STUDENTS’ PERCEPTION ON THE TEACHERS’ USE OF ENGLISH AT AN EFL CONTEXT: a Case Study at One State Senior High School in Yogyakarta.

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CHAPTER IV DATA PRESENTATION AND ANALYSIS

4.1. Students’ Perception towards the Teachers’ use of English ... 39

4.1.1.1. Sensory Nature of the Stimulus ... 40

4.1.1.2. Personal Feelings, Attitudes, Drives and Goals ... 43

4.1.1.3. Previously Related Sensory Experience ... 53

4.2. Influence on Students’ Interaction ... 70

4.2.1. influence on Student’ Activeness in the class ... 70

4.2.2. influence on Students’ Motive ... 80

4.2.3. influence on Students’ enjoyment, Emotion and Respect to teachers ... 83

4.2.4. influence on Students’ Self Confidence... 84

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ...65

5.2. Suggestions ...67

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[image:3.595.74.525.141.656.2]

LIST OF TABLES

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LIST OF APPENDICES

Appendix A Kisi-kisi Angket Persepsi Siswa terhadap guru Bahasa Inggris yang Menggunakan Bahasa Inggris aktif di Kelas ... Appendix B Angket kelas II SLA terhadap Penggunaan Bahasa Inggris

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1 CHAPTER I

INTRODUCTION

1.1Background of the Study

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2 English speaking country and therefore it is very difficult for them to be native-like in communicating with others.

In order to improve the students’ language communicative competence, target language exposure is needed as much as possible. In this case, classroom is good place for them to use EFL. The lack of students’ English exposure can be overcome and minimized. One of the ways to make the students get much English exposure is involving them much in using English actively in the classroom because students may usually depend on classroom activities to practice and improve their English in EFL classroom. This situation seems to conform to what Nunan (1999: 87) says that students in foreign language classroom are rarely encouraged to make use of their language skills in real world. His statement indicates that a teacher, as language model, should make sure that English is used in the class as much as possible. Moreover, Harmer (2002: 67) also suggests that when teachers use their voice to produce language, it means that they have modeled the language. So, one of the ways of maximizing the students’ English exposure is in class because their opportunities to learn English in foreign language context are very limited. The English exposure in the class should be in the foreign language context, not in isolated utterance as Johnson and Morrow (1983: 71) say that learner is now concerned with using language. He adds that the focus changes from the accurate production of isolated utterance to the fluent selection of appropriate utterances in communication.

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3 of English as possible in EFL classroom, and do not interrupt students to point out a grammatical, lexical, or pronunciation error, it means nothing if the students have negative perception on the teachers’ use of English. So using English actively in the class can be teachers’ strategy as. As Brown (1984: 9) mentions that a strategy used by a teacher in teaching will build students’ perception on the subject, strategy and the teacher. Moreover, Harmer (2002: 128) writes that students generally respect the teachers who show their knowledge of the subject. Based on the explanation above, this study tried to portray the possibility of using English by the teacher and the students in EFL classroom, particularly in senior high school class. This study was concerned with the students’ perception on the teachers’ use of English at an EFL context and its influence on classroom interaction.

1.2Purposes of the Research

In line with the background above, the present study aims to

1. investigate the students’ perception towards the teachers’ use of English in EFL classroom.

2. examine how teachers’ use of English influences the EFL classroom interaction.

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4 Theoretically the finding of this study is expected to be able to identify students’ perception on the teachers’ use of English. The identification of element of perception in this study is hoped to be guidance for the next research, particularly, in exploring the students’ perception on the teachers’ use of English at an EFL context. This may also give important input or additional information to anyone who is interested in investigating the same area of this study as a contribution of science and development of theory. Practically, this study is hoped to be able to give good input to, particularly, the possibility of using English actively by the teachers and the students in the teaching and learning at an EFL context.

1.4 Definition of Terms

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5 Baron (1995: 90) says that perception is the process of selecting, organizing, and interpreting input from sensory receptors. This study concerns about students’ perception on the teachers’ use of English. It is about the students’ way of seeing and interpreting the teachers’ use of English in EFL classroom in their high school. At an EFL context, students hear, see and think of the stimuli from their teachers. When they were learning English, the students perceived what they heard and saw in the form of words, phrases, sentences, and texts from their English teachers in EFL classroom where transactional occurs between teachers and students and interactional occurs between student and teachers in communication.

1.4Thesis Organization

This thesis is divided into five chapters.

Chapter I INTRODUCTION presents background of the study; purpose of the research, significance of the research, definition of terms, and thesis organization. Chapter 2: LANGUAGE LEARNING AND STUDENTS’ PERCEPTION reveals theories dealing with the importance of using English in EFL classroom, criticism of using English EFL classroom context, perception in language learning, factors influencing someone’s perception in EFL learning.

Chapter 3: RESEARCH METHODOLOG investigates research questions, research design, data collection, and data analysis.

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6 make it easy to interpret. It reveals the data of students’ perception on the teachers’ use of English at an EFL context.

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30 CHAPTER III

RESEARCH METHODOLOGY

Some theories related to this study, including the importance of using English in EFL classroom, criticism of using English, in at EFL context, perception in language learning, and factors influencing someone’s perception in EFL learning have been discussed in in chapter two. This chapter will provide four main sections research questions will be presented first, and then followed by research design, data collection consisting of participants, and data analysis. Each section will be discussed in detail below:

3.1Research questions

In line with the background above, there are two research questions of this research as follows:

1. What are the students’ perceptions on the teachers’ use of English in EFL classroom?

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31 3.2Research Design

This study adopted qualitative approach as it involved the collection and qualitative analysis of data. It a also allows the researcher to work with more than one data collecting methods, such as observation, interview, and field data record as suggested by Mc. Donough a & Mc. Donough (1997) cited in Ahlsin and Lund (200: 14) This study also has a characteristic of case study because it was carried out in a small scale, a single case (Stake, 1985: 278) a cited in Emilia (2000). This case study approach also allows the researcher to study only a small scale and single case, which definitely benefited the researcher due to the limited time that the researcher had and the limited number of participants that could be involved in this study (Emilia, 2000). Emilia also suggests that with the small scale of the study, a case study enabled the researcher to obtain in-depth information the researcher needed about the topic.

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32 interaction. Then the study was conducted in one public senior high school in Yogyakarta.

In relation to its nature, purposes, and research questions, this study employed descriptive research design, embracing characteristic of a case study. A case study had been chosen for several reasons. First, the result of this study would not attempt to generalize beyond the case (Stake in Silverman, 2005). This study was only focused on investigating the students’ perception on the teachers’ use of English in EFL classrrom and its influence to classroom interaction. Then the study was conducted in one public senior high school in Yogyakarta and largely used qualitative research under which a case study was used. It is interpretive research (Creswell, 1994). As such, the biases, values, and judgment of the researcher become stated explicitly in the research report. Some assumption of qualitative designs revealed by Merriam (1988) cited by Creswell (1994) are suggested. This employs a case study design as it observes the characteristics of an individual, clique or group (Cohen & Manion, 1999: 106).

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33 understand the students’ perception towards the teachers’ use of English, and to investigate whether the use of English influence classroom interaction.

This study investigate a group of 100 students in perceiving the teachers’ use of English in EFL classroom and its influence to classroom interaction To interpret the phenomena, interview questionnaire and observation were used. Within this context, the present study explores the students’ perception on the teachers’ use of English among the second year students of a senior high school in Yogyakarta.

3.3Data Collection

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34 3.3.1 Participants and Setting

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35 qualitative one, the respondent can be called informant, a person giving information after being ‘provoked’ (Arikunto, 19997: 145).

[image:16.595.109.517.247.611.2]

The participants of this research were the second grade of a Public Senior High School in Yogyakarta To do the research, the researcher chose purposive sampling.. Purposive sampling allows us to choose a case because it illustrates some feature ore possess in which we are interested (Silverman, 2005). From class II IPA 2, II IPA 3, II IPA 4 and II IPS 100 students’ representative (Fraenkel and Wallen, 1993: 97) were taken as the sample in which all samples were requested to answer the questionnaire and the interview. The detail information about the students’ number of these classes is presented in table 3 as follows:

Table 3.1

The students’ total number in each class

No Class Male Female Total

1 II IPA2 15 27 42

2 II IPA3 14 27 41

3 II IPA4 15 26 41

4 II IPS 2 14 16

46 94 140

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36 This study used qualitative case study, in which an in depth study of one particular student, teacher, class, school, etc. (Wallace: 1998:255). This study was only limited to reveal students’ perception on the teachers’ use of English in EFL classroom in a public senior high school in Yogyakarta and its influence to classroom interaction.

3.3.2 Questionnaire

The researcher applied Likert Scale as a measure that asks individuals to check their level of agreement with various statements. The questionnaire encompass a variety of instruments in which the subjects responds to written questions to elicit reactions, beliefs, and attitudes which is very common technique for collecting data in educational research using Likert scale (McMillan, Schumacher: 40. Likert scale is measure that ask individuals to check their level of agreement with various statements about an attitude object e.g., strongly agree, agree, undecided, disagree, or strongly disagree) (Gall at al. 2003: 628). In this research, neutral or undecided answer as uncertainty of the students’ opinion was suggested not be chosen (Mc. Millan and Schumake, 2001: 263). The students did not mind choosing numbers 1 or 2 if they had negative perception and chose optional 4 or 5 for the positive one.

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37 numbers 17-36, drives in items number 17-57, goals in numbers 58-65; and (3) Students’ previous related sensory experience in items numbers 66-74. The closed questions of the questionnaire were used and conducted in Indonesian language to be more easily understood by students as mentioned in Appendix B.

3.3.3 Interview

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38 English use from teacher in social life and for their future terms of self-confidence, interactive atmosphere, critical thinking, and problem solving. In exploring positive as well negative perception towards the teachers’ use of English from students, he students’ answers were recorded by MP4 and were transcribed trough computer (see appendix D)

Kvale (1996) define interview as,”… an interaction between two people, with the interviewer and the subject acting in relation to each other and reciprocally influencing each other”. In this study, researcher used the interview to complete the data related to the perception of the students’ perception toward the teachers’ use of English in EFL classroom after the observation and questionnaire were done. The interview was focused on the questions based on Sperling’s theory of perception. The researcher related it to learning outcome in learning English thought by English teacher using English actively in EFL classroom in a public senior high school in Yogyakarta to get information-rich case for study in-depth.

This study employed qualitative data. It consists of “direct quotation from people about their experience, opinions, feelings, and knowledge” obtained from interviews; detailed description of people activities, behaviors actions will be recorded in observation (Patton, 1990: 10 in Merriam, 1998: 69). The interview was conducted to add the data so that the questions were based on the result of the questionnaire.

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39 small sample (Patton, 1990:169 in McMillan and Schumacher, 2001: 400-401). So the researcher limited this study by searching only for information-rich key informant, group place and event to study. The interview was done by the researcher employing the purposeful sampling to get the representative answers to be presented as a comprehensive data. The interviews were recorded by MP4 Brand Ixus made in Japan and transcribed through computer (see Appendix C). The interview to the students were conducted in line with what Riduan (2002: 29) says that leading interview is a kind of interview that questions are given to respondents based on list of questions prepared by the researcher.

3.3.4 Classroom observation

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40 what was said by teachers and students and what was heard in the teaching learning process.

Classroom observation was used to observe the tacit understanding and also directly the interaction process between the English teachers and the students during teaching learning process in the classroom (Alwasilah, 2003:155). He also states that from observation, a researcher can observe the tacit understanding and also see directly the interaction process between the English teachers and the students during the teaching and learning process in EFL classroom. Alwasilah in Pokoknya Kwalitaitve, page 210 define observation as,” Pengamatan sistematis dan terencana yang diniati untuk perolehan data yang dikontrol validitas dan realibilitas.”

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41 3.3.5 Phases of collection

In this study, first the researcher conducted classroom observation in 4 classes of the 2 grade of a senior high school in Yogyakarta. They were 2IPA2, 2IPA3, 2IPA4 and 2IPS. Four session of each class was observed in the research. In this study, the researcher observed the teachers’ use of English in EFL classroom on March 6, 13, 20, 27, and 2009. For 2IPA4, on March 4, 11, 18 and 25, 2009. The researcher recorded the teaching learning process by using MP4. In case of note-taking, the researcher first used the instrument aid of MP3 brand ‘Ixus’ made in Japan, X502 through computer for recording the teaching and learning process of what was heard as well as what was spoken both by the teacher and the students. Each session of each class was recorded by professional cameraman to complete the data of observation, and then trough computer researcher made the transcript of what was said by teachers and students and what was heard in the teaching learning process.

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42 Observation as well as interview is primary source of data in qualitative research (Merriam, 1988:94), Nunan (1979: 79 in Hermiadi 2007) says that if we want to find out about classroom, it is veer important for us to do direct observation. He also states that if a researcher wants to enrich his or her understanding about teaching and learning language, he or she needs to spend time looking in classroom. Since this study is trying to reveal the phenomenon of the teachers’ use of English in EFL classroom, then doing classroom observation is compatible. Merriam adds (1998:69) says that detailed description of respondents’ activities, behavior and actions will be recorded in observation. The notes of was said by both the teacher and the students in the interactive setting (Yin, 2003: 92) was taken.

3.4Data Analysis

The data analysis in this study was conducted during the course of the research program and after the research. On going data analysis and interpretations were based on data mainly from observation. Further, the data that were analyzed in the conclusion of the research were those obtained from observation, questionnaire, and interview. There was also quantitative element to examine trends in the data. Questionnaire, interview and classroom observation were used in collecting the data of this research.

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43 Sperling’s theory of perception (Sperling (1987) that dominantly influence someone’s perception: (1) Sensory nature of the stimulus (2) personal feelings, attitudes, drives and goals, (3) previous experience are questioned in questionnaire and completed with interview in which questionnaire were the central method of this qualitative case study in order to find the answer the research questions

First, the data from questionnaire and the data from interviews were transcribed and subsequently categorized and interpreted to answer the first research questions. The researcher distributed a set of 14 open questions to the respondents and interviewed students of each class recorded by MP4 based on and developed from the answer in the set of the written question. During the transcription stage, students’ names were replaced with symbols. The transcription in the first stage interview was confirmed to the participants to make sure that they were exactly what they said and meant. (Kvale, 1996): 161) mentions that this step aimed to give the participants an opportunity to reply whether they really meant what the researcher transcribed. Furthermore, to use the time more efficiently, the transcriptions of the interview of second stage interview were not given back to the participant.

Second, the data from observation and interview were analyzed to explore the second research question, i.e influences of the teachers’ use of English to classroom interaction.

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44 in the questionnaire ranging from the very little to very extensive relating to quantity; not very happy to very happy concerning with feelings; not very encouraged to do to very encouraged for attitude; not highly enthusiastic to highly enthusiastic for tendency; not very facilitated to much facilitated associated with goal of students aim of learning; strongly disagree to strongly disagree regarding statement of agreement.

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96 CHAPTER V

CONLUSIONS AND SUGGESTIONS

This chapter presents some conclusions and suggestions. The first part is the conclusion of the research conducted based on the research questions which are elaborated in the previous chapter. The second part is suggestions for the researchers who are interested in doing further research.

1 Conclusions

This study was supposed to find out the student’s perception towards the teachers’ use of English in EFL classroom and how the teachers’ use of English influences classroom interactions. From the result and findings in previous chapter, several conclusions can be drawn.

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97 Second, concerning the influences of the teachers’ use of English to classroom interaction, the observation result shows that most students were active, serious, and enjoying during teaching and learning process in the classroom. This data was supported by the interview showing that most of the students responded positively to the active use of English by their English teachers. They are also highly appreciative to the teachers. They finished their task and submitted to the teachers in time. They performed in front of the class cheerfully although they sometimes still communicated with their English teachers in Indonesian language. From the classroom observation, it can be concluded that the active teachers’ use of English gave most of the students positive influence on their activeness in the class, strong desire to learn, enjoyment, emotion, respect to their teachers, self confidence, skillful in critical thinking, and on their skill in solving problem. Although a variety of variables may be at play, these facts seem to be influenced partly by the teachers’ use of English. This is confirmed by the students’ claim in the interview.

2 Suggestions

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