i
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to ObtainSarjana PendidikanDegree
in English Language Education
By
George Doni Suryo Laksono Student number: 06 1214 019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii A Thesis on
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
By
George Doni Suryo Laksono Student number: 061214019
Approved by
Sponsor
iii
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
By
GEORGE DONI SURYO LAKSONO Student Number: 061214019
Defended before the Board of Examiners On April 5, 2011
And Declared Acceptable
Board of Examiners
Chairperson : Caecilia Tutyandari, S.Pd., M.Pd. _______________
Secretary : Made Frida Yulia, S.Pd., M.Pd. _______________
Member : Caecilia Tutyandari, S.Pd., M.Pd. _______________
Member : Henny Herawati, S.Pd., M.Hum. _______________
Member : Gregorius Punto Aji, S.Pd., M.Hum. _______________
Yogyakarta, April 5, 2011
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
This page is totally devoted to those who always support me.
I dedicatedmy workto
Jesus
“
Kanjeng Gusti Yesus
Pepadhanging Jagad
”
Christ
,
Doni Suryo,
myancestors,
mbah
Notowiyono, mama-papa,
BuNdari,
BuYuseva,
all
of
my
lecturers,
my friends
, and
Anastasia Ema
.Ad Maiorem Dei Gloriam
Cum Infirmor, Tunc Potens Sum
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, February 22, 2011
The Writer
vi ABSTRACT
Laksono, George Doni Suryo. 2011.English Language Education Study Program Students’ Perceptions on Play Performance Course in Sanata Dharma University of Yogyakarta.Yogyakarta: Sanata Dharma University.
This study is aimed at identifying and finding out the perception of the English Language Education Study Program (ELESP) students year 2007 on Play Performance course and also identifying what the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are. There are two research problems discussed in this study. They are: 1)What are the perceptions of the ELESP students year 2007 on Play Performance course? And 2)What are the possible contributions of Play Performance course for the ELESP students as the English teacher candidates?
To find out the answers of the research problems, the researcher conducted survey study. The instruments used in this study were questionnaire and interview. In this study, the researcher distributed the questionnaires to forty (40) English Language Education Study Program (ELESP) students of Sanata Dharma University in the academic year of 2007/2008 who have taken the Play Performance course in their fifth semester. In addition, the researcher also conducted interviews to complete unclear data gained from the questionnaires distributed.
Based on the results, there were two main conclusions. First, the data indicated that overall, the ELESP students’ perceptions on Play Performance course were good. It could be seen by the students’ statements while responding to the questionnaire and interview. For example, the students had already been interested in joining Play Performance course before they really joined in Play Performance course. Second, the ELESP students believed that Play Performance course has also given possible contributions, related to both English and soft skills, to them as English teacher candidates. Based on the data, most of the respondents thought that they have gained positive effects in their life. Based on the data gained from the questionnaire, there were at least seven soft skills gained by the students joining Play Performance course. They thought that Play Performance course has improved their self-confidence, discipline, responsibility, time management, emotional management, sense of respect and problem solving skill. Meanwhile, through open question of the questionnaire, the researcher could present at least three soft skills mostly gained and chosen by the respondents. The three possible contributions mostly chosen by the respondents were related to the respondents’ self confidence, emotional management, and team work.
vii
ABSTRAK
Laksono, George Doni Suryo. 2011.English Language Education Study Program Students’ Perceptions on Play Performance Course in Sanata Dharma University of Yogyakarta.Yogyakarta: Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mengetahui dan menemukan persepsi siswa Program Studi Pendidikan Bahasa Inggris tahun 2007 terhadap matakuliah Play Performance dan juga untuk mengetahui kontribusi yang mungkin dari matakuliah Play Performance bagi siswa Program Studi Pendidikan Bahasa Inggris sebagai calon guru bahasa Inggris. Ada dua pertanyaan yang dibahas yaitu: 1) Apakah persepsi siswa Program Studi Pendidikan Bahasa Inggris tahun 2007 terhadap matakuliah Play Performance? Dan 2) Apakah kontribusi yang mungkin dari matakuliahPlay Performancebagi siswa Program Studi Pendidikan Bahasa Inggris sebagai calon guru bahasa Inggris?
Untuk menemukan jawaban dari pertanyaan yang dibahas, peneliti melakukan studi survey. Instrument yang dipakai di penelitian ini adalah kuesioner dan wawancara. Di penelitian ini, peneliti mendistribusikan kuesioner kepada empat puluh (40) siswa Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma tahun akademik 2007/2008 yang mengikuti matakuliah Play Performance di semester lima. Dan, peneliti juga melakukan wawancara untuk melengkapi daya tidak jelas yang didapat dari kuesioner yang didistribusikan.
Berdasarkan hasil, ada dua kesimpulan pokok. Pertama, data tersebut mengindikasikan bahwa secara keseluruhan, persepsi siswa Program Studi Pendidikan Bahasa Inggris terhadap matakuliah Play Performance adalah bagus. Hal tersebut dapat dilihat dari pernyataan-pernyataan para siswa ketika menjawab kuesioner dan wawancara. Misalnya, para siswa sudah tertarik untuk mengikuti matakuliahPlay Performance sebelum mereka benar-benar mengikuti matakuliah Play Performance. Kedua, para siswa Program Studi Pendidikan Bahasa Inggris percaya bahwa matakuliah Play Performancejuga memberi kontibusi-kontribusi, yang berhubungan baik dengan bahasa Inggris maupun soft skills, untuk mereka sebagai calon guru bahasa Inggris. Berdasarkan data, sebagian besar responden berpikir bahwa mereka telah mendapatkan efek positif dalam kehidupan mereka. Berdasarkan data yang didapat dari kuesioner, ada paling tidak tujuh soft skills yang didapatkan oleh para siswa yang mengikuti matakuliah Play Performance. Mereka berpikir bahwa matakuliah Play Performance telah mengembangkan rasa percaya diri, kedisiplinan, tanggung jawab, menejemen waktu, menejemen emosi, rasa menghormati, dan kemampuan penyelesaian masalah. Sementara itu, melalui pertanyaan terbuka dari kuesioner, peneliti mengemukakan paling tidak tiga soft skills yang mayoritas didapat dan dipilih oleh para responden. Ketiga kontribusi tersebut yang paling banyak dipilih oleh para responden berhubungan dengan rasa percaya diri, menejemen emosi, dan kerjasama tim.
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : George Doni Suryo Laksono
Nomor Mahasiswa : 061214019
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk benda lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta
Pada tanggal: 22 Februari 2011 Yang menyatakan
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ACKNOWLEDGEMENTS
First of all, I would like to glorify my beloved, real, and trusted Friend,
Father, Mother, and Guidance, the Lord Jesus Christ Almighty for the magnificent love. All the things I have done are because the Lord has given a life to me. Thank God I have been given an opportunity to finish my thesis. I wish this
step can be followed many better steps.
I would like to give my deepest gratitude to my sponsor, Caecilia
Tutyandari, S.Pd., M.Pd., my proof reader, Yuseva Iswandari, S.Pd., M.Ed.
who spent their precious time in guiding and supporting me to finish my thesis as soon as possible. The same expression goes to all lecturers of ELESP and
secretariat staff, Dhanniek and Tari, for helping me in the administration procedures.
I would like to give my thankfulness to my parents, Antonius Handri Suharno, B.Sc and Veronica Iswantinah, for giving me the greatest love, support, guidance, and prayers. I also thank my brother Yohanes Jockie Suryo
Prabowo, my sister in law, Bernadeta Ayu Berliani, my nephew, Reynard Suryo Rinanggafor their support and prayer.
My thankfulness also goes to Anastasia Ema Ferbriatiningsih for her support, prayers, patience, and love; I wish this step will be useful for us and others. I wish this step can be followed by many other better steps.
I would also like to thank my beloved grandmother, Mbah Notowiyono, since her smile always gives me more power to do the best and make people
xi
Mbah Kakung, Mbah Kerto, Mbah Cokro, Romo Budi Wihandono, Pr “mo WIHONK”andmy guardians. May God always be with us.
I would like to thank my God one more time because I have experienced wonderful time with my friends and joined the Metamorph Community, all of
my friends “si kupu-kupu nakal 2002” in my beloved Seminary Mertoyudan. Let’s do something for our beloved almamater. Keep the spirit of socialitas, sanctitas, sanitas,andscientia.
I would also like to express my thankfulness to all of my friends and families in ELESP of Sanata Dharma University,Naga Bonar crews, Optimus Prime legions, PPL II, Wuluh 14A (especially Yoga who always lends me his
bed and PES, and Doan who always makes our boardinghouse more “colorful”), Indonesian Language and Culture Intensive Course, FINK LLC, Jogja English
School, CEIC, Modern English, mbak Putriwho lends me her adaptor, andPutri Respati. What we have done made me more challenged. Thank for the
opportunity given to see and know this “wonderful family”. The last but not the least, I would like to give my deepest gratitude to my Konco-konco dolan PBI
and all of my families and friends who have supported me to finish my thesis, and
those who could not be mentioned one by one, keep in touch and let’s do our best.
xii
TABLE OF CONTENTS
Page
TITLE PAGE... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY... v
ABSTRACT ... vi
ABSTRAK... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xvi
LIST OF FIGURES... xvii
LIST OF APPENDICES ... xviii
CHAPTER I. INTRODUCTION ... 1
1.1 Research Background ... 1
1.2 Problem Formulation ... 4
1.3 Problem Limitation ... 5
1.4 Research Objectives ... 5
1.5 Research Benefits ... 5
xiii
1.5.2 ELESP Students ... 5
1.6 Definition of Terms ... 6
1.6.1 Perception ... 6
1.6.2 Play ... 6
1.6.3 Play Performance Class ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
2.1 Theoretical Description ... 8
2.1.1Perception ... 8
2.1.2 Play Performance ... 14
2.1.3 Project-Based Learning ... 14
2.1.4 Cooperative Language Learning ... 18
2.1.3The Roles of Teachers and the Characteristics of a Good English Teacher ... 19
2.2. Theoretical Framework ... 23
CHAPTER III. METHODOLOGY ... 25
3.1 Research Method ... 25
3.2 Research Participants ... 26
3.3 Research Instruments ... 26
3.4 Data Gathering Technique ... 29
3.5Data Analysis Technique... 29
3.6 Research Procedure... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 32
xiv
4.1.1The Experience of the English Language Education Study Program (ELESP) Students in
Joining Play Performance Course... 33 4.1.2 The Perceptions of the English Language
Education Study Program (ELESP) Students on
Play Performance Course... 37 4.1.3The Possible Contributions of Play Performance
Course for English Language Education Study Program (ELESP) Students
as English Teacher Candidates ... 39 4.2 Discussion ... 46 4.2.1 The Experience of the English Language
Education Study Program (ELESP) Students in
Joining Play Performance Course... 46
4.2.2 The Perceptions of the English Language Education Study Program (ELESP)
Students on Play Performance Course... 51
4.2.3 The Possible Contributions of Play Performance Course for English Language Education Study
Program (ELESP) Students as
English Teacher Candidates... 55 CHAPTER V. CONCLUSIONS AND SUGGESTIONS... 64
xv
5.2 Suggestions... 66
5.2.1 The Lecturers of the Play Performance course... 66
5.2.2 The Students of the Play Performance class... 67
REFERENCES ... 68
xvi
LIST OF TABLES
TABLE 3.1. Sample of the Questionnaire Form………. 28
TABLE 3.2. Blue Print of the Questionnaire……….. 28
TABLE 4.1. The Table of the Experience of the ELESP Students on
Play Performance Course………... 36
TABLE 4.2. The Table of the Perceptions of the ELESP Students on
Play Performance Course………. 38
TABLE 4.3. The Table of the Possible Contributions of Play
Performance Course for the ELESP Students as English
xvii
LIST OF FIGURES
FIGURE 2.1. Perceptions Used in this Research……… 9
FIGURE 2.2. Perceptions Used in this Research……… 24
FIGURE 4.1. The Students’ Lived Experiences Joining
Play Performance………. 47
FIGURE 4.2. The ELESP Students’ Interest on Play
Performance Course………... 51
FIGURE 4.3.The ELESP Students’ Perceptions on the Usefulness
of Play Performance Course………. 53
FIGURE 4.4. The Possible Contributions of Play Performance
Course for the ELESP Students as
English Teacher Candidates………. 56
xviii
LIST OF APPENDICES
APPENDIX A. A PERMISSION LETTER FOR RESEARCH……… 72
APPENDIX B. AN INTERVIEW GUIDELINE……… 73
APPENDIX C. A TRANSCRIPT OF AN INTERVIEW WITH
1STSTUDENT PARTICIPANT……….. 75
APPENDIX D. A TRANSCRIPT OF AN INTERVIEW WITH
2NDSTUDENT PARTICIPANT………. 79
APPENDIX E. A TRANSCRIPT OF AN INTERVIEW WITH
3RDSTUDENT PARTICIPANT………. 82
APPENDIX F. A QUESTIONNAIRE FORM………... 86
APPENDIX G. QUESTIONNAIRE RESULT OF THE CLOSED
QUESTIONS……….. 89
APPENDIX H. QUESTIONNAIRE RESULT OF THE OPEN
1 CHAPTER I
INTRODUCTION
This study discusses the perceptions of the English Language Education Study Program (ELESP) Students on Play Performance in Sanata Dharma
University of Yogyakarta. The ELESP students’ perceptions here would be related to the Play Performance course’s learning teaching process. In order to provide detailed information, this chapter is divided into six parts; they are
Research Background, Problem Limitation, Problem Formulation, Research Objectives, Research Benefits, and Definition of Terms.
1.1 Research Background
In ELESP of Sanata Dharma University of Yogyakarta, there are several classes facilitating its students to improve their abilities to communicate in
English. In fact, English Language Education Study Program has purpose to train and create qualified English teachers, which can be seen from the ELESP’s vision.
In order to train and create qualified English teachers, the ELESP teaches or offers students some courses which would be useful to achieve that goal. Therefore, all of courses taken by the students should be relevant and useful. One of those
courses is Play Performance course.
Moreover, in ELESP, Play Performance is a compulsory course and final
literature course. Based on Panduan Akademik 2006,play performance refers to a
to perform a play in which they experience various aspects of a play performance. “Various aspects” here is not explained clearly and it seems that the phrase
“various aspects” does not have a direct relation with ELESP. The phrase “direct relation” here means that the lecturer does not merely teach the pedagogical
materials to the students as English teacher candidates but the students should experience the learning teaching process by themselves so that they can gain the values of a play performance.
On the other hand, some students probably think what possible contributions of play performance course for the ELESP students as the English
teacher candidates are. The ELESP students take this course for approximately 4-5 months or one semester. In the mid test, the students have to do monologue and dialogue with their friends using a certain topic decided by the Play Performance
lecturers. In the end of the semester, the ELESP students have to do rehearshal twice. Moreover, final performance will be done once in front of public as a final
test of Play Performance class.
The statement “what possible contributions of Play Performance course for the ELESP students as the English teacher candidates” becomes one of main
reasons why the researcher conducts this research. Simply, since the ELESP students are taught specially to be English teachers in their future, the researcher
also discusses what education is really for. Actually, there are many objectives that can be obtained from joining Play Performance course related to their future as English teacher candidates. According to Nellie in her bookCreative Drama in
today is the maximal growth of the child both as an individual and as a member of society. In order to achieve this aim, there are several aspects provided for each
child.
The first one is to develop basic skills in which reading, writing, arithmetic, science, social studies, and the arts are stressed. The second is to develop and maintain good physical and mental health. The third one is to grow in his ability to think; the fourth is to clarify his values and verbalize his beliefs and hopes. In addition, the last is to develop an understanding of beauty, to use many media including words, color, sound, and movement and to grow creatively and thus experience his own creative powers. (Nellie, 1984: 6-7)
Nellie has also stated that many objectives of creative drama are
unquestionably shared. Among the shared objectives are creativity and aesthetic development, the ability to enhance their creative thinking, social growth and the
ability to work cooperatively with others, improved communication skills, the development of moral and spiritual values, and knowledge itself.
In Play Performance course, the ELESP students of Sanata Dharma
University are taught to improve their skills in several things, such as reading, listening, speaking, acting, collaborating, as well as managing team and time.
Since this course has given some improvements to the ELESP students, they are expected to obtain and implement what they have gained to the real life, especially in educational field.
On the other hands, as teacher candidates, ELESP students should be ready to do their roles as a real teacher. According to Djohar in his book Guru,
Moreover, being teachers, teachers should be responsible for the students’ safety, students’ success to live in society, values of transformation of education use, which students got from school to face their future. (Djohar,2006: 9)
They should be able not only to teach their students but also to educate and to train the students. It means that a teacher should be able not only to help his/her
students to learn something, but also to develop the students in many aspects and to teach them skills of a particular activity. Now, according to the ELESP, each course offered is useful or benefecial for qualified future English teachers.
Therefore, this research is going to focus more on the relation between Play Performance’s contributions, especially the process of Play Performance course,
to ELESP students as English teacher candidates and how those contributions affect the teacher candidates’ roles in the future. Moreover, this research was conducted to identify and find out what the ELESP students year 2007 really think
about Play Performance course and identifying what the possible contributions of Play Performance course for the ELESP students as the English teacher
candidates are.
1.2 Problem Formulation
Based on the discussion in the research background above, this study
formulated two questions to answer. The questions are:
1.2.1 What are the perceptions of the ELESP students year 2007 on Play
Performance course?
1.3 Problem Limitation
This research will be limited to investigate the ELESP students’
perceptions on Play Performance course in Sanata Dharma University of Yogyakarta involving what the ELESP students think about Play Performance
course and the possible contributions of Play Performance course for the ELESP students as English teacher candidates.
1.4 Research Objectives
The researcher conducts the research in order to identify and find out the perceptions of the ELESP students year 2007 on Play Performance course.
Moreover, related to the questions which are mentioned in the Problem Formulation, the aim of the research is to identify what the possible contributions of Play Performance course for the ELESP students as the English teacher
candidates are.
1.5 Research Benefits
1.5.1 ELESP Lecturers
This research is expected to give valuable contributions to the lecturers especially those teaching play performance course. By presenting the answers of
the problems, the lecturers are expected to be aware of the students’ difficulties and problems. Then, the lecturers are able to develop their teaching strategy of
Play Performance course to improve their students’ achievements. 1.5.2 ELESP Students
The researcher expects that this research gives positive contributions to the
perceptions on Play Performance course and information about Play Performance course, it is expected that the result will be able to help the students, who are
English teacher candidates, in comprehending and improving their English skills through Play Performance course optimally.
1.6 Definition of Terms
In this study, there are three terms that particularly need explicit definition to avoid misunderstanding while research is conducted.
1.6.1 Perception
According to Robbins in his book Organizational Behavior (2001: 121),
perception can be defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. In addition, Altman, Valenzi, and Hodgetts in their book Organizational
Behavior:Theory and Practice(1985: 85) stated that perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted.
Leontiev in his book Psychology and the Language Learning Process( 1981: 31) also defined a perception as a process whereby the external tokens of objects and phenomena are reflected in man’s consciousness.
Therefore, in this study, perception refers to how the ELESP students think and give impressions on Play Performance and its possible contributions for the
ELESP students as English teacher candidates. 1.6.2 Play
According to Harymawan in his book Dramaturgi (1988: 1-2), play is a
performance using conversation and action in front of audiences. In addition, Adjib in his book the Pengantar Bermain Drama (1985: 1-3) also stated that
drama or play is not an individual art but collective art which needs commitment to cooperate with lots of people having different skills. Therefore, in this study,
play refers to the definition of play stated by Harymawan which is a conflict story of human being in a form of dialog projected on the stage performance using conversation and action in front of audiences.
1.6.3 Play Performance Class (KPE 345)
Based on Panduan Akademik 2006 of English Language Education Study
Program of Sanata Dharma University Yogyakarta,Play Performance classis one of the compulsory courses taught in English Language Education Study Program of Sanata Dharma University. Commonly, Play Performanceclass is presented in
the sixth semester. In this study,Play Performanceclass refers to a course that has a goal to fascilitate students to perform a play in which they experience various
8 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer discusses some theories related to the research problems. This chapter is divided into two parts, namely theoretical description
and theoretical framework. The first part is theoretical description which discusses some important concepts related to this research. The concepts are: (1) perception, (2) play performance, (3) project-based learning, (4) cooperative language
learning, and (5) the roles of teachers and the characteristics of a good English teacher. The second part is theoretical framework presenting how the theories
integreted in this research. 2.1 Theoretical Description
There are five different points explained in this chapter. They are about
perception, play performance, project-based learning, cooperative language learning, and the last one is the roles of teachers and the characteristics of a good
English teacher. 2.1.1 Perception
The understanding of the word “perception” can be derived from some
sources. One of them, Altman and friends stated that perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted
(1985: 85).
In this research, it is also added theory about perception according to Leontiev. Leontiev (1981: 31) defined perception as the process whereby the
Leontiev also stated that this process takes place with the help of man’s sensory organs, and is completed by the creation of an image of the perceived
object and subsequent operation with this image (1981: 31). From those definitions, perception could be viewed as a process of the way stimuli are
selected and grouped by a person with the help of man’s sensory organs and completed by the creation of an image of the perceived object so that they can be meaningfully interpreted.
In addition, Warga stated that perceptions are based on past experience (1983: 207). It means while someone is in a process to create her/his perception,
he/she is aware of experiencing an event or observing an object. When someone has never experienced an event or observed an object, she/he could not form or create a perception. Based on the understandings of the word “perception” stated
by the experts above, there is a relation among event, experience, consciousness, and perceptions. Therefore, the perceptions used in this research is shown as
follows:
Play PerformanceExperienceAwarenessPerceptions
Figure 2.1 Perceptions Used in this Research
awareness, each person cannot have exactly the same perception towards an object, even though the object is the same.
Moreover, in his bookOrganizational Behavior, Kreitner (1995: 112) also drew an overview of the perception process. He stated that perceptions will lead
to the change of attitudes, motivation, and behavior as a response. It means that perception might create several outcomes for the individuals. Moreover, perception formed by experience is difficult to be changed since commonly
someone will be more impressed when he/she has ever experienced an object or an event. It is also supported by Santoso (2000: 32) stating that perception that is
formed by experience is stronger than perception formed by sensation.
This research studies and discusses perception since perception is needed to observe further what the students of ELESP really think about play
performance course and what possible contributions of play performance for the ELESP students as English teacher candidates. The students’ perceptions on play
performance will be stronger if they experience it by themselves. It means that the students involved in the play performance’s activities whether as actors, directors, stage managers, setting designers, or coustum designers commonly will
have stronger perception rather than those only listening someone’s opinion about play performance without experiencing it by themselves.
Therefore, in this study, perception refers to how the ELESP students think and give impressions on Play Performance and its possible contributions for the ELESP students as English teacher candidates. The students’ perceptions on play
when students experienced play performance by themselves and involved in the activity whether as actors, stage manager, or director, they would have stronger
perceptions rather than those who have the perception by listening to someone’s opinion about play performance.
During the process of creating or shaping perception, there are some factors probably influencing someone’s perception. According to Gibson et al (1985: 64), there are six factors influencing someone’s perception. They are
stereotyping, selectivity, self-concept, situation, needs, and emotion. a. Stereotype
The first factor stated by Gibson et al is stereotype. Gibson et al (1985: 64) stated that stereotype is a set of thinking in a particular group that is generalized to all members of the group. It means that probably the ELESP students year 2007
have already set some knowledge in their mind, though they probably do not know whether it is true or not. When researcher conducts this research about the
ELESP students year 2007’s perceptions on play performance in Sanata Dharma Univeristy of Yogyakarta, stereotype might occur. Therefore, when they think or consider that Play Performance is good, they will set it in their mind so they will
perceive Play Performance positively, and vice versa. b. Selectivity
The second factor is selectivity. According Gibson et al (1985: 65), people tend to ignore information or cues that might make them feel discomfort. Since people tend to select the positive stimuli, it is impossible for people to catch all of
chosen or taken, then processed in people’s brain. On the other hand, since people have various interests, they may select what is important in fulfilling their needs.
In Play Performance course, students have their own interest toward Play Performance course and whether this course is important for them or not.
c. Self- Concept
The third factor is self-concept. According to Mouly ( 1973: 92), people only perceive something that is consistent with their motives or goals, and
interpret our experiences to make them compatible with our present self-concept. It indicates that the way people see themselves in the form of self-concept will
also influence their perceptions on something in their environment. It is also supported by Gibson et al. Gibson et al (1985:67), in their research, state that (1) knowing one self makes it easier to see others accurately, (2) one’s own
characteristics affect the characteristics identified in others, and (3) persons who accept themselves are more likely to see favorable aspects of other people.
d. Situation
The fourth factor is situation. According to Gibson et al (1985: 67), the press of time will exactly force the manager to overlook some details, to rush
certain activities, and to ignore certain stimuli such as resquest from other managers or from superior. It indicates that most of people tend to work quickly,
which probably influence the outcomes. In this research, the situation when doing or joining Play Performance course is important in forming perception.
e. Needs
The fourth factor is needs. People are significantly influenced by needs
and desires (Gibson et al, 1985: 67). People will do what they want to do and they will see what they want to see. It indicates that people do something based on thier needs or desires. However, here, we will more focus on the students’ needs.
Therefore, in this research, the students’ needs of joining Play Performance course will affect or influence their perceptions on Play Performance course.
f. Emotions
Emotions could affect or influence someone’s perception. It is supported by Gibson et al (1985: 68) stating that strong emotions often warp perceptions. As
an illustration, there is a student who always says good things to her friends or juniors about a certain lecturer since they have got a good experience joining the
lecturer’s class. She could understand the materials delivered by her lecturer. Moreover, she also got a good mark, an A. On the other hand, there is another student who always says to his friends or juniors that Mrs. X is a killer, bad
lecturer, or something bad about this lecturer since this student has ever got bad experience joining her class and it was completed by getting bad mark. Those
2.1.2 Play Performance
Actually, Performance is related to the term of “the theatre”. However, the
term of “the theatre” itself is still very broad.
The theatre can comfortably include a three ring circus, light shows,Hamlet at The Public Theatre, or a rock show. So, the theatre will be a wide area of human experience, to be sure, but one that is firmly supported on three points:
performance (including such performance elements as plays, scripts, directions and so on);performers; andaudience(Cameron and Hoffman, 1974:4).
Moreover, according to Cameron and Hoffman in their book A Guide to Theatre Study (1974 : 4), in the Play Performance there is an interaction among the performance, performers, and audience, a form of communication. They said
that in the modern sense, communication refers to a great deal more than transmission of verbal messages. They have stated that play performance is the
act of performing a certain topic that typically features a live presentation to an audience or onlookers on the stage.
Harymawaan in his bookDramaturgi( 1988: 1-2) stated play as a conflict
story of human being in a form of dialog projected on the stage performance using conversation and action in front of audiences. Moreover, Adjib in his book
Pengantar Bermain Drama (1985: 1-3) also stated that drama or play is not an individual art but collective art which needs commitment to cooperate with lots of people having different skills. It is also supported by Soemanto’s statement.
According to Soemanto in his book Jagat Teater (2001: 3), play is a kind of art told a story through the actors’ conversation and action.
2.1.3 Project-Based Learning
cooperate with others. They would interact with others and learn how to achieve a goal together as a member of group in the end of course. In addition, they should
perform a play performance in front of audiences. In its process, the readers could see that Play Performance course implemented project-based learning in its
learning teaching activity. There were many kinds of activities, which are expected to improve students’ skills, such as discussion in a group, role plays, physical exercises, vocal exercises, and acting. To understand project-based
learning and the reason why the researcher stated that ELESP also implemented this approach on Play Performance course clearer, the following quotation capture
some of the principal characteristics of the project-based learning:
Projects are multi-skill activities focusing on topics or themes rather than on specific language targets….Because specific language aims are not prescribed, and because students concentrate their efforts and attention on reaching an agreed goal, project work provides students with opportunities to recycle known languages and skills in a relatively natural context. (Haines, 1989: 1)
Moreover, in its process, the ELESP students also have significant roles whether their play performance would run well or unwell and their “product”
would be seen in the end of course. On the other hand, their efforts in its process would also influence the product because when they performed a play performance in the end of course, they should collaborate with others, not only
with their own group but also another group. They should make a good decision, be disciplined, and be responsible when play performance was going on, for
Project work is student-centered and driven by the need to create and end product. However, it is the route to achieving this end-product brings that makes project work so worthwhile. The route to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating a task. (Fried&Booth, 2002:6)
Stoller as quoted from Project-Based Second and Foreign Language Education (2006: 24) also stated that project-based learning should (a) have a process and
product orientation; (b) be defined, at least in part, by students, to encourage student ownership in the project; (c) extend over a period of time (rather than a single class session); (d) encourage the natural integration of skills; (e) make a
dual commitment to language and content learning; (f) oblige students to work in groups and on their own; (g) require students to take some responsibility for their
own learning through the gathering, processing, and reporting of information from target language resources; (h) require teachers and students to assume new roles and responsibilities; (i) result in a tangible final product; and (j) conclude with
student reflections on both the process and product.
Based on the theory of project-based learning stated above, the readers
could see that ELESP also implemented this learning approach to the Play Performance course. The ELESP students joining Play Performance course should concentrate their efforts and attention on reaching an agreed goal, which was final
Play Performance in the end of course. Moreover, Play Performance course also provided the students with opportunities to implement their language and skills in
Play Performance class, ELESP students could gain values or possible contributions from Play Performance course. Hedge (2000: 364) also added that
project work encourages imagination and creativity, self-discipline and responsibility, collaboration, research and study skills, and cross-curricular work
through exploitation of knowledge gained in other subjects.
Therefore, this research has purpose to identify the possible contributions of Play Performance course for the ELESP students as English teacher candidates. It
was supported by Stoller’s statement on the previous paragraph that project-based learning should oblige students work in groups and on their own, require students
to take some responsibility for their own learning through the gathering, processing, and reporting of information from target language resources, encourage students ownership in the project, and conclude with students
reflections on both the process and product. Stoller (2006) also strengthened her statement above by providing the positive outcomes of project-based learning.
She stated that project-based learning has improved the intensity of students’ motivation, involvement, engagement, participation, and enjoyment. In addition, project based learning is also said to inspire creativity and improve not only
students’ social, cooperative, and collaborative skills, but also comfort using the language. Finally, the project work results in improved decision-making abilities,
analytical and critical thinking skills, and problem solving.
As a result, project-based learning has positive effects on students’ motivation, language skills, social, cooperative, and collaborative skills,
two main parts of the outcomes of project-based learning. The first one is those related to language skills and the second one is those related to soft skills.
Therefore, in this research, the possible contributions of Play Performance course for the ELESP students as English teacher candidates were divided into two parts.
The first on is those related to English skills and the second one is those related to soft skills.
2.1.4 Cooperative Language Learning
The fourth theory is related to the learning approach implemented on Play Performance course. As stated on the previous theory, ELESP had implemented
project-based learning on Play Performance course. In addition, in this part, the researcher also provided another learning approach implemented on Play Performance course, which is cooperative language learning (CLL). The reason
why the researcher assumed that ELESP also implemented CLL on Play Performance course is mostly related to the Play Performance’s teaching strategy
or activities. In brief, in Play Performance course, the class was divided into approximately 2-3 groups. Then, each group should make some planning what they were going to do for the final play performance. In addition, each student has
different role in his/her group; the student could be an actress, a stage manager, a music director, even a playwright. However, in fact, the students should discuss
and work together as a group to achieve the best result. Olsen and Kagan (1992) stated that in Cooperative Learning, positive interdependence occurs when group members feel that what helps one member helps all and what hurts one member
According to Richards and Rogers in their book Approaches and Methods in Language Teaching(2001:192), cooperative language learning (CLL) is part of
a more general instructional approach also known as collaborative learning (CL). Cooperative learning is an approach to teaching that makes maximum use of
cooperative activities involving pairs and small groups of learners in the classroom. Richards and Rogers (2001: 201) also stated that in cooperative learning, group activities are carefully planned to maximize students’ interaction
and to facilitate students’ contributions to each other’s learning.
In addition, according to Brown in his book Teaching by Principles: An
Interactive Approach to Language Pedagogy (2007: 53), research has shown an advantage for cooperative learning (as opposed to individual learning) such as promoting intrinsic motivation, heightening self-esteem, creating caring and
altruistic relationships, and lowering anxiety and prejudice. Meanwhile, Johnson, Johnson, and Holubec (1994: 2) stated that Cooperative Learning gives students
the experiences they need for healthy social, psychological, and cognitive development. Based on the theories related to Cooperative Language Learning above, the readers could see that Cooperative Language Learning implemented on
Play Performance course has promoted not only students’ intrinsic motivation, self-esteem, and caring relationship, but also students’ cognitive development.
2.1.5 The Roles of Teachers and the Characteristics of a Good English
Teacher
The fifth literature review used in this research is about the roles of
Andreas, and Luc in their book Effective and Responsible Teaching: The New Synthesis(1992: 3), successful teachers are both effective and responsible. They
want both teaching success and a respectful way to interact, in other words, good learning and human satisfication.
Laurence in his book Competencies for Teaching:Teacher Education (1975:1) has stated that politicians and parents as well as other citizens in the community must direct their attention and financial support toward resolving the
problems of education. He also stated that there is no real solution to educational problems that can be achieved without substantial improvement in
the teacher’s ability to teach.
According to Laurence (1975:1), improving teacher performance through more effective teacher preparation is an essential ingredient in solving most
educational problems. It means that to be a successful teacher needs a process; it is a process to learn many things related to their roles as a teacher, such as how to
be a good facilitator, motivator, and guidance.
Combs in his bookThe Professional Education of Teachers: A Perceptual View of Teacher Preparation (1965) also stated that a popular approach to
identifying and defining good teaching is to describe the characteristics of a good teacher. Combs points out that a good teacher should know his/her subject, know
much about related subjects, be adaptable to new knowledge, understand the process of becoming, recognize individual differences, be a good communicator, develop an inquiring mind, be available, be committed, be enthusiastic, have a
show tolerance and understanding, be caring, have courage, be creative, and be adaptable.
Moreover, Combs (1965: 7) even stated the good teacher is not one who behaves in a given way. He is an artist, skillful in producing a desirable result.
In social work, it is found in the concept of supervision….They want creative, thinking human beings able to use themselves as refined and trustworthy instruments for dealing with complex problems. The good teacher is no carbon copy but possesses something intensely and personally his own. The good teacher has found ways of using himself, his talents, and his surroundings in a fashion that aids both his students and himself to achieve satisfaction-their own and society’s too. ( Combs, 1965: 8-9)
Combs (1965: 9) also stated that we may define the effective teacher formally as a unique human being who has learned to use himself effectively and
efficiently to carry out his own and society’s purposes in the education of others. Saksono in his book Pendidikan yang Memerdekakan Siswa (2008) has taken Ki Hajar Dewantara’s philosophy to describe what teachers should be and
do. Saksono (2008:48) has mentioned that a teacher has roles as both a guardian and leader. Thus, a teacher should be able to give good examples, ing ngarsa
sung tuladha (teachers should give good examples), ing madya mangun karsa (teachers should be able to motivate their students), and tut wuri handayani (teachers should be able to support and encourage their students).
In addition, as what have mentioned on Panduan Akademik 2006 of English Language Education study program of Sanata Dharma University,
total personality, and having social competence. Based on Pedoman Akademik 2006,the four purposes above can be explained briefly as follows:
a. Being professional
The first purpose is being professional. It means that a bachelor degree of
English Education study program is expected to be a professional teacher. He or she should have broad and deep mastery in English Education study.
b. Having pedagogical competence
The second one is having pedagogical competence. It means that as a bachelor degree of English Education study program, he/she should be able to design, manage, and develop English learning program as a teacher either formal or non-formal education.
c. Having total personality
The third one is having total personality. It means that a bachelor degree of English Education study program is expected to have total personality. Having total personality means a bachelor degree should be dedicated and disciplined. They should not only respect to honesty and academic freedom but also develop their religiosity.
d. Having social competence
The fourth purpose is having social competence. It means that a bachelor degree of English Education study program is expected to have social competence. They should be able to communicate and interact pro-actively and positively withcivitas akademikaand society.
has designed and run courses in learning teaching activities supporting their students to achieve the English Education study program’s purposes. One of them is Play Performance course.
2.2 Theoretical Framework
In this research, the researcher is going to discuss the students’ perceptions
on Play Performance course. In addition, in this theoretical framework, the researcher discusses the keywords of this research. That is why the researcher focuses and emphasizes more on the terms of perception and play performance,
which are key words of this research.
Play Performance course gives various experiences to the students. The
ELESP students’ experiences could be good or bad experiences gained by joining Play Performance course. The students’ experiences of joining Play Performance course also influence the students to have a certain perception toward the course.
In addition, perception can be seen as someone’s subjective experience. It means that each person may have different perception since it is influenced by his/her
interest and subjectivity.
Since there are several understanding of the word perception taken from some sources, the researcher considers perception used in this study as the way or
a process in which people respond and notice to the stimulus using their senses. Moreover, in this study, perceptions refer to how the ELESP students think and
Play PerformanceExperienceAwarenessPerceptions
Figure 2.2 Perceptions Used in this Research
The second key word in this study is play performance. The theory of Play
Performance is used to know what Play Performance really is and identify what the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are. Based on the theories discussed on the
theoretical description, play performance used in this study is the act of performing a certain topic that typically features a live presentation to an audience
on the stage. In addition, based onPanduan Akademik 2006of English Education study program of Sanata Dharma university, play performance refers to a course that has a goal to facilitate students to perform a play in which they experience
various aspects of a play performance.
In finding out the perceptions of the ELESP students year 2007’s on Play
Performance course and the possible contributions of Play Performance course for the ELESP students as the English teacher candidates, the researcher distributes questionnaires and conducts interviews. In addition, the data gained from both the
CHAPTER III
METHODOLOGY
This chapter discusses the method of this study. Moreover, this chapter would be divided into six parts. They are research method, research participants,
research instruments, data gathering technique, data analysis technique, and research procedure.
3.1 Research Method
As what we have discussed in the previous chapter, someone’s perception may be different from another’s because it depends on someone’s experience and
the way they see or interpret an event or a phenomenon. In addition, since this research aims to find out the students’ perceptions on play performance and the possible contributions of play performance for the students and it is related to the
students’ experience when they joined the play performance course, the researcher conducts survey study as approach in this research. According to Fraenkel and
Wallen in their book How to Design and Evaluate Research in Education (2009: 390), there are three major characteristics that survey possesses the most.
Information is collected from a group of people in order todescribesome aspects or charateristics (such as abilities, opinions, attitudes, beliefs, and/or knowledge) of the population of which that group is a part. The way in which the information collected is through asking questions; the answers to these questions by the members of the group constitute the data of the study. Information is collected from a sample rather than from every member of the population (Fraenkel and Wallen, 2009: 390)
To find out the answers of the problems, which are the perceptions of the
candidates, the researcher applies survey research in this research and employs questionnaires and interviews as data-collection method.
3.2 Research Participants
The purposive sampling is used as the method of sampling. According to
Cohen, Manion, and Morrison in their book Research Methods in Education (2000: 103), in purposive sampling, researchers handpick the cases to be included in the sample on the basis of their judgement of their typicality. Therefore, there
are some characteristics of the research participants used in this research. The selected participants were 40 ELESP students year 2007 who had ever joined in
the play performance. The 40 participants should answer 35 questions when the researcher conducted questionnaire. Then, to complete unclear data gained from the questionnaire, the researcher inteviewes 3 students’ participants.
3.3 Research Instruments
In this research, the researcher employs questionnaire and interview as the
research instruments. It is to investigate the ELESP students’ perception on Play Performance course and the possible contributions of Play Performance course for the ELESP students as the English teacher candidates.
1. Questionnaire
According to Ary et al (2002: 566), questionnaire is an instrument in
which respondents provide written responses to questions or mark items that indicate their responses. In this research, the questionnaire is used to gain information about the ELESP students’ perceptions after joining or experiencing
course for the ELESP students as the English teacher candidates. In addition, according to Ary et al ( 1979:175), a questionnaire is divided into two types. They
are structured, or closed type, and unstructured, or open type. A structured questionnaire contains the questions and alternative answers to them. Meanwhile,
an unstructured questionnaire does not include suggested answers. It means that the respondents are free to answer and there is no limitation for them to explain their answers.
In conducting this research, the researcher employs both structured and unstructured questionnaire to answer the research problems. Therefore, a set of
questionnaire is composed to gain data from the respondents. The questionnaire is in the form of Likert scale. Ary et al (2002: 224) stated that a Likert scale assesses attitudes toward a topic by presenting a set of statement about the topic and asking
respondents to indicate for each whether they strongly agree, agree, are undecided, disagree, or strongly disagree. On the other hand, in this research, the
researcher ommits the undecided option in order to avoid misunderstanding since the option does not contribute any significant responses. Thus, there are four options used to answer the research problems, which are strongly agree (SA),
agree (A), disagree (D), and strongly disagree (SD).
The questionnaire used for this research consists of 34 closed types and 1
open type. In addition, the researcher divides this questionnaire into three parts. First part is about the students’ experience in joining Play Performance course. Second part is about the students’ perceptions on the Play Performance course.
Table 3.1 Sample of the Questionnaire Form
Number Statement SA A D SD
1. The respondents have more friends through Play Performance course (PPC)
Here is a blueprint of the questionnaire distributed to answer the research problems. In addition, to see the complete questionnaire, the readers may see on the appendices.
Table 3.2 BluePrint of the Questionnaire
Number Questions Descriptions
1 1-11 The students’ experience in joining Play Performance course
2. 12-17 The students’ perceptions on the Play Performance course
3. 18-34 The possible contributions of Play Performance course
2. Interview
According Ary et al (2002: 434), interviews are used to gather data on
subjects’ opinions, beliefs, and feelings about the situation in their own words. There are three advantages stated by Ary et al (2002: 434). They are (1) supplying
large volumes of in-depth data rather quickly, (2) providing insight on partcipants’ perspectives, the meaning of events for the people involved, information about the site, and perhaps information on unanticipated issues, and the last one is (3)
questionnaire, especially related to the students’ perceptions, students’ interest, and the possible contributions of Play Performance course. In addition, the
interview questions could be seen on the appendices. 3.4 Data Gathering Technique
To investigate the ELESP students’ perceptions on Play Performance course and the possible contributions of Play Performance course for the ELESP students as the English teacher candidates and answer the research problems, the
research employs questionnaire and interview as the research instruments. Moreover, the researcher also provides some questions related to the problems.
The researcher conducts the questionnaire towards 40 ELESP students and interview towards 3 ELESP students. After distributing and gathering the questionnire, the researcher conducts the interviews.
The main purpose of the interview is to complete unclear data gained from the questionnaire. The researcher chooses 3 of 40 ELESP students answering the
questionnaire randomly. Then, the interviews are conducted in certain places (such as coffee shop or cafe) creating a relax and comfortable situation for both the interviewer and interviewee. The questions discussed above would be added
unintentionally according to the situation and each student is interviewed by the researcher once or twice.
3.5 Data Analysis Technique
The data gained from the questionnaire would be formed in the narrative description and displayed in the form of table and chart. In addition, the data
the narrative description. The questionnaire was used to answer the research problems, which are the ELESP students’ perceptions on Play Performance course
and the possible contributions of Play Performance course for the ELESP students as the English teacher candidates. In addition, the interviews were used to
complete unclear data or information gained from the distributed questionnaire. To answer the problems, the researcher distributed questionnaires to 40 ELESP students. There were four degrees of response to the statement on the
questionnaire: 1 was for strongly disagree (SD), 2 was for disagree (D), 3 was for agree (A), and 4 was for strongly agree (SA). After classifying the answers based
on the degree of answers, the researcher counted the percentage of each answer, presented it in tables, and wrote the narrative description in order to help the readers understand the findings clearer.
In collecting information from interviews, the researcher used tape recorder. To gain the information, the researcher listened to the recording and
made transcripts of the recording. In addition, the researcher identified and classified the information gained from interview, then showed the result of interview in a written form as far as it was related to the research problems and
considered as significant information supporting this research. The information related to the research problem was presented in a written form to make the
readers easier in noticing the information. 3.6 Research Procedure
In the beginning of conducting this research, the researcher selected the
Education Study Program of Sanata Dharma University. Then, the topic was consulted to the advisor and the lecturer to choose and decide the appropriate
topic, problem formulations, and questions of the interviews used in the research. In order to gain the data needed in the study, some techniques were
applied in this research. In research and information collecting, the first way was studying the relevant theories in order to gain some information related to the goals and the topics of the research. The theories were about perception, play
performance, roles and characteristics of a good English teacher. All of the theories were discussed above in chapter of the literature review.
In this study, the data was obtained from questionnaire and interview. The data gained from questionnaire will be formed in the tables. Meanwhile, the data or information gained from interview will be formed in the narrative description.
In the research and information collecting, both questionnaire and interviews were conducted to ELESP students of Sanata Dharma University year 2007 joining
Play Performance course in sixth semester.
The information gained from the research participants would be analyzed to find out what the ELESP students’ perception on Play Performance course and
identify the possible contributions of Play Performance course for the ELESP students as the English teacher candidates. After analyzing the infromation, the
information gained were classified and interpreted to obtain the conclusion of the
32 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into two parts, which are research findings and discussion. The research findings present the data gained from the questionnaire
and interview. To discuss this part, the researcher gained the data and information by distributing questionnaires towards 40 (forty) ELESP students and conducting interviews towards 3 (three) of 40 ELESP students answering the questionnaire.
The questionnaire consisted of 34 (thirty four) closed questions and 1 (one) open question. Those were to find out the answers of the research problems. Then, the
interviews were to answer or complete unclear data gained from questionnaire. Then, in the second part, the researcher presents the discussion on the English Language Education Study Program (ELESP) students’ experience
joining Play Performance course, the English Language Education Study Program (ELESP) students’ perceptions on Play Performance course, and the possible
contributions of Play Performance course for English Language Education Study Program (ELESP) students as English teacher candidates.
4.1 Research Findings
In these research findings, the researcher presented three parts discussing
The second part was the perceptions of the English Language Education Study Program (ELESP) students on Play Performance course. Then, the last one
was the possible contributions of Play Performance course for English Language Education Study Program (ELESP) students as English teacher candidates. In
details, the first and second parts were related to each other and the first part was not considered as a research problem. As stated on the chapter I, this study only discussed two research problems, which were related to the students’ perceptions
and Play Performance’s possible contributions. The researcher also discussed the students’ experience because as stated on the chapter II, someone’s experience
would influence someone’s perception. Therefore, to make this study clearer, the researcher divided this part into three different parts. The followings are the discussions of each part.
4.1.1 The Experience of the English Language Education Study Program
(ELESP) Students in Joining Play Performance Course
In this part, the researcher discussed 11 statements gained from the questionnaire, which were number 1 up to 11. The data gained from the first statement of the questionnaire indicated that the English Language Education
Study Program (ELESP) students had more lived experiences through Play Performance. There were 40 respondents from the ELESP students responding to
several indicators or reasons supporting the respondents’ statement about their experience whether it was included in a good experience or bad experience.
The data gained from the questionnaire showed that all of the respondents had more friends through Play Performance course; they chose “strongly agree”
(62.5%) and “agree” (37.5%) for the statement number 2 (The respondents have more friends through Play Performance Course (PPC)). In addition, all of them also felt that they appreciated their friends’ efforts more through Play
Performance; 57.5% of the respondents chose “strongly agree” and 42.5% of them chose “agree”. Moreover, almost all of the respondents (95%) also felt that their
friends appreciated them in Play Performance course. The data indicated that 45% of the respondents chose “strongly agree” to respond to statement no.10 (The respondents’ friends appreciated them in Play Performance course) and 50% of
the respondents chose “agree”. However, there were 2 respondents choosing “disagree”.
Then, there were 65% of the respondents who chose “strongly agree” and “agree” for the statement that they felt that their friends loved them after joining Play Performance course. Meanwhile, there were 13 respondents (32.5%)
choosing “disagree” and 1 respondent (2.5%) choosing “strongly disagree” because they did not feel that their friends really loved them. Even though there
were some students who felt that their friends did not really love them, almost all of the respondents (92.5%) chose “strongly agree” (35%) and “agree” (57.5%) when they responded to statement no.6 (The respondents’ friends helped
(7.5%) choosing “disagree”. As a result, 92.5% of the respondents chose “strongly agree” and “agree” when they responded to the next statement, statement no. 7
(After joining Play Performance course, the respondents become more helpful). In addition, there were only 2 respondents choosing “disagree” and 1 respondent
choosing “strongly disagree”. Based on the data from statements no. 6 and no.7, probably someone’s kindness influenced others’ kindness to others. In addition, almost all of the respondents (92.5%) chose “strongly disagree” (45%) and
“disagree” (47.5%) when responding to statement no. 9 (After joining Play Performance Course, the respondents feel underestimated in his/her group).
However, there were three respondents (7.5%) who chose “agree” when responding to the statement.
To help the readers understand more the descriptions of the data, the
researcher presented the description of the students’ responses in form of table. The first column was the statements’ number and the second one was the
statements used to gain the data from the respondents. Then, the third columns up to the sixth column were the degree of the chosen options. It was started from “Strongly Agree” (SA), “Agree” (A), “Disagree” (D), and “Strongly Disagree”
(SD). In addition, in each chosen option, there would be two kinds of data. The first one was the percentage of the respondents and the second one was the
