ii v T C A R T S B A . 3 1 0 2 . y d n a S , a d n a ir e
F Percepiton on Integrated Skill s Implementaiton in n o it c a c u d E e g a u g n a L h s il g n E y b s s a l C g n i k a e p S d n a g n i n e t si L l a c it i r C f o s t n e d u t
S Sanata Dharma Universtiy. Yogyaka tra : Engilsh Language . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S n o it a c u d E o s s e c o r p e h t n
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a e sused.Oneoft heapproachest ha tbecomesthef ocu soft hisr esearch si h c a o r p p a l li k s d e t a r g e t n i n
a which i s implemented in C iritca lListening and ) S L C ( g n i k a e p
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o the ELESP Sanata Dharma Universtiy on the approach implemented in the .s s a l c h c r a e s e r s i h t n
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C thetheory o fpercepiton ,
y r o e h t d n a , s ll i k s d e t a r g e t n i f o y r o e h
t oft eaching l earning methods .Each t heory f o t l u s e r e h t n e e w t e b n o it a l e r r o c e h t t u o d n if r e h c r a e s e r e h t p l e h o t d e il p p a e b l li w . s tr e p x e e h t y b d e s o p o r p s e ir o e h t o s l a d n a h c r a e s e r e h t s e s u r e h c r a e s e r e h t , h c r a e s e r s i h t n
I asurvey r esearch method .In ordert o t
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S students who are in batch o f2011. eB sides ,the o s l a r e h c r a e s e
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t , and the second quesiton i s answered by distirbu itng the . s e ri a n n o it s e u q n o it a t n e m e l p m i e h t t a h t s d n if r e h c r a e s e r e h t , w e i v r e t n i e h t m o r
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r entaiton o fintegrated skill sapproach i s e d i s e B . s s a l c S L C n i d e t n e m e l p m i e b o t e l b a t p e c c a d n a e l b a c il p p
a s,t her esearche r
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a dents .Thestudent ssuggest t helecturer s e
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c the mate irals more challenging to them in orde rto make the student s m n r a e l o t d e g a r u o c n
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K words :students ’percep iton, integratedskill ,s ciritca lilsteningand speaking )
ii i v
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. 3 1 0 2 . y d n a S , a d n a ir e
F Percepiton on Integrated Skill s Implementaiton in n o it c a c u d E e g a u g n a L h s il g n E y b s s a l C g n i k a e p S d n a g n i n e t si L l a c it i r C
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s u k o f i d a j n e m g n a y n a t a k e d n e p u t a s h a l a S . n a k a n u g i
d peneilitan ini adalah
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m Sanata Dharma Yogyaka tra terhadap penggunaan .
t u b e s r e t n a t a k e d n e p
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( d liaksanakan? dan 2 ) Bagaimanak ah perseps i siswa terhadap n
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p Integrated Skills? Untuk menjawab dua s
il u n e p , t u b e s r e t n a a y n a t r e
p menggunakan teor ipersepsi ,teor iintegrated skills , r
a j a g n e m r a j a l e b e d o t e m i r o e t n a
d . Teo ir t ersebu tdtierapkan untuk mengetahu i i
r o e t n a g n e d n a it il e n e p l i s a h a r a t n a i s a l e r o
k -teor iyangdibua tolehparaahil . i
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d ta ,penuil smembagikanangketkepada seluruh mahasiswaPB Iangkatan 2011 s
a ti s r e v i n
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t a m r o t a n i d r o
k kuilahCLS .Wawancara dliakukan untukmendapatkanj awaban a
y n a t r e p n a d , a m a t r e p g n a y n a a y n a t r e
p ankeduadjiawab dar iha is langke tyang .
a w s is a h a m a d a p e k n a k i g a b i d
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p Integrated Skillsdapa td tierapkan dan dtierima .
S L C h a il u k a t a m i
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S L C
( d liaksanakan? dan 2 ) Bagaimanak ah perseps i siswa terhadap n
a t a k e d n e p n a i s a t n e m e l p m i g n e
p Integrated Skills? Untuk menjawab dua
s il u n e p , t u b e s r e t n a a y n a t r e
p menggunakan teor ipersepsi ,teor iintegrated skills , r
a j a g n e m r a j a l e b e d o t e m i r o e t n a
d . Teo ir t ersebu tdtierapkan untuk mengetahu i
i r o e t n a g n e d n a it il e n e p l i s a h a r a t n a i s a l e r o
k -teor iyangdibua tolehparaahil .
i n i n a it il e n e
P menggunakan metode peneilitan survei .Untukmemperoleh a
d ta ,penuil smembagikanangketkepada seluruh mahasiswaPB Iangkatan 2011 s
a ti s r e v i n
U Sanata Dharma Yogyakarta .Selain tiu ,penuils j uga mewawancara i a
t a m r o t a n i d r o
k kuilahCLS .Wawancara dliakukan untukmendapatkanj awaban t
r e p n a d , a m a t r e p g n a y n a a y n a t r e
p anyaankeduadjiawab dar iha is langke tyang
. a w s is a h a m a d a p e k n a k i g a b i d
n e m s il u n e p , a r a c n a w a w l i s a h i r a
D getahu ipenerapan kela sCLS sudah
i r e b m e m n a d k i a
b efek posiit f kepada mahasiswa untuk meningkatkan
r e b n a u p m a m e
k Bahasa Inggri smereka ,sepe tr ikemampuan mendengarkan dan n
a a m a s r e b a r a c e s t a k g n i n e m a k e r e m a r a c i b r e
b . Dar i hasi l angke t yang
, n a k r a b e s i
d hampi rseluruh mahasiswa PB Iangkatan 2011 ( 80% )setuju dengan n
e
p erapan pendekatan Integrated Skills . Dar i hasi l yang didapat , penu il s n
a k l u p m i y n e
m bahwa mahasiswa mengerit , merasakan , dan mengalam i d
n e p n a p a r e n e
p ekatan tersebut . Penuli s juga menyimpulkan bahwa
n a t a k e d n e p n a i s a t n e m e l p m i g n e
p Integrated Skillsdapa td tierapkan dan dtierima
. S L C h a il u k a t a m i
d Penu ilsj ugamedapatkans arandar imahasiswa M . ater iyang n
a k a n u g i d g n a
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i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i
E G A P L A V O R P P
A S ... ii
E G A P N O I T A C I D E
D ... i v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... .. v
N A U J U T E S R E P N A A T A Y N R E
P PUBLIKASI ... .... v i
T C A R T S B
A ... v ii
K A R T S B
A ... v iii
S T N E M E G D E L W O N K C
A ... ix
S T N E T N O C F O E L B A
T ... .... x i
S E C I D N E P P A F O T S I
L ... .... x v
S E L B A T F O T S I
L ... x vi
S E R U G I F F O T S I
L ... x vii
N O I T C U D O R T N I :I R E T P A H
C ... 1 .
A ResearchBackground ... 1
.
B ResearchProblems ... .. 3
.
C ProblemLimtiaiton ... 3
.
D ResearchObjecitves ... 4
.
ii x .
F Deifniitono fTerm s ... 5
.
1 Students ’Percepiton ... 5 .
2 IntegratedSkill s... 6 .
3 C iritca lListeningandSpeaking( CLS )Class ... 6 .
4 ELESPStudent so fSanataDharmaUniverstiyYogyaka tra 7
F O W E I V E R : I I R E T P A H
C RELATEDLITERATURE... 8
.
A Theoreitca lDesc irpiton ... 8
.
1 Percepiton ... 8
.
a Deifniitono fPercepiton ... 8
.
b FactorsI n lfuencingPercep iton ... .... 01
)
1 Selecitono fS itmul i... 11
)
2 Organizaitono fSitmul i ... 11
)
3 Thes tiuaiton ... 11
)
4 S -efl Concep t ... 11
.
c Factor sCreaitngPerceptua lDfiifcu tly ... 21
.
d Percepitoni nLearning ... 21
)
1 Presage ... 31
)
2 Proces s... .. 31
)
3 Produc t ... 31
.
2 TheoryofI ntegratedSkill s ... 41
.
a DeifniitonofI ntegratedSkill s ... .... 41
.
b Advantage sandDisadvantage sofI ntegratedSkills... 71
)
ii i x )
2 Disadvantage sofI ntegratedSkills ... 81
.
3 TeachingLearningMethods ... 91
.
a Process-BasedTeaching ... 91
.
b Students-CenteredLearning ... 91
.
B Theoreitca lFramework ... 02
Y G O L O D O H T E M : I I I R E T P A H
C ... 32
.
A ResearchMethods ... 32
.
B Researchparitcipant s ... 42
.
C ResearchI nsrtument sand DataGatheirngTechnique ... 52
.
1 Quesitonnarie ... 52
.
2 Interview ... .... 62
.
D DataAnalysi sTechnique ... 82
.
E ResearchProcedure ... 92
S N O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H
C ... 23
.
A TheI mplementaitono fC iritca lListeningandSpeaking ... 23
.
1 Mate iral s ... 33
.
2 TeachingMethods ... 73
.
3 Students ’Moitvaiton ... 14
.
4 Evaluaiton ... 24
d n a e v it i s o P .
a NegaitveSidesof CLS ... 24
d n a e v ti s o P .
b Negaitveeffectsf ort heStudents... 54
.
v i x .
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1 Datapresentaitonandanalysis ... 74
.
a Students ’Percepiton
n
o theI mplementaitonIntegrateds kills... 84
.
b Students ’Evaluaiton
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o theI mplementaitono fIntegrateds killsi nCLS ... 36
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A e h t n
o dvantage sofI ntegrateds killsi nCLS... 07
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D e h t n
o isadvantage sofI ntegratedskillsinCLS ... 27
.
e Students ’Opinion
I e h t n
o mplementaitonofI ntegratedskillsinCLS ... 77
s l a ir e t a M )
1 ... 77
s s e n r e g a E ’ s t n e d u t S )
2 ... 87
s d o h t e M g n i h c a e T )
3 ... 08
s t n e m e v o r p m I ’ s t n e d u t S )
4 ... 18
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C : V R E T P A H
C ... 38
.
A Conclusion s ... 38
.
B Recommendaiton s ... .. 68
s r e r u t c e L g n i k a e p S d n a g n i n e t s i L l a c it ir C r o F .
1 ... 68
r e h c r a e s e R e r u t u F r o F .
2 s ... 78
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x i d n e p p
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i d n e p p
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x i d n e p p
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i d n e p p
A 4RawDatafromCloseEndedQuesitons... 01 2 x
i d n e p p
A 5RawDatafromOpenEndedQuesiton s ... 31 2
x i d n e p p
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i d n e p p
i v x
S E L B A T F O T S I L
e l b a T 23 .
k r o w e m a r
F oft heI nterviewGuideilneonI mplementaitono fCLS ... . 72
e l b a
T 3 .3 G g n ir o c
S radef ort heStudents ’Quesitonnarie. ... 9 2
e l b a
T 4 .1
s t n e d u t
S ’ PercepitonontheI mplementaitonofI ntegratedSk illsinCLS .... 8.. 4
e l b a
T 4 .2
s t n e d u t
S ’Evaluaitonont heI mplementaitonofI ntegratedSkillsi nCLS .. 3.... 6
e l b a
T 4 .3 s t n e d u t
S ’ Evaluaiton ontheAdvantage soft heI mplementaiton
S d e t a r g e t n I f
o killsi nCLS ... .7 0
e l b a
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s t n e d u t
S ’ Evaluaiton ont heDisadvantage soft heI mplementaiton S
d e t a r g e t n I f
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1 . 2 e r u g i F
s s e c o r P l a u t p e c r e P e h
T ... 9
1 . 3 e r u g i F
e r u d e c o r P h c r a e s e
1 I R E T P A H C
N O I T C U D O R T N I
r s i h
T esearch invesitgate sthe students ’percepiton o fEngilsh Language
n o y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E Integrated skill s
h c a o r p p
a in Criitca l Listening and Speaking (CLS ) class . Thi s inrtoductory
l e m a n , s n o it c e s r o j a m x i s s n i a t n o c r e t p a h
c y (1 )the research background ,(2 )
m e l b o r p h c r a e s e
r s 3 ,( )problem ilmtiaiton ,(4 )research objecitves ,(5 )research
, s ti f e n e
b and(6 )deifniitono fterms .
.
A ResearchBackground
n w o r e h r o s i h s a h m e h t f o h c a E . g n i n r a e l n i s y a w n w o r i e h t e v a h s t n e d u t S
y a
w s in understanding the lesson , especially in learn ing Engilsh . Recenlty ,
s t c e j b u s t n a tr o p m i t s o m e h t f o e n o o s l a s i h s il g n
E especially i n Indonesiaa ti nd
s e m o c e b t a h t s e h c a o r p p a e h t f o e n O . s e h c a o r p p a g n i h c a e t f o s d n i k s u o ir a v s a
h the
s i h t f o s u c o
f research si anintegratedskillapproach.Accordingt oOxford(2001) ,
integrated skill sapproach i s the combinaiton o ftwo o rmore skill swtihin a
. k s a t e v it a c i n u m m o
c Fu trhermore,t hei ntegraitono rcombinaitonoft heskill scan
d e t n e m e l p m i e
b i ntheclas sbygivingapprop iratemateiralst othes tudents .
s ll i k s d e t a r g e t n
I approachhasbeenusedi ncetrainsubjectsi n t Ehe ngilsh
Language Educaiton Study Program (ELESP ) o f Sanata Dharma Universtiy .
o t g n ir r e f e
R Buku PanduanAkademikProgram StudiPendidikanBahasa I nggri s
s a ti s r e v i n
t s i s n o
c oft wodfiferen tsubjects .Thef ri ssti thei ntegraitonofr eadingandw iritng
. ) W R C ( g n it ir W d n a g n i d a e R l a c it ir C d e ll a
c B irelfy ,C iritca lReadingandW iritng
s
i the course which aims to make the student sthink ciritcally based on ce train
. r e r u t c e l e h t y b n e v i g s c i p o
t The second i sthe integraiton o f ilstening and
.) S L C ( g n i k a e p S d n a g n i n e t s i L l a c it ir C d e ll a c g n i k a e p
s InCLSclas ,st hestudent s
e r
a requ riedtodo t hesamet hingasi n CRWclass. In t hi sstudy,i ntegrated skills
h c a o r p p
a inC iritca lListening andSpeaking(CLS )becomest hewrtier’ sconcern .
o t c i p o t s i h t s y o l p m e r e ti r w e h
T discoverthestudents ’percepiton o ftheEngilsh
) P S E L E ( m a r g o r P y d u t S n o it a c u d E e g a u g n a
L Sanata Dharma Universtiy on t he
l c e h t n i d e t n e m e l p m i h c a o r p p
a ass .Thi sstudy i saimed to discove rhow the
s t n e d u t
s perceiveintegrateds kill sa sameans ofi mprovingtheriablitiyi nl earning
. h s il g n E
e h
T ELESP student so fSanata Dharma Universtiy come from va irou s
c it s ir e t c a r a h c t n e r e f fi d e v a h y e h t d n a a i s e n o d n I d n u o r a s n o i g e
r s from one to
.r e h t o n
a From that background ,no tal lo fthe ELESP student swho take the
d e t a r g e t n
i courses learn smoothly. Based on t hebackground , ti i scommon fit he
e r e f fi d e v a h e s r u o c d e t a r g e t n i e h t e k a t o h w s t n e d u t s P S E L
E n tway sandr esu tlsi n
g n i n r a e
l .Based on t he previou sobservaiton on t hei mplementaiton ofi ntegrated
h c a o r p p a s ll i k
s conducted by the wrtie rin t 6he th semeste rin Research Pape r e
s r u o c ) W P R ( g n it ir
W ,thestudentstendt o ifndsomedfiifculite swhentheylearn
s t n e d u t s e h t e s u a c e b s e g r e m e m e l b o r p s i h T . s l a ir e t a m e h t t u o b
a have to
r e tt e b e t a rt n e c n o
, e r o m r e h tr u
F i talso i n lfuence sstudents ’performanceint heclass .Therefore , tii s
o w e r a y e h t t a h t e s r u o c e h t n o n o it p e c r e p ’ s t n e d u t s e h t w o n k o t t n a tr o p m
i rkingon .
e d i s e
B s, t he researche ralso add saddiitonali nformaiton abou ta research
y b e n o d h c a o r p p a s ll i k s d e t a r g e t n i n
o theotherr esearcher. Ther esearchwa sdone
a Y y
b -Chen Su a tSouthern Taiwan Universtiy o fTechnology on Septembe r4th , d
i a s s a w t I . 6 0 0
2 tha t90% o fthe students agreed tha tthe insrtucto rprovided
n i h s il g n E e s u o t s t n e d u t s r o f e m it d n a s e it i n u tr o p p
o a rea lcommunicaiton in
. s s a l
c Ninety percen t(90%) oft he studentsfetlt hat t heclas swa ssuccessfu land
L F r i e h t r o f e t a ir p o r p p
a (Foreign Language) learning and recommended the
u n it n o
c o us use o fthe integrated skill sapproach in clas sfo rthe nex tacademic
.r a e
y Thi sshowst hatt hei ntegratedskill sapproachi sbeneifcialt othestudentsi n
n r a e l o t r e d r
o Engilshast herif oreignl anguage.
.
B ResearchProblems
d a o t s m i a , e r o f e r e h t , y d u t s e h
T dresst hesefollowingr esearchquesitons :
.
1 Howi st hei mplementaiton o fC iritca lListening and Speaking (CLS )course
d e t n e m e l p m
i ?
.
2 Wha tdot hes tudent sperceiveoni ntegrateds killsi mplementedi nCLSclass?
.
C ProblemLimtia iton
Thi sresearch focuses on knowing the students ’percep iton on C iritca l
t I . s s a l c ) S L C ( g n i k a e p S d n a g n i n e t s i
L also focuseson t heconcep tofi ntegrated
s ll i k
s i h c r a e s e
r conducted at et h ELESP Sanata Dharma Universtiy .The locaiton is
t n I f o e c n e t s i x e e h t e s u a c e b n e s o h
c egrated Skill sapproach si found here. The
l li w s u c o f e h t ,r e v e w o H . e s r u o c e h t f o e d i s l a c it ir c e h t n o s u c o f t o n l li w r e h c r a e s e r
f o n o it a t n e m e l p m i e h t n o e r o m e
b theintegrateds kill sapproach .
.
D ResearchObjecitves
a ti m il m e l b o r p e h t n o d e s a
B iton ,the research ha stwo objecitve sa s
: s w o ll o f
.
1 To descirbe the implementaiton o fC iritca lListening and Speaking (CLS )
. s r e r u t c e l e h t m o r f
.
2 Toknowt hes tudents’ percepitononintegratedsk illsapproachass eeni n
g n i k a e p S d n a g n i n e t s i L l a c it ir
C (CLS )classt hatt hes tudent sareworkingon .
.
E ResearchBeneftis
I ti sexpected tha tthe resu tl so fthe study can be beneifcia lto the
: s g n i w o ll o f
.
1 Thes tudent so fELESPSanataDharmaUniverstiy
tl u s e r e h
T s oft heresearch i sexpected t o help thestudent so ftheELESP
a m r a h D a t a n a
S who are interested in conducitng research in learning Engilsh
tl u s e r e h T . h c a o r p p a s ll i k s d e t a r g e t n i g n i s
u s mayalsoprovidethemode lofs urvey
h c r a e s e
r i n educaiton ifeld generally .I talso help sthe stude nts improve thei r
s u o u n it n o
c learning .Throught hei nterpreteds tudy,t he resutls mayalsocont irbute
d n a , g n i h c a e t e g a u g n a l , n o it a c u d e f o t n e m p o l e v e d e h t o
.
2 Thel ecturer so fELESPSanataDharmaUniverstiy
f o s r e r u t c e l e h t p l e h l li w y d u t s e h
T ELESP Sanata Dharma Universtiy
d n a t s r e d n
u the students ’percepitons on integrated skill .s Since the percepiton
s i h t r e h t e h w w o n k o t s r e r u t c e l e h t r o f r e tt e b s i ti , t n a tr o p m i s i s t n e d u t s e h t m o r f
. y l e t a ir p o r p p a h s il g n E n r a e l s t n e d u t s e h t s p l e h h c a o r p p
a Fu trhermore ,the study
e k a m s r e r u t c e l e h t p l e h l li
w a decision whethert he approach i s beneifcialt o the
h s il g n E g n i n r a e l n i y ti li b a p a c r i e h t e v o r p m i o t s t n e d u t
s .Byknowingt hestudents ’
r e r u t c e l e h t , n o it p e c r e
p s can also decide which mateiral sshould be made and
. s s a l c e h t n i d e t n e m e l p m i
.
F De ifniitono fTerm s
b u s s i h t n
I -chapter, ther esearche rprovide ssomede ifniitonsoft ermst ha t
. r e t a l d e s u e b l li w t a h t y r o e h t e h t f o e s a b e h t s a s e s u r e h c r a e s e r e h t
.
1 Students ’Percep iton
n o it p e c r e
P i sapsychologi calterm ,which i sdescirbed by Foley( 2007 )a s
a e c u d o r p o t n o it a s n e s e z i n a g r o d n a t e r p r e t n i s m s i n a g r o h c i h w y b s s e c o r p a
. d lr o w e h t f o e c n e ir e p x e l u f g n i n a e
m Contextually ,organism smean the student s
g n il a e d s i t x e t n o c s i h t n i e c n e ir e p x e l u f g n i n a e m A . e s r u o c e h t n o g n i k r o w e r a o h w
e h t h ti
w students ’ persona l expe irence s and how the student s perceive and
. g n i n r a e l r i e h t e c n e ir e p x
e In thi sresearch ,percepiton refer sto the third (3rd ) e
m e
s ste rstudents ’o fthe Engilsh Language Educaiton Study Program Sanata
a m r a h
e v r e s b o s i n o it p e c r e p r i e h T . s s a l C g n i k a e p S d n a g n i n e t s i
L d in orde rto know
s d e t a r g e t n i e h t r e h t e h
w kill sapproachb irngs beneftist ot hes tudents.
.
2 IntegratedSkill s
o t g n i d r o c c
A Oxford(2001)i n herj ournalaritcleofI ntegratedSkillsi n
C L F E / L S E e h
t lassroom ,s states t hat i ntegrated skill sor i ntegraiton o fskill scan
o w t f o n o it a n i b m o c e h t s a d e n if e d e
b o rmoreskill swtihinacommunicaitvet ask .
, s ll i k s g n it a r g e t n i y
B thel ecturersmakeclassroom workclosert or eall fie ,where
e r o m e t a r g e t n i e w t o n n a h t n e tf o e r o
m than one skill . In thi scontext, the
s d e t a r g e t n
i kill sare ilstening andspeaking skillst ha tappeari n C iritca lListening
e s r u o c ) S L C ( g n i k a e p S d n
a .Both ilstening and speaking are f(u trher )integrated
. g n i k a e p S d n a g n i n e t s i L l a c it ir C d e m a n e s r u o c e n o o t n i
.
3 Criitca lListening and Speaking (CLS )Clas sin ELESP Sanata Dharma
y ti s r e v i n U
e h
T researche rproposesat heoryo fC iritca lListeningandSpeaking( CLS )
n o d e s a
b Buku Panduan Akademik Program Stud iPendidikan Bahasa Inggri s
s a ti s r e v i n
U Sanata Dharma Yogyakarta ,(2011 ,p.39) .C iritca lListening and
2 g n i k a e p
S - KPE228 ( 4CR /4CH)emphasize smore oncompleitngt hecourse ,
, d e c n a v d a d n e h e r p m o c o t , s ll i k s c i g e t a rt s y o l p m e o t e l b a e b l li w s t n e d u t s e h t
y r o ti s o p x e , s e v it a r r a n , s tr o p e r s w e n s a h c u s e s r u o c s i d d e d n e t x
e passages ;
z ir a m m u s d n a s e t o n e k a t , e s a r h p a r a
p eadvanced extended discoursesuch a snew s
m r o f e h t n i s c i p o t n e v i g e h t n o d e s a b n o it c e lf e r d n a e s n o p s e r l a c it ir c l a r o e v i g o t
s i h T . n o it a t n e s e r p p u o r g /l a u d i v i d n i tr o h s f
o course i soffered i n Semeste r4 .The
1 g n i k a e p S d n a g n i n e t s i L l a c it ir C s i e s r u o c e ti s i u q e r e r
p .
.
4 EngilshLanguageEduca itonStudyProgram( ELESP )Students fo Sanata
a m r a h
D UniverstiyYogyakarta
f o s t n e d u t s P S E L E m r e t e h t s e n if e d r e ti r w e h
T SanataDharmaUniverstiy
a tr a k a y g o
Y sa thepeople who aret aking Engilsh Educaiton Depa trmen tast hei r
s t n e d u t s P S E L E e h t t a h t t u o s t n i o p r e h c r a e s e r e h t , h c r a e s e r s i h t n I . m a r g o r p y d u t s
f
o SanataDharmaUniverstiy yogyakatraast hef ou trh 4( th) semeste rstudent swho e
r
a working on Ciritca lListening and Speaking (CLS )class .Thestudent so fthe
P S E L
E Sanata Dharma Universtiy Yogyakatra are in batch o f2011 .Therefore ,
8 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e h t s s e r d d a o t s e ir o e h t d e t a l e r e m o s e z il a u t x e t n o c o t s t p m e tt a r e t p a h c s i h T
l a c it e r o e h t ) 1 ( y l e m a n , s n o it c e s r o j a m o w t f o s t s i s n o c t I . s m e l b o r p h c r a e s e r
. k r o w e m a r f l a c it e r o e h t ) 2 ( d n a n o it p ir c s e d
.
A Theoreitca lDescrip iton
d e s s u c s i d s a e r a r o j a m 3 e r a e r e h
T int hi ssub-chapter .Theyaret heoryo f
. s e i g e t a rt s g n i n r a e l g n i h c a e t f o y r o e h t d n a , s ll i k s d e t a r g e t n i f o y r o e h t , n o it p e c r e p
.
1 Percep iton
r o e h t e h t s t n e s e r p t r a p s i h
T i es o fpercepiton including the deifniiton o f
l e r s r o t c a f , n o it p e c r e p n o s r e p , n o it p e c r e
p atedt o ti ,andpercepitoni nl earning .
.
a De ifniitono fPercepiton
h c y s p a s i n o it p e c r e
P ologi calterm ,which i sdescirbed by Foley( 2007 )a s
a e c u d o r p o t n o it a s n e s e z i n a g r o d n a t e r p r e t n i s m s i n a g r o h c i h w y b s s e c o r p a
n e S . d lr o w e h t f o e c n e ir e p x e l u f g n i n a e
m saiton usually refer sto the immediate ,
, s r a e , s e y e e h t n i s r o t p e c e r y r o s n e s f o n o it a l u m it s f o t l u s e r d e s s e c o r p n u y l e v it a l e r
s ’ e n o s e b ir c s e d r e tt e b , d n a h r e h t o e h t n o , n o it p e c r e P . n i k s r o , e u g n o t , e s o n
e v l o v n i y ll a c i p y t d n a d lr o w e h t f o e c n e ir e p x e e t a m it l
o t e l b i s s o p m i y ll a u tr i v e r a n o it p e c r e p d n a n o it a s n e s , e c it c a r p n I . t u p n i y r o s n e s
. s s e c o r p s u o u n it n o c e n o f o t r a p e r a y e h t e s u a c e b e t a r a p e s
, n o it i n if e d s ’ y e l o F h ti w e n il n
I according t o t hej ourna lo fPercepitonand
n o it p e c r e P n a m u
H retireved from www.managementconsulitngcourse .scom , r e h t a g e W . s u d n u o r a d lr o w e h t d n a t s r e d n u o t y rt e w y a w e h t o t s r e f e r n o it p e c r e p
e s e h t o t g n i n a e m s d d a n o it p e c r e p t u b , s n a g r o e s n e s e v if r u o h g u o r h t n o it a m r o f n i
t i d n a e r u t a n n i e v it c e j b u s y ll a it n e s s e s i n o it p e c r e p f o s s e c o r p e h T . s t u p n i y r o s n e s
o s l a s
i theproces sbywhich weorganizeand i nterpre tou rsensoryi mpressionsi n
e v i g o t r e d r
o ameaningt ot heenvrionment .A spointedout ,as tiuaitonmaybet he
y l e s n e m m i e b y a m s l a u d i v i d n i o w t y b n o it a u ti s t a h t f o n o it a t e r p r e t n i e h t t u b e m a s
n o c n I .t n e r e f fi
d clusion ,percepitoni st hese to fprocesse sbywhich ani ndividua l
e h T . t n e m n o ri v n e e h t t u o b a n o it a m r o f n i s t e r p r e t n i d n a f o e r a w a s e m o c e b
: y a w g n i w o ll o f e h t n i y ll a c it s il p m i s d e t c i p e d e b n a c s s e c o r p l a u t p e c r e p
s s e c o r P l a u t p e c r e P e h T 1 . 2 e r u g i
F
m o r
f www.managementconsulitngcourse .scom
e h
T mode lo fpercepi
