Apperception Setting in Pre English Teaching

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APPERCEPTION SETTING IN PRE TEACHING ENGLISH

Raudathul Haura ABSTRACT

Nowdays, the low motivation to learn is a problem faced by many teachers. The student seems like passive and lack of readiness in accepting the lesson. The condition occurred in English learning, by memorizing and comprehension tend to make student bored. It shows the weakness of teaching method which used by teacher. It is often from the methods and teaching ways that are unwell.

The student is one of the most important component in learning. The student should get readiness in the learning process. So, the teacher should oriented to best process. In teaching and learning process the student in the class is beings who are ready to learn. The teacher has stages in teaching and learning activities. They are pre-activity, while-activity and post-activity. This stage can be done and meaningful if the teacher does apperception in pre teaching process. The teacher should give the student preparation before they get the lesson.

In pre activities a teacher normally does apperception setting that is repeating the previous lesson material. Apperception is important, as the opening in learning beginning.

There are three strategies to get student’s attention and motivation to learn. They are:

Fun Story, Physical Exercises and Music. In the pre teaching process the teacher should give the funny atmosphere, to get the student’s interest to learn. By apperception the teacher does it about 4-5 minutes before they get the lesson. By both of them the student will readiness to learn the material of lesson because they will feel relax and happy. The teacher will be creative and informative, then it can be inserted with motivational stories, music and warmer.

By apperception setting in pre teaching we can make the active zone student learning in the classroom. It is attempted to be created in order to provide something that is effective in learning. Apperception has a close connection in the learning process. Apperception is done by teachers when they want to teach the lesson material. It can provide the basis for the beginning students learn new material, and thus it can provide convenience for students to learn. Students will be motivated to speak actively and deliver their opinion that will emerge curiosity of student. Thus, through the apperception setting students will focus on while activities like to do the task of learning materials that must be understood.

Keywords: Apperception setting, Motivation, Teaching English.

A. Introduction

The process of teaching material will not be succeess if in teaching learning process, the students dont have attention and motivation. Attention and motivation are of basic requirement to learn successfully. Without giving the preperation to get students’s interest and motivation to learn before they get the lesson, the learners will

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not absorb the material and will not be able to produce something actively and creatively. Therefore, every teacher should be able to concentrate learner’s attention. If the teacher does not care about this thing, the student’s will lose the material. The main duty of teacher is carrying out activities of learning. Teacher should know the meaning of learning activity, teaching and learning strategy in order to create an effective activity.

To get student’s concentrate the teacher can give them positive stimulus by apperception in first process of teaching activity. It is the stage for giving the student preperation like connecting the previous material with the new lesson material.

Generally, the teacher does the pre activity like greeting, praying, checking students attending, apperception, tell the learning objective instructional and directly starting the lesson. One the important components in the pre activity is apperception. By apperception we can make student’s readiness to learn. Herbart in Nasution (2010), said apperception setting is generating interest and attention to do something.

The teacher should be more creative and informative, then it can be inserted with motivational stories, music, gym and warmer. For example, The teacher always starts learning in the classroom with different Aperseption setting, the teacher can begin teaching with the story of wisdom, for example, the story companions of the Prophet Muhammad. The teacher also can use joke to get student interesting in learning. Giving the preperation by using apperseption setting the student will get the motivation to learn the material.

B. Literature Review 1. Concept of Learning

Language learning or the activity of learning a language can refer to first language learning, second language learning and foreign language learning. Since psycholinguists have coined “language acquisition” for first language learning, the term

“language learning” is only referring to second and foreign language. So language learning consists of language acquisition (first language learning), language learning itself (second language and foreign language). In addition, language acquisition is different in nature from that of second or foreign language learning (Bustami, 2011:101).

A more significant distinction is made between acquisition and learning. The term acquisition is used to refer to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. The term “learning”, however, applies to a more conscious process of accumulating knowledge of the features, such as vocabulary and grammar, of a language, typically in an institutional setting (Yule, 2006:163).

Language acquisition seems to be almost guaranteed for children up to about the age of six. They seem to be able to learn languages with incredible facility. They are also capable forgetting a language just as easily. Almost all children acquire a language, apparently without effort. In many parts of the world, children grow up speaking two or more languages. Acquisition here describes the way in which people ‘get’ language with no real conscious effort (Harmer, 2007:46).

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A language-learning situation that provides support and encourages students to try to use whatever second language skills they have in order to communicate successfully must consequently be more helpful than one that dwells on errors, corrections and a failure to be perfectly accurate (Yule, 2006:168).

2. Motivation in Learning

Gillies and Ashman (in their book “Co-operative Learning”, 2003:137-141) said that, to understand motivation it is necessary to take into account four propositions: motivation to achieving goals, motivation is powered by emotions, motivation has interpersonal and social origins, and social interdependence provides the context in which motivation takes place. Goals and motivation; motivation is inherently aimed at achieving goals. Motivation and goals are two sides of the same coin. Emotion and motivation; motivation is inherently emotional. Social determination of motivation; motivation is inherently social. It occurs within a network of interpersonal relationship. Social interdependence as context; motivation is aimed at achieving goals that are interdependent on the goals of other participants in the situation, motivation is fuelled by emotions which are interdependent with the emotions of other participants in the situation, motivation has social origins, then it may be concluded that motivation may be conceived of as occurring within the context of social interdependence.

In second language learning as in very other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he/she devotes to it, and how he/she perseveres it. It is a complex phenomenon and includes many components: the individual’s drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on (Littlewood, 2005:53).

3. Apperception setting

Apperception setting is a process of relating students’ new ideas and experiences. In the pre teaching activitiy the teacher should prepare students who are directly related to the material that will explained. Besides, the pre activity raise the students’ motivation in the following study and attention, explaining the activities which shall be passed by the student, and shows the relationship between the child's experience with the material will be studied.,(Sujadi, 2011). One strategy to attract students to get the material is to make a connection or apperception. Students will be attracted to the material to be studied when they see the connection or relationship with their experience or fit their interests and needs.

The apperception is the key to motivation students. When they experience something new interest. In learning teaching process, the teachers should be able to make the learners use the exact perception, that is apperception which obtain form foreign language lesson by using the appropriate technique ,(Rerko & Oberauer, 2013)

Comprehension of the new material also depends on the last learner’s experience. In psychological theory, the dependence upon the last experience is called as apperception. While perception knowledge obtained only based on the new material.

The learner’s who learn foreign language usually get apperception of phonetic, lexical,

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and pragmatic from their norm of their mother tongue and only a small portion from the new foreign language that they learn. It is supported by Tarigan (1988) who argues that it has been general truth that the second language (foreign language) acquired by learners is influenced by their first language (mothertongue).

Now apperception is axtremely useful word in pedagogics, and offers of convenient name for a process to which every teacher must frequently refer. But verily maens nothing more than the act of taking athing into the mind. It corresponds to

nothing peculiar or elementary

in psichology, being only one of the innumerable result of the psichological process ass ociation of ideas; and psichology itself can easly dispanse with the word, useful as it may be in pedagogics.(Chatib, 2011:80)

C. Discussion

Nowdays, the low student motivation to learn is a problem faced by many teachers. The student seems like passive and not ready in accepting the lesson. It is caused by the teacher does not give the student apperception before they learn.

Generally, in the pre activities a teacher normally does apperception setting, that is like repeating the previous lesson material. If the teacher only repeating the lesson material in step apperception that is not effective and hard to get the student interest to learn.

1. Apperception by Fun Story

In the pre teaching process the teacher should give the funny atmosphere, to get the student’s interest to learn. The teacher tells the fun story about 4-5 minutes before they get the lesson. By fun story the student will readiness to learn the material of lesson because they will feel relax and happy. It seems like they smile and laugh. We can get the fun story from our experiences and joking story book. To make the fun story the teacher can use funny picture to describe the story. Moreover, the teacher can use video of fun story before he tells the story. if the student has been carried away by fun story so they look like laugh after that the teacher will easily lead students towards the main topic

We know the student like very funny stories, irrespective of our age and education level. Those stories are interesting as well as entertaining. For all these reasons, we take time to give them stories. This is the best way to get the student interest in learning. Many psychologists have suggested that every teacher should tell fun story to students in order to improve their thinking capacity.

2. Apperception by Physical Exercise

The intelligence of a student is influenced by genetic factors and stimulating factors. Well, this physical exercise helps improve the student intelligence through various stimulation of movement. Physical exercise movement performed by the hands and feet, it can provide a stimulus to the

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brain. The stimulus can improve cognitive abilities such as interset, concentration, speed learning of learning process, memory, problem solving and creativity.

The physical exercises consist of brain exercise. Brain exercise will help student to get readiness to learn. The teacher uses brain exercise before deliver the material of lesson. For school children, brain gymnastics is capable to make readiness to accept the lessons. Brain gymnastics is very useful for the following reasons:

a. Help overcome learning difficulties b. Reduce stress

c. Maximizing the parts of the brain are not functioning d. Helping to restore confidence

3. Apperception by Music

The teacher must master psychological theory about process of directing attention and process of absorbing the material of lesson. The one of strategy is apperception by music. Music is believed to restore the brain back to the alpha zone. Manfred Clynes, Ph.D. in his book Music, Mind and Brain stated that music has an effect on the brain. Singing also have the same effect on the brain. By music the student will get the new motivation and interest to learn of lesson material.

D. Conclusion

Pre teaching activity is integral and inseparable with other learning components.

Pre activity is basically an activity that must be taken of teachers . Pre activities has fuction to create an atmosphere effective early learning. One of strategies to make atmosphere effective learning is by apperception. Apperception is the way giving the student preperation before they get the lesson.

Generally, in the pre activities a teacher normally does apperception setting, that is like repeating the previous lesson material. If the teacher only repeating the lesson material in step apperception that is not effective and hard to get the student interest to learn.

1. Apperception by Fun Story

2. Apperception by Physical Exercise 3. Apperception by Music

In the pre teaching process the teacher should give the funny atmosphere, to get the student’s interest to learn. By apperseption the teacher does it about 4-5 minutes before they get the lesson. By both of them the student will readiness to learn the material of lesson because they will feel relax and happy.

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Refferences

Bustami Subhan. 2011. Practical Theories of English Language Teaching and Learning.Yogyakarta, Debut Press.

Gillies, Robin M. & Adrian M. Ashman. 2003. Co-operative Learning, The Social and Intellectual Outcomes In Learning Groups. London. Routledge Falmer

Littlewood, William. 2005. Foreign and Second Language Learning. New York Cambridge University Press.

Yule, George. 2006. The Study of Language. New York. Cambridge University Press.