types of problem solver in problem solving based learning. They are an expert problem solver and a novice problem solver. There are three
different of both problem solvers (Kirkley, 2003):
1. Expert problem solvers have deeper understanding and representations of a
domain (context). Expert problem solvers are able to draw on an extensive reservoir of past experiences solving analogous problems in the same domain, can switch between various methods and strategies
(Jonnassen, 1997). Novice do not know as much as expert about context. Novices make more errors than experts, and their errors are mostly
related to misconceptions rather than carelessness or random guessing. 2. Expert problem solvers synthesize their rich declarative knowledge to
generate a dynamically changing, personal mental model of the system or
rely or naïve, less complete, poorly structured and even incorrect mental models. These mental modeling errors are often the source of novice
problem solving mistakes.
3. Expert problem solvers have positive attitude and confidence that
problems can be solved through persistent analysis (Jonnassen, 1997). Novices often lack these properties.
After all explanation and understanding of problem solving above, Kirkley
(2003) suggests a number of important principles for teaching problem solving: 1. For any “real-world” job or work skill, identify both the declarative and
procedural knowledge components. Give each appropriate instructional emphasis.
2. First introduce a problem solving context, then either alternate between
teaching declarative and procedural knowledge, or integrate the two. 3. When teaching declarative knowledge, emphasize mental models
appropriate to theproblem solving to come, by explaining knowledge structures and asking learners topredict what will happen or explain why something happened.
4. Emphasize moderately- and ill-structured problem solving when far transfer is a goalof instruction.
5. Teach problem solving skills in the context in which they will be used.Use authenticproblems in explanations, practice and assessments, with scenario-basedsimulations, games and projects. Do not teach problem
6. Use direct (deductive) teaching strategies for declarative knowledge and wellstructured problem solving.
7. Use inductive teaching strategies to encourage synthesis of mental models and formoderately and ill-structured problem solving.
8. Within a problem exercise, help the learners understand (or define) the goal, then helpthem to break it down into intermediate goals.
9. Use the errors learners make in problem solving as evidence of
misconceptions, notjust carelessness or random guessing. If possible, determine the probablemisconception and correct it.
10. Ask questions and make suggestions about strategy to encourage learners to reflecton the problem solving strategies they use. Do this either before or after the learnertakes action. (This is sometimes called cognitive
coaching).
11. Give practice of similar problem solving strategies across multiple
contexts toencourage generalization.
12. Ask questions which encourage the learner to encourage the learner to grasp thegeneralizable part of the skill, across many similar problems in
different contexts.
13. Use contexts, problems and teaching styles which will build interest,
motivation,confidence, persistence and knowledge about self, and reduce anxiety.
14. Plan a series of lessons which grow in sophistication from novice-level to
15. When teaching well-structured problem solving, allow learners to retrieve it (e.g., froma reference card). If the procedure is frequently used,
encourage memorization of theprocedure and practice until it is automatic. 16. When teaching moderately-structured problem solving, encourage the
learners to usetheir declarative (context) knowledge to invent a strategy which suits the context andthe problem. Allow many “right” strategies to
reach the solution, and compare themfor efficiency and effectiveness.
17. When teaching ill-structured problem solving, encourage the learners to use theirdeclarative (context) knowledge to define the goal (properties of
an acceptablesolution), then invent a solution. Allow many “right”
strategies and solutions, andcompare them for efficiency and effectiveness.
5. Sekolah Alam
Sekolah Alam is a school that gives priority on the students’ characters and
way of thinking using back to the nature concept (Novo2010). The failure of the
education system in Indonesia is one of the reasons the existence ofSekolah Alam
in Indonesia. They believe that Sekolah Alam is an alternative in educational system that has a better quality than conventional school. As Novo, the conceiver
ofSekolah Alam(2010) explained that the existence ofSekolah Alamis a reaction of the educational failure in Indonesia.
The focus of Sekolah Alam is on character building and students’ way of thinking with the concept of back to the nature. In Sekolah Alam, students not only study in the classroom; listening to the teachers’ explanation and doing the
situation then students will enjoy the activities and found no boredom during the class. As Hardian (2010) states that “we always try to create an interesting
ambience teaching learning activities and make the students happy and enjoy then feel that learning is a must and happiness, not about something that boring and
forced”.
Sekolah Alamleads the students to be more active and creative, not just listen to the teacher’s explanation and get the point of the material. Then different
opinion between teacher and students are not taboo in Sekolah Alam. They will discuss the problems then solve them together. “Knowledge is not from teachers
only, but it comes from the exploration and being active of students. It will build students courage in discussion or solving the problems” (Novi, 2010). Besides
that, students are taught to find the answer by themselves, either from the book or
other source that support their study in the school.
The vision of Sekolah Alam is a school that will inspire the students to be
skilled learners, independents, being character, and leadership. It means that in this school, students are not only good in theories of material, but also they have a better character, more active and can find the solution for the problems they face.
As explained in the mission of this school below: 1. Create Islamic character generations
2. Create back-to-nature teaching
3. Create an accomplished independent learners 4. Create a generation trained in solving problems
B. Theoretical Framework
Perception is a factor that influence successful learning since it influences
someone’s motivation to learn and behavior or attitudes. The first grade Junior
High School students’ perception on English teaching learning activities are
important since they influence students’ motivation to learn English and positive behavior in English learning activities. The first grade Junior High School students have different way in perceiving something because it is influenced by
their emotion and interest which are not stable yet.
Researching first grade Junior High School students’ perception is
important. The result of the research could be used to improve the quality of the English teaching-learning activities applied in schools. Besides, the result also could be used to measure the effectiveness of the teaching learning activities used
in school and the effect for the students, additionally they will face the national examination that for years it is such kind of threat for students.
There are three research questions in this study. The first research questions deals with the implementation of teaching learning activities in the classroom. The implementation of the teaching learning activities needs to be
observed in order to find out the cause of the students’ perception. In order to find
out the answer to this problem, some theories are used to help the researcher to
of teaching-learning activities that need to be noticed during the observations. The result of the observation, then analyzed, interpreted and written in paragraph.
The second research question concerns with the students’ perception on
the English teaching learning activity used in Sekolah Alam. Students’ perception
on English teaching learning activities needs to be observed in order to find the answer of this problem. In order to find out the answer, some theories are employed to help the researcher to conduct some observation. The first is theory
of perception. It is employed in order to help the researcher to find out what perception is and how each of people gets their perception about things around
him. In researching students’ perception there are some points need to be noticed.
First is definition of perception. It is used to help the researcher know what exactly perception is. Second are factors that influence perception. These theories
help the writer to find out factors that cause a student to have a certain perception about particular things around him. Besides that, there are some important theories
employed in this research, they are Competence Based Curriculum, Experiential Learning, and Problem Solving. These theories help researcher to determine points of teaching-learning activities that need to be noticed during the
observations. The result of the questionnaire then is coded, analyzed, interpreted and written in the paragraph.
The third research question concerns with the participants’ thought about a
good teaching learning activity. In order to answer this problem, the researcher employed interviews. Methodologies that are used to find out the answers to the
27 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methods of the study. It is also discusses the certain analysis used to prove the research from the data gathering. This chapter is
divided into five parts of discussion. They are the Research Method, Research Setting, Research Participants, Research Instruments, Data Gathering and Data
Analysis.
A. Research Methods
In order to answer the research problems, the researcher employedsurvey method in this study. According to Fraenkel and Wallen (1994: 11) survey is a
research in which the researchers summarize the characteristics of individual or groups, such as abilities, preferences, and behavior or characteristics of physical
environment. Since this study investigated the students’ perception on the teaching English activities, survey method was an appropriate method to be conducted. This study gathered the data by asking the students’ of Sekolah Alam
Nurul IslamYogyakarta. The data was about the students’ perception on the English teaching learning activity. The data were obtained in the form of qualitative and quantitative data. The qualitative data were in the form of the
In order to answer the first question stated in the first chapter, the researcher employednaturalistic observation and interviews with the English teacher and a
group of students. In a naturalistic observation, the researcher observes the class activities to identify how the lesson had been implemented without altering
situation in any way. So, during the teaching-learning activities, the teacher’s and students’ behavior will occur naturally. The interviews were employed in order to
find out some information about the implementations of the variation of teaching
learning activities that was not seen by the researcher during the observation. In interviewing, the researcher interviewed both the English teacher and the students.
The purpose was to find out the real situation of English teaching learning activities variation.
In order to answer the second question, the researcher distributed
questionnaire to the First Grade Students of Sekolah Alam Nurul IslamYogyakarta. The questionnaire is employed in order to find out the students’
perception on English teaching learning activities through their English teaching learning activities implementation.
In order to find the answer of the third question that concerns with the
students’ thought about good teaching learning activities in their school, the researcher conducted an interview with some students in that school who choose
randomly by the researcher. Besides that, the researcher also conducted an interview with the English teacher of the school. The aim is to know the teacher’s
opinion about the teaching learning activities that had been implemented in the
B. Research Setting
The researcher conducted the survey on May 18th, 2012 until June 3rd, 2012. The
researcher distributed the questionnaires and did interview in the first grade of Sekolah
Alam Nurul IslamYogyakarta. The class consisted of 20 students.
C. Research Participants
The participants were a class of students of SekolahAlam in Yogyakarta and
that is Sekolah Alam Nurul Islam. They were the students of first grade of junior high school. The researcher chose the first grade as the research participants
because their emotions play an important role in all aspects of their activities, including their activities in perceiving something. Therefore, those participants are able to provide meaningful data needed in this study. At this point the researcher
implemented the purposive sampling. According to Fraenkel (1994: 88) purposive sampling is a sample selection in which the researchers use judgment that they
believed will provide the data needed. Thus, the researcher believed that the students’ of Sekolah Alam Nurul Islamare able to provide data of students’
perception on the English teaching learning activity. Besides the belief that the
participant would give the meaningful data, those participants of the school are easy to cooperate. The data from these participants is considered able to complete
D. Research Instruments
In this research, the researcher explored the students’ perception on the
English teaching learning activity in Sekolah Alam Nurul IslamYogyakarta. The researcher applied three types of instruments to gather the data from the
participants. They are observation, interview and questionnaires. The questionnaire and individual interview are the most common instrument for data collection in survey research (Ary et al. 2002: 406).
a. Observation
This observation is made to get a comprehensive picture of a situation. The
researcher used checklist to record the data collected during the observation. Ary, et al (2002:234) stated that a checklist as a simplest device which presents a list of behavior that are to be observed. The researcher constructed 17 statements; 10
statements for teacher and 7 statements for the students, in this observation by considering the theory of students’ perception on teaching learning English
activities. The researcher observed the teacher’s and students’ activities during the
teaching learning process in the class by making a check sign (√) in the observation sheets. Through this instrument, the researcher was able to record
many things related to all of the aspects to be observed. Then, the result of the observation was used to compile the statements in the questionnaire.
Table 3.1. Sample of the Observation Sheet Observation Sheet
Date:
Statements yes no Notes
b. Questionnaire
In order to investigate the students’ perception on the English teaching
learning activity in SekolahAlam, the researcher administrated the questionnaires to the research participants. According to Ary et al. (1979:175), there are two
types of questionnaire. They are structured, or closed type and unstructured or open type. The questionnaire in this research was combination between open and closed type. The open type items were used to get information from the students
because they are asked to answer some questions freely in their own ideas. Then, for the closed type items were used to enable the participants to put check (√) in
the provided space according to their opinions.
The questionnaire used in this study consisted of 20 closed types, and 3 open types. The questionnaire employed in this research is Likert Scale. According to
Ary et al. (1979:235) Likert Scale is a scale that is constructed by assembling a number of statements about an object, a half of which express a clearly favorable
attitude and half of which are clearly unfavorable attitude. A set of related responses, one for each point, is provided. The responses were valued from strongly disagree, disagree, agree, and strongly agree. The rank is one to four.
Table 3.3. Questionnaire Blueprint
Question Indicator
No. 1-4 Students’ perception on the importance of learning English and their reasons to learn in the school No. 5-7 Students’ perception on their preparation activities No.8-17 students' perception during the class
c. Interview
The third instrument used in this study was interview. This instrument is used
to obtain data to answer the first problem in the problem formulation that is how teacher is implementingthe English teaching learning activity in Sekolah Alam
Nurul IslamYogyakarta. The strategy used in conducting interview is interview guide approach, in which topic and issue to discuss were specifically outlined. The interviewer decided the sequence and wording of the questions. By using this
strategy, the comprehensiveness of the data is improved and the data can be specifically collected.
The interview will be conducted before and after the participants filled the questionnaire. The participants of the interview are the teacher of English and the students of the first grade ofSekolah Alam Nurul IslamYogyakarta.
E. Data Gathering
The first data is gathered from the observation in the classroom during the English teaching-learning activities. The aim of this observation is to find out the implementation of the teaching learning activities in the class.
The second data is gathered from the interview of the teacher and the students. This interview is intended to answer the third problem that is how the
teacher implemented the English teaching learning activity in their teaching activities.
The third data is gathered from the questionnaire that was distributed to the
English teaching learning activity in Sekolah Alam Nurul Islam Yogyakarta. The questionnaires are distributed to the students of Sekolah Alam Nurul Islam
Yogyakarta. The participants are asked to fill out the questionnaire in class. It will take about 15 to 20 minutes.
F. Data Analysis
After the data have been gathered, the researcher analyzed the data to answer
the research problems. The data from the first interviews are transcribed in written form and analyzed to answer the first problem. The data from the questionnaires
are put in table which consisted of the column for the questions and the columns for the number of students who choose the particular options (strongly disagree and disagree, agree and strongly agree). The researcher counted the number of
students who chosen the option strongly disagree, disagree, agree, and strongly agree.
After compiling the data from the participants, the researcher analyzed the data to discover what option considered as the priority that is often chosen by the participants. After classifying the answer, the researcher counted the average of
the result for each statement. The average would determine the major response for each statement. The presentation of numbers was aimed at making the description
data clearer.
After gathering the questionnaire, the researcher analyzed them by recording all the data in the table and discussed them based on the frequency. Then, the data
Besides, the scores of the questionnaire also were calculated using descriptive statistics to the source variance. The source of variance consisted of four things,
they are, number of cases, mean, mode, and median. Modus was the score that occurs most frequently in the set of scores. Median was the middle point occurs in
the set of scores. Mean or average point was the indicator of central tendency of the set of score. The formula for getting the mean was:
X = ∑ X N
X = Mean
X = Raw score
∑ = the sum of score
N = Number of cases (number of participants)
The frequency and central tendency could be recorded in the table:
Table 3.3.Sample of Frequency and Central Tendency’s Table
Participants’ opinions Central Tendency
N Mean Median Mode
Notes:
N = Number of cases (the number of participants) Mean = Indicators of central tendency of the set of sources Median = Middle point that occurs in the set of scores
The average scores of the participants reflected the kinds of students’
perception on the English teaching learning activities they had. The scores which
ranged from 1.00 to 2.49 were considered as the negative perception on the English teaching learning activities, while the scores which ranged from 2.50 to
36
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into two parts; they are Research Finding and
Discussion. The research finding consist of data taken from questionnaire which aimed to obtain information about the students’ perception on the English teaching learning activities, some possible suggestions to increase the quality of
English teaching learning activities, and the implementation of English teaching learning activities in the class.
A. Research Findings
The data obtained from observation, 20 questionnaires distributed to the
first grade of junior high school students inSekolah Alam Nurul Islam Yogyakarta
year 2011/2012, and interviews. The information below are the finding and
discussion.
1. The Implementation of English Teaching Learning Activities in the Class In order to find out the implementation of English teaching learning
activities and the situationof the first grade of junior high school students in
Sekolah Alam Nurul Islam Yogyakarta the researcher did observation and some interviews with a group of students and an English teacher. Through this
observation and interview, the researcher obtained some descriptions on how the teaching learning activities process ran and the types of the variation of teaching
teaching learning activities during the observations as a general overview of teaching-learning activities applied in this school.
The first observation was on May 18th, 2012. The topics were like and dislike. For the materials, the teacher provided handout and assignment sheets for
the students. Firstly, after the students were ready to follow the teaching learning activities, the teacher explained important point of like and dislike from the handout. Then the teacher asked some students to practice the dialogue. Next, the
students were asked to do the assignment made the dialogue with topic like and dislike. In this section the English teacher employed problem solving method.
The second observation was on May 22nd, 2012. The topic was thanking. The material was taken from the handout made by the teacher. Firstly, the teacher asked the students to submit the assignment for the last meeting. Then teacher
explained the important point of the material from the handout. After that, the students, with teacher practiced the dialogue with the topic thanking. Next,
teacher asked the students to do exercises on the handout to make dialogue then practice it in front of the class. In this section of teaching, the English teacher employed experiential learning method and problem solving method.
The third observation was May 25th, 2012. The activity was weekly test. The materials of the test were topics that were taught in a week before. The
For the first grade, there were twenty students in the class. In this school there was only one class for each grade. Most of them were at the age around
twelve or thirteen. Their emotions really affected their mood during teaching learning activities in the class. Therefore, the researcher found that most of the
students did not always come to class with preparation. Their initiative to prepare next English lesson materials were still very low. At puberty age, students do and pay attention to things that in their opinion the things were interesting. This
situation also happened to students of first grade students of Sekolah alam Nurul IslamJunior High School.
From the observation, the researcher also found that during the teaching learning activities, some of the students sometimes ignore the teacher and were busy with their activity or cheating with their friends. Moreover, they enjoyed the
noisy class situation since they stated that they could not think well if the class was quiet. The English teacher never warned them not to be noisy during the
teaching learning activities. The teacher’s purpose of letting students to be noisy and did whatever they wanted or like was that teacher did not want to force the students to sit quietly and listen to the teacher’s explanation but they did not
understand the material because they were getting bored.
There were some reasons that might be the causes of the students were
noisy. First was school’s principle that letting the students doing what they want
but follow the class seriously that means school will not force the students to just sit quietly and listen to the teacher’s explanation because it will make students get
