i
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
Approved by:
Prof. Dr. Gusti Astika, M.A.
Dra. Martha Nandari, M.A.
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no materials previously published or written by any other person except where due reference is made in the text.
Copyright@2013. Rutvita Ayu Luhuringtyas and Prof. Dr. Gusti Astika, M.A. All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name: Rutvita Ayu Luhuringtyas Student ID Number: 112009060
Study Program: Pendidikan Bahasa Inggris
Faculty: Faculty of Language and Literature Kind of Work: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
Teachers’ and Students’ Perceptions toward Learning English in SD
Negeri 1 Baturagung
along with any pertinent equipment.
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1
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
Rutvita Ayu Luhuringtyas
Abstract
Teaching English to young learners is very important and useful in the globalization era. Nowadays, many schools offer English as a school subject beginning from Elementary Schools. This study aimed to describe teachers’ and
students’ perceptions toward learning English in an Elementary School. A semi
structured interview was used to collect data from four teacher participants and a close-ended questionnaire was used to collect data from thirty student participants in an Elementary School in Central Java. A descriptive method was used to describe the results from the two groups of participants, and it was found that the teachers had positive perceptions toward learning English in the school. The students also had positive perceptions, attitudes, and motivation toward learning English. The results of this study suggest that English learning in Elementary School should be improved so that students get the benefits from learning English. Keywords: Teaching English to young learners, learning English, perceptions.
Introduction
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media, such as television and internet (Harwati, 2012). By learning English, learners have the knowledge and they can understand new expressions that are acceptable for other speakers of that language. So, learners can have the ability to use and to understand English to communicate with others (Nasr, 1972).
Learning English as a foreign language can make learners able to understand and use the expressions that they need. In order to use the language, learners have to understand the language first (Nasr, 1972). In addition, by learning English, learners can have knowledge about English and can communicate with other people using English, so it can be very useful for them in the future (Nasr, 1972).
Due to the fact that it was very important to learn English, nowadays, English education was implemented as one of a subject in schools. As Butler (2004), cited in Su (2006) stated that in response to the growing needs for appropriate English communication in EFL courses, various countries, including many East Asian countries, have introduced English in schools. For example, countries such as Korea, Taiwan and Japan have begun to introduce English at the Elementary School level (Su, 2006).
In the case of learning English in Indonesia, however, teachers and students must have different perceptions toward learning English. Moreover, related to the teaching of English, the method of teaching it and the perceptions of teachers and students need to be investigated. Therefore, the purpose of this study
was to find teachers’ and students’ perceptions toward learning English in an
3
teachers’ and students’ perceptions toward learning English? It is necessary to
find teachers’ and students’ perceptions toward learning English in an Elementary
School because their perceptions can affect their learning process, especially for students. With the consideration above, the goal of this study was to describe the
teachers’ and students’ perceptions toward learning English.
Literature Review
Nowadays, English education is needed since it is used by many people throughout the world. As Crystal (2000), cited in Su (2006), stated that English has increasingly become the international language for business, science, technology, entertainment and sports so she estimated that one-quarter of the
world’s population uses English as a first, second or foreign language. Along with
the increasing need in learning foreign languages, most people want to learn a foreign language, and most parents want their children to learn a foreign language, especially English, at early ages (Bardakci, 2011).
4 Teaching English to Young Learners
Considering the importance of English, nowadays many schools start teaching it to children. Harmer (2007), cited in Sad (2010), said that teaching English to young learners is popular because English is a common language used for communication between two peoples whose languages are different.
Moreover, the belief that “younger is better” and children learn much more
quickly and efficiently as they are in critical period underline that English education start from young children (Sad, 2010).
There were some factors that sustained the introduction of English to young children. Gordon (2007) emphasized that children can be taught and they learn easily because they learn language instinctively and naturally so they can easily produce the language. As Chomsky (1960), cited in Gordon (2007), said that children have no difficulty in producing grammatically correct sentences that they have not heard. Lenneberg (1960), cited in Gordon (2007), also hypothesized that human language ability is innate, so learning language from young children is effective. In other words, children learn language easily because it is part of their natural development (Zacharias, 2010).
In teaching young learners, students’ interest should arise when
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way in the future. Furthermore, they also believe that children are faster than adults in learning English and they can learn English well with their own style (Shinde and Karekatti, 2012).
The students’ interest to learn new language can influence the students’ attitudes when they learn the language. Cameron (2001), cited in Sad
(2010), emphasized that children are born with a natural interest for learning and their desire to learn should be full when they begin school. Thus, positive impressions and attitudes with regard to early language learning experiences are
likely to fuel the learners’ desire for further language learning (Sad, 2010).
Because as Donryei (2001) and Schindler (2006), cited in Sad (2010), stated that
if children’s first experience of learning English is unpleasant, they may grow up
with powerfully negative feelings towards the language.
Teaching English to young learners gave some benefits for
students’ future. Thus, especially parents want their children to learn English as
early as possible so that they get benefit from English for their academic and business career in the future (Sad, 2010). As Su (2006) stated that many people believed that the earlier children start to learn English, as in primary school level, the higher level of proficiency they will achieve. Moreover, Su (2006) stated that students can develop English competency by learning English starting from primary school level before they enter secondary schools to continue to study English.
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young children, mostly in primary level. As Shinde and Karekatti (2012) stated,
“primary education is the foundation on which the development of every citizen
and the nation as a whole built on.”
Gordon (2007) stated, “the optimal age to learn a second language
is from 6 years to pre-puberty.” So, learning English as a foreign language or a second language is very effective when it starts from primary school because at that age an area of the brain goes through a period of intense growth so they can easily be taught (Gordon, 2007).
Relevant Research Findings
Although there will be 2013 curriculum which excludes English from school subjects in Elementary School level, but many researchers recommend that it is good for children to learn English starting from Elementary School level. Some research findings showed that the implementation of English lesson in Elementary School level received positive responses from many people. Most of the findings showed positive perceptions about learning English (Wu, 2010). For example, the students viewed English as an easy language and they agreed that it was very important to learn English. As Jong and Norton (2002), cited in Su (2006) stated, some findings indicated that 90% of the teachers agreed that it was necessary to teach English in Elementary Schools.
The implementation of English lesson in Elementary School level also gained positive opinions from many people. Maherzi (2011) found that
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proficiency level. Shih & Chu (1999), cited in Wang (2008), also showed that there are three main goals of English education at primary school level. The goals
were English education would be able to cultivate students’ basic communicative capacity in English, to cultivate students’ motivation and interest in learning
English, and to increase students’ multi-cultural knowledge and awareness since
they are in primary school level.
The attitude and motivation of children who studied English in primary schools also increased. As Katsuyama, Nishigaki and Wang (2008), cited in Sad (2010), found in their research with 1466 Elementary School children in Japan that children who took English lessons in Elementary School had good attitudes and motivation towards learning English than the children who did not learn English in primary level. Some findings also indicated that learners had strong motivations for learning English (Wu, 2010).
Grammar translation method was still used in teaching English. Some researchers found that most English learning still did not increase students’ proficiency level and communicative skills yet. It was because they found that grammar translation method still exist and is commonly used rather than CLT (Communicative Language Teaching) or CLL (Communicative Language Learning) method (Su, 2006).
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As Gordon (2007) stated that based on the particular brain mapping study, the optimal age to learn a second language is from six years to pre-puberty, about six until 12 years old, where children in primary school level.
Based on the discussion above, question for this study was, What
are teachers’ and students’ perceptions toward learning English in SD Negeri 1
Baturagung? Therefore, the purpose of this study was therefore to describe the
teachers’ and students’ perceptions toward learning English in SD Negeri 1
9 The Study
Method of Research
This study was conducted in a primary school that located in Baturagung village, subdistrict Gubug, Grobogan Regency, Central Java. The school had two-hour English classes for fourth grade to sixth grade students in a
week. This study was about teachers’ and students’ perceptions toward learning
English in an Elementary School and descriptive method was used to describe
teachers’ and students’ perceptions toward learning English in the school.
Participants
There were four teachers who participated in this study. The teachers were one English teacher who was 24 years old. She had taught English in this school for about one year. The other teachers taught fourth grade to sixth grade students in this school, who were about 30 to 50 years old. They had taught in this school for about 10 to 15 years, so they knew their students.
10 Research Instrument
This study used a semi structured interview and close-ended questionnaire to collect the data. The interview questions were used and developed for teacher participants to collect data or information related to their perceptions toward learning English in the school.
Besides interview, a four-point Likert scale questionnaire was developed for student participants. The students were asked to answer each item by choosing a number from 1 (strongly disagree) to 4 (strongly agree). The questionnaire contained 15 statements with four options related to their perceptions toward learning English. This close-ended questionnaire was used to obtain data or information related to their perceptions toward learning English.
Data Collection
11 Data Analysis
Analysis of Interview
Interviews with the teacher participants were conducted on March 2, 2013, outside school hours. The interview was conducted with four participants; an English teacher, one fourth grade teacher, one fifth grade teacher, and one sixth grade teacher. The analysis of data for the interview was divided into six themes as the following:
a. The introduction of English lesson in Elementary School
b. The background of the implementation of English lesson in Elementary School
c. When to introduce English lesson in Elementary School d. The focus of English lesson in SD Negeri 1 Baturagung. e. Things that should be improved in English lessons. f. Benefits of learning English.
Analysis of Questionnaire
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a. Students’ perceptions toward English lesson, statements number 1 to 5. b. Students’ attitudes toward English lesson, statements number 6 to 12. c. Students’ motivation toward English lesson, statements number 13 to 15.
Analysis and Discussion
Analysis of Interview
The data from the interviews with the teacher participants was discussed based on its themes. The analysis of data from the interviews was
discussed based on the interview excerpts followed by analysis of the teachers’
comments.
a. The introduction of English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
the introduction of English lesson in Elementary School. The question asked to the teachers was, What is your perception toward learning English in Elementary School level. The English teacher and fourth grade teacher said that it was good to introduce English lesson in Elementary School. They said,
(1) In my opinion, it is a good way to introduce children to other language besides Javanese or Indonesian language.
(2) Learning English in Elementary School level is very good, because it can be use as basic knowledge of English for children.
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(3) English learning in Elementary School level is needed in order to introduce English as an international language for the first time.
(4) It is good to learn English since children in Elementary School level.
Teachers’ perceptions toward the introduction of English lesson in
elementary school level were positive. They all said that it was good to introduce English lesson to their students. They were all aware of the importance of English
for students’ future later. So according to the teachers, the policy to introduce
English lesson in elementary school level was good and useful for students.
The teachers’ perceptions above is in line with Wang’s (2008)
statement saying that many people become very aware of the importance of English language education and improve English language proficiency of the citizens in order to ensure that they are able to compete in this globalization era.
In another study, as Jong and Norton’s (2002), cited in Su (2006), stated that the
findings indicate that 90% of the teachers in Korea agreed that it is necessary to teach English in Elementary Schools.
b. The background of the implementation of English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
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used as a bridge for students before they get English lesson in High School later. In the interview, she said,
(1) In my opinion, it can be used as a bridge for students, so they will not shocked to learn English in Junior High School later.
The fourth, fifth and sixth grade teachers had the same notion that English lesson in Elementary School was used as the introduction and basic knowledge for students before they have English lesson in the higher education.
(2) English learning in Elementary School level is used as basic knowledge to introduce English in Elementary School level.
(3) The purpose of learning English in Elementary School level is to introduce English as an international language to children.
(4) In my opinion, English lesson in Elementary School level is needed, so children can learn English at their early ages.
The teachers’ comments above show that they had positive
perceptions toward learning English in Elementary School level. They believed that English lesson in Elementary School was used as introduction to the new language, and it gave basic knowledge of English to their students. They also believed that English should be introduced to the students as early as possible.
The teachers’ perceptions above is in line with Schindler’s (2006),
cited in Sad (2010), stating that the main aim of early language education should be to hook students when they are young and keep them interested in learning
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Karekatti’s (2012) statement, “Primary education is the foundation on which the
development of every citizen and the nation were built on.”
c. When to introduce English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about when to introduce English lesson in Elementary School. There were teachers’
perceptions toward the question, According to your opinion, in what class we should introduce English lesson in Elementary School. The English teacher has two perspectives about this case. In the interview, she said,
(1) In my opinion, there are two possibilities. It depends on the environment or situation. If the school is in a city and the environment supports it, English can be taught from the first grade students. If it is located in a village, English can be taught from the third or fourth grade students because in the first grade, there are some students who still can not read fluently, so I think they will get difficulties to learn new language.
The fourth and fifth grade teachers had the same opinion that English should be learned from first grade students. In the interview, they said,
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(3) It can be taught from the first grade students, so they learn to read Indonesian and English. By teaching English starts from the first grade students, I think they can easily follow the English lesson in higher level.
The sixth grade teacher also had his own perspective about this case, he thought that English lesson should be started from fourth grade students because he saw the condition of the students. In the interview, he said,
(4) In my opinion, English can be taught from the fourth grade students because they can read fluently rather than the third grade students and below. If students can not read fluently yet, they will get difficulties.
Their perceptions about when we should introduce English depended on some factors, such as the condition of the school and the students. Teachers believed that students could start learning English from the first grade and fourth grade of Elementary School by considering to some factors, such as school location and environment, reading ability and fluency. It was considered in two aspects from school and students, the teachers should see first the condition and situation of the school and the students before decided to introduce English to students.
The teachers’ perceptions above is related with Shinde and
Karekatti’s (2012) statement saying that many people believe that starting English
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another language. As Gordon (2007) stated, “the optimal age to learn a second
language is from 6 years to pre-puberty.”
d. The focus of English lesson in SD Negeri 1 Baturagung.
The interview excerpts below show the teachers’ perceptions about
The focus of English lesson in SD Negeri 1 Baturagung. The question asked to the teachers was, According to your opinion, is the English lesson in this school focused in communication skills. The English teacher and fourth grade teacher had the same opinions that English lesson in their school did not focus in communication skill yet. In the interview, they said,
(1) I think it is not focus on communication skills yet, because students still get difficulties in pronunciation to communicate each other. Now, we still focus on vocabulary and how to pronounce them first.
(2) I think it is not yet focus on communication skills because we still introduce English to children. In English lesson, students still mix English with Indonesian or Javanese.
However, the fifth and sixth grade teachers also different from the English teacher and fourth grade teacher. They said that their students had already practiced communicate using English when they had English lessons, but they did not really focus on communication skills yet because it still emphasized on learning vocabulary and grammar. In the interview, they said,
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(4) I think it is not focus on communication skills yet because they still learn about grammar. Actually, students have already practiced in communication using English, but it is not really focus on communication skills yet.
As we see above, teachers believed that the English lesson in their school did not focus in communication skills yet, because students still learn about grammar and vocabulary. English teacher also believed that to focus in communication, they thought that their students felt difficult if the English teacher focused in communication skills, because they had difficulties in pronunciation. Beside that, they also believed that English lessons in Elementary School level was used as introduction and they still used Javanese language. They also believed that communication skill materials were difficult for students, so they did not focus in communication skill yet.
In another study, Su’s (2006) showed that some researchers found that most English lessons still don’t increase students’ proficiency level and
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e. Things that should be improved in English lessons.
The interview excerpts below show the teachers’ perceptions about
the things that should be improved in English lessons. The question was, What are the things that should be improved for English lesson in this school. The English
teacher’s opinion about this questions is that students’ interest or motivation and
equipments for teaching English should be improved. In the interview, she said,
(1) Things that should be improved is students’ interest toward English lesson because there are some students who did not pay attention on it, so I think if they have been interested in it, the teaching learning of English will work well. Beside that, teaching equipments also should be improved.
The fourth, fifth and sixth grade teachers had the same perspective that the materials for English lessons should be improved. In the interview, they said,
(2) For English learning in Elementary School level, there is a need to practice communication using English among students.
(3) I think there should be practice communication using English among students. Beside that, vocabulary and grammar materials also should be improved.
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The fourth, fifth, and sixth grade teachers believed that the materials for English lessons should be improved, especially for the communication skills. They were very aware of the importance of English for communication, so they believed that based on the development of their study, students can learn to communicate in English in higher classes, so the materials given should not only about grammar and vocabulary, but it should also combine with conversation materials to increase students communication skills.
As the English teacher stated above that students’ interest should be
improved because it really influenced the teaching learning process. The English
teacher’s perception above is in line with Cameron’s (2001) statement as cited in
Sad (2010) which emphasizes that children are born with a natural interest for learning and their desire to learn should be full when they begin school. It was
related with the English teacher’s opinion because students’ interest should be
improved when they learned English since in Elementary School level.
The fourth, fifth, and sixth grade teachers’ perceptions above are
also related with Shih & Chu’s (1999) statement, cited in Wang (2008), pointing out that there were three main goals of English education at primary school level.
The goals were to cultivate students’ basic communicative in English, to cultivate students’ motivation and interest in learning English, and to increase students’
21 f. Benefits of learning English.
The interview excerpts below show the teachers’ perceptions about
benefits of learning English for their students. The question asked to the teachers was, According to your opinion, what are the benefits of learning English for your students in this globalization era. The English teacher stated that English lesson was very useful for the future. In the interview, she said,
(1) In my opinion, English is very useful because students learn a new language besides Indonesian and Javanese language. Nowadays, almost all things used English, so students need to learn English and they should be able to use English.
The fourth, fifth and sixth grade teachers have the same perspectives that English was very important to learn in this globalization era and it was very useful for the future. In the interview, they said,
(2) English is very important because Elementary School students can know English as an international language in this globalization era, and they can continue study English more in Junior High School later.
(3) The benefit is to follow the development of technology because now all things are using English, such as computer,
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Overall, the teachers believed that English gave some benefits for their students. As they mentioned above that students learned new language that would be very useful for their future and for higher education after graduated from Elementary School. Besides that, teachers also believed that in this globalization era, almost all the technology used English, so it was useful to learn English. They also believed that English was important to learn if they would study or work in abroad after they graduated from Elementary School.
Therefore, the policy to introduce English in Elementary School
was appropriate because it was very useful for students’ future. The teachers’ perceptions above is related to Ma’s (2010) statement saying that by learning
English since students in primary school level, they can have knowledge and ability that can be useful in their future.
Analysis of Questionnaire
The data from the close-ended questionnaire from the student
participants were discussed based on its themes. The students’ responses were
important in this study because their perceptions also contributed to the English teaching and learning in their school.
a. Students’ perceptions toward English lesson.
The chart presented below shows the students’ perceptions toward
23 1. I like an English lesson.
2. English is an easy lesson. 3. English is a fun lesson.
4. English is very important and useful for my future.
5. English is very useful to be learn to communicate with other people.
Table 1. Students’ perceptions toward English lesson.
Table 1 shows that the students’ perceptions toward English lesson was pretty high. The highest score of students’ perceptions toward English lesson
was shown in statement number one and four. It indicated that they liked English lesson and they also considered that English lesson very important and useful for
their future. However, the lowest score of students’ perceptions toward English
lesson was shown in statement number two. It indicated that they did not consider English lesson easy. So, the result indicated that although students liked English lesson and believed that it was very important and useful, they did not consider that English lesson was easy.
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Students perceptions toward English lesson was also related to Wu (2010) statement saying that English as an international language is very important for us to learn in this globalization era. This statement was related to the
students’ perceptions because as shown in score number four which is high, they
also indicated that English was very important which is in line with Wu’s statement above.
b. Students’ attitudes toward English lesson.
The chart presented below shows the students’ attitudes toward
English lesson. The chart shows the result from statements of the questionnaire items, which are:
6. I like to speak English
7. I like to read books that using English. 8. I like to watch films that using English.
9. I often communicate with friends using English. 10. I try to master English lesson.
11. I always pay atention when my English teacher teach English.
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Table 2. Students’ attitudes toward English lesson.
Table 2 shows that students’ attitudes toward English lesson was
fair and good enough. The highest score of the students’ attitudes toward English lesson was shown in statement number ten and eleven. It indicated that they tried to master English lesson and always paid attentions when their teacher taught English lessons. However, the lowest score of the students’ attitudes toward English lesson was shown in statement number nine. It indicated that students rarely used English in communicating with their friends. So, the result indicated that although students tried to master English and always paid attention when they studied English, they rarely used English for communication to other people.
The result underlying that positive impressions and attitudes with
regard to early language learning experiences are likely to fuel the learners’ desire
for further language learning (Sad, 2010). So, the result showed that students had positive attitudes toward English lesson, such as paying attentions to the teacher
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as shown in score number eleven, was good attitudes, which is in line with Sad’s
statement above. However, they did not use English to communicate to each other.
c. Students’ motivation toward English lesson.
The chart presented below shows the students’ motivation toward
English lesson. The chart shows the result from the statements of questionnaire items, which are:
13. I learn English because of my own intention. 14. I have improvements as long as I study English.
15. I will continue study English after I graduate from Elementary School.
Table 3. Students’ motivation toward English lesson.
Table 3 shows that students’ motivation toward English lesson was
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number fifteen. It indicated that they believed to continue study English after graduated from Elementary School later. The statement number thirteen and
fourteen also showed high score of students’ motivation toward English lesson. It
also indicated that students studied English with their own intention and gained improvements since they studied English. So, the result showed that students had strong motivation to learn English as it was their own intention. Moreover, the result also indicated that they had improvements since they studied English and they wanted to continue study English later.
Students’ motivation toward English lesson was related with
statement from Cameron (2001) cited in Sad (2010) emphasizing that children are born with a natural interest for learning and their desire to learn should be full when they begin school. The results of this study also indicated that students can develop English competency by learning English starting from primary school level, which begins to develop fluency before they enter secondary schools to
continue to study English (Su, 2006). Therefore, the findings about students’
motivation toward English lesson is in line with Cameron’s and Su’s statements
because it clearly shows that students’ motivation was pretty high. It was good
28 Conclusion and Recommendation
This study has produced some findings about teachers’ and students’ perceptions toward learning English in Elementary School. To find the
data, a semi structured interview and close-ended questionnaire were used.
According to the research results from the interviews with the teachers, their perceptions about the introduction of English lesson in Elementary School were positive. They believed that English lesson in Elementary School is as a bridge, basic knowledge, and introduction to new language for students.
The teachers hoped that the materials for communication skills should be improved because they did not focus on it yet. The equipments for
teaching English and the students’ interest also should be improved. As revealed
from the interview with the teachers, students could get the benefits for their future from learning English in Elementary School.
Additionally, as revealed from the questionnaire results toward
students’ perceptions of English lesson, they had positive responses toward
English lessons, positive attitudes while they were learning English, and also they had high motivation to learn English.
Both teachers and students had favourable perceptions toward learning English in Elementary School level. However, there are some areas where the teacher of English needs to improve such as communication skills,
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Based on the conclusion, this study recommends that English teacher should improve communication skills or communicative activities in teaching English, so the students can practice English by communicating to each
other. Moreover, English teacher also should improve students’ interest and
equipments to teach English for students.
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ACKNOWLEDGEMENT
Praise the Lord, I’m very thankful to Jesus Christ for His amazing
love and mercies that He gives to bless and strengthen me, also for His guidance that helps me for completion of my thesis. I would like to express my sincere gratitude to Mr. Gusti Astika as my thesis supervisor, for his big helps and guidance so I can write my thesis appropriately. I also express my thankfulness to Mrs. Martha Nandari as my thesis examiner, who also help and guide me for the
completion of my thesis. Moreover, I’m very thankful to my parents, who always
supports me with their prayer and advise, along for the completion of my thesis. Thanks a bunch to Setyo Kristanto, who always strengthens me with prayer and
support. Overall, I’m very thankful to all lecturers, staffs, and friends for sharing
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REFERENCES
Bardakci, M. (2011). Teaching young learner English through language teacing materials. e-Journal of New World Sciences Academy , 6 (2), 289-295.
Gordon, T. (2007). Teaching young children a second language. London: Preager Publisher.
Harwati, L. (2012). World Englishes: Threat or opportunity for Indonesian?. Sino-US English Teaching , 9 (1), 872-877. perceptions and motivation. Electronic Journal of Research in Educational Psychology , 9 (2), 765-798.
Mustafa. (2011). Teaching English in unified-classroom primary schools: A case study. Elementary Education Online , 10 (3), 1138-1147.
Nasr, R. (1972). Teaching and learning English. London : Longman Group Limited.
Sad, S. (2010). Theory–practice dichotomy: Prospective teachers' evaluations about teaching English to young learners. Journal of Language and Linguistic Studies , 6 (2), 22-53.
Shinde, M. & Karekatti, T. (2012). Pre-service teachers’ belief about teaching English to primary school children. International Journal of Instruction , 5 (1), 69-86.
Su, Y. (2006). EFL teachers’ perceptions of English language policy at the elementary levelin Taiwan. Educational Studies , 32 (3), 265–283.
Wang, W. (2008). Teaching English to Young Learners in Taiwan: Issues Relating to Teaching, Teacher Education, Teaching Materials and Teacher Perspectives. Taiwan: University of Waikato.
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Yaman, S. (2012). Students’ belief in language learning: Area and gender variables of study. e-Journal of New World Sciences Academy , 7 (2), 83-92.
33 APPENDIX A
Interview Questions for teacher participants.
Terima kasih atas kesediaan Bapak/Ibu yang telah meluangkan waktu dan bersedia membagi pengetahuan dalam penyusunan skripsi saya. Jadi saya sedang
menyusun skripsi dengan judul Teachers’ and Students’ Perceptions toward
Learning English in SD Negeri 1 Baturagung, oleh karena itu saya mempunyai beberapa pertanyaan mengenai pembelajaran Bahasa Inggris di sekolah ini.
1. Bapak/Ibu mengajar kelas berapa?
2. Mata pelajaran apa yang Bapak/Ibu ajarkan?
3. Apa pendapat Bapak/Ibu mengenai pembelajaran Bahasa Inggris di tingkat SD?
4. Menurut pendapat Bapak/Ibu, mengapa pembelajaran Bahasa Inggris perlu diterapkan mulai di tingkat SD?
5. Menurut pendapat Bapak/Ibu, mulai kelas berapa seharusnya Bahasa Inggris diajarkan di tingkat SD?
6. Menurut pendapat Bapak/Ibu, apakah pembelajaran Bahasa Inggris di sekolah ini berfokus pada penerapan keterampilan siswa dalam berkomunikasi? 7. Menurut pendapat Bapak/Ibu, apa yang perlu ditingkatkan dari pembelajaran
Bahasa Inggris di sekolah ini?
34 APPENDIX B
Close-ended questionnaire for student participants. Nama :
Kelas : Siswa-siswi,
Daftar pernyataan di bawah ini mendeskripsikan tentang pendapatmu terhadap pembelajaran Bahasa Inggris. Saya akan sangat berterimakasih jika kamu bersedia menjawab daftar pernyataan ini, karena menurut saya ini akan sangat berguna dalam meningkatkan proses belajar mengajar Bahasa Inggris. Silahkan mengisi daftar pernyataan di bawah ini dengan jujur. Terimakasih atas kerjasamanya. Bacalah setiap pernyataan di bawah ini, kemudian berilah tanda centang (V) pada kolom yang tersedia jika kamu :
1. Sangat tidak setuju 2. Tidak Setuju 3. Setuju 4. Sangat setuju
NO PERNYATAAN 1 2 3 4
1 Saya menyukai pelajaran Bahasa Inggris 2 Bahasa Inggris adalah pelajaran yang mudah
3 Bahasa Inggris adalah pelajaran yang menyenangkan 4 Bahasa Inggris sangat penting dan bermanfaat untuk
35
5 Bahasa Inggris sangat penting dipelajari untuk berkomunikasi dengan orang lain
6 Saya suka berbicara dalam Bahasa Inggris
7 Saya suka membaca buku-buku yang menggunakan Bahasa Inggris
8 Saya suka menonton film yang menggunakan Bahasa Inggris
9 Saya sering bercakap-cakap dengan teman menggunakan Bahasa Inggris
10 Saya berusaha untuk dapat menguasai pelajaran Bahasa Inggris
11 Saya selalu memperhatikan saat guru mengajar Bahasa Inggris
12 Saya minta bantuan kepada guru jika mengalami kesulitan dalam belajar Bahasa Inggris
13 Saya belajar Bahasa Inggris karena keinginan diri saya sendiri
14 Saya mengalami peningkatan selama belajar Bahasa Inggris
