1, Desember 2016-Mei 2017 Page 21 STUDENTS’ PERCEPTION TOWARDS ENGLISH SUBJECT Drs

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 21 STUDENTS’ PERCEPTION TOWARDS ENGLISH SUBJECT

Drs. Arifin Syamaun, M.Ed FKIP UNSYIAH [email protected]

Abstract

This study is aimed to find out the students’ perception toward English subject, which focus on the students behavior, opinion, and response in English subject at the school.

This study was classified into case study which was conducted by using questionnaires.

The main subjects of this study were 21 students of class X^Aand 14 students of class X^C at an SMA in Aceh Besar. The data obtained was qualitative. The qualitative data was gained from the questionnaires. After analyzing data, it found that in behavior analysis the subjects of this study are in medium level with the score is 40,82%, in opinion analysis also at a medium level with score is 54% and response analysis at a medium level too with the score is 67,42%, so it found that the subjects of this study are in the medium level. So, the writer could conclude that students’ perception towards English subject is in the medium level. Based on the finding, it is suggested that the teachers should help and understand their students before teaching them. This can be done by giving the students’ chance to ask questions, involve in discussion, express their ability in English, and try to help the students to investigate and solve their problem in learning English. Moreover, the students should increase their ability in English by trying to enrich their knowledge and reading related books.

Keywords: Perception, English subject.

INTRODUCTION

English is an international language, it becomes the most important language in the world. It is also a mean of international communication because many people from different countries speak English. It means more people use English than any other languages. Every day, millions of people all over the world are using English at works and in their social life.

Nelson (2013: 250) stated, “Language is the system of communication based upon words and the combination of words into sentences”. Communication by means of language may be referred to as Linguistic communication and the non-linguistic communication; laughing, smiling, shrieking, and so forth.

However, every person needs the language to communicate with the society around them. It also stated by Campbell (2001: 96), “Human beings can communicate with each other”. We are able to exchange knowledge, beliefs, opinions, wishes, threats, commands, thanks, promises, declarations, and feelings. We can laugh to express amusement, pleasure, approval, or bitter feelings, we can shriek to express anger, excitement, or fear, we can clench our fists to express determination, anger or a threat, we can raise our eyebrows to express surprise or disapproval and so on, but our system of communication before anything else is language.

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 22 People learn English for various aims such as for having access to give information around the world, economic activities, international business, political relationship and increasing knowledge thought reading materials written in English.

Hutchnson and Water (1986: 6) said “English is learns not for pleasure prestige of knowing the language, but for the purpose of having international language”.

It means that there are several reasons people learn English, such as job requirement, doing a travel abroad, school or college regulation or even a hobby. In Indonesia, English is chosen by the government as the first foreign language to be learnt from junior high school through university. Many factors can influence students’

success in learning, one of its factors is students’ interest in learning it. The teachers have an important core in it, a teacher must have the skills, interesting, and insightful.

So, it can give a strong motivation that will increase the students interesting in learning.

In this era, there are many foreign languages learnt by people, not only in autodidact way but also included as the school subject like Japanese language, German language, Arabic and so on. At the SMA, the students are required to speak in two official languages of the school, they are English and Arabic language. Besides that, they also learn German language as the school subject.

Most of the students like learning speaking Arabic and German language but only a few of them like English language. Since there is no guarantee that they will get a scholarship after graduated. It caused by the school only provides student exchange scholarship to Germany, Saudi Arabia, Egypt, Sudan and so forth. In addition, for those countries, the students focus on learning Al-Qur’an such as reciting, memorizing, and interpreting it.

Gagne (2005: 331) states that, “There are some aspects affect students’ learning something, one of it is “motivation”. Motivation is sometimes called “drive” and it is like the fuel you put into a car. It is the power that keeps you going. Even the best car cannot run without fuel, in the same way we cannot succeed without motivation.

Motivation can be divided into two types. First is extrinsic motivation: this is related to external rewards, such as a good mark, praise from the teacher, approval of parents or the promise of a good job or a scholarship if the students are successful in their studies.

Second is intrinsic motivation: this comes from the sense of achievement and pleasure they get from studying.

However, the motivation affects from family and environment. Some parents teach their children to be worry of anything by being worry of a danger may be occur to their children, so the children are trying to keep away from their social life because of the worry feeling that cultivated by parents.

Krause, et. al, (2003: 217) states “Some students are easy to teach because they are excited about learning and responsive to the teacher’s idea. While, the others are completely unmotivated by what happens in the classroom and have no interest in schoolwork.” Therefore, it is important for a teacher to be truly effective to help their students feel motivated to learn and to achieve the goal of learning. A teacher must go beyond the materials and processes typically used to stimulate and understand the underlying elements involved in the motivation to learn.

Besides motivation, another aspect affects students in learning is “interest”. A student who has an interest in a subject, then by itself would be happy to learn and follow the lessons easily. So, the teacher is not only need to motivate the students but

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 23 they also have to increase their interest of learning and the parents also have to help their children by supporting them.

Based on the explanation above, the writer wanted to discuss about increasing the students’ interest in learning English to change the students’ perception of English subject, in his propose research entitled “Students’ Perception toward English Subject

The Problem of Study

Based on the background described above, there are many foreign languages are learned in the school is impact in developing the students’ perception in learning a language. So the writer formulated a research question as below;

“How is the students’ perception toward English subject?”

The Purpose of Study

The purpose of this study is to find out the students’ perception toward English subject.

The Scope of Study

The scope of this study are as follows; students’ behavior, opinion, and response toward English subject. This study was conducted to the first year students at an SMA in Aceh Besar to detect the students’ perception toward English subject.

The Significance of Study

The result of this study was expected to use as reference to other researchers who want to conduct the same research on the students’ perceptions toward English subject.

In addition, there were some benefits for the teachers and the students;

1. For the teachers

It will give a great variation for the teachers to understand the students’

behavior, opinion and response toward English subject.

2. For the students

It will develop the students’ motivation, opinion and response toward English subject.

Related of Study

There are some previous studies were done by other researchers based on students’ perception. First, Sari (2012) showed that the students’ perceptions toward the teaching of reading at SMP Negeri 10 Palembang were motorical (41,3%) and mixed (41%) perceptions. Then, there were 67,6% of students who had difficulties in learning reading.

Second, Rohmah (2015) stated that the result reveals that the students’ perception of the English teachers’ teaching performance are: the students think the teacher’s provides various classroom activities, stimulates interaction, cooperation, and team work in the classroom, generates sufficient examples, uses English-Indonesian, is well prepared in delivering presentation in sequence with a nice attitude, gives optimal and effective feedback, shows enthusiastic, warmth, rapport, and appropriate humor, values the opinion and abilities of students, and pays equal attention to the students, is well- prepared in teaching, is rarely absent and comes late.

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 24 The Operational Definition

In this study, there are several terms are used to detail understanding. Some words used in this study are; Perception and English subject

1. Perception

Chaplin (1981: 38) states that, “Perception (from the Latin perception, percipio) is the organization, identification and interpretation of sensory information in order to represent and understand the environment”.

Hornby (1997: 1122), “Perception is the way you notice things, especially with the senses”. It is also the ability to understand the true nature of something.

Fieldman (1999: 126), “Perception is a constructive process by which we go beyond the stimuli that are presented to us and attempt to construct a meaningful situation”.

In this study, the students’ perception about English subject was researched towards their interest in learning English more than any other languages that they learn in the school.

2. English Subject

In Indonesia, English subject is included in curriculum. The greatest of students in the school learnt the subject since the school’s curriculum to complete their study.

English is an international language which has a great useful for the people.

In this study, English subject is the problem that has to be solved because there are 2 languages also learnt by the students at SMAS Islam Al-Falah Abu Lam U, Aceh Besar. German and Arabic language are more interest for the students to learn with some reasons.

RESEARCH METHODOLOGY

This item focused on the research methodology employed in the present research.

In general, the discussion includes five headings, they are: The design of The Study, The Description of the School, The Curriculum, The Population and Sample, The Technique of Data Collection, and Technique of Data Analysis.

The Design of the Study

The method used in this study is qualitative method. In this study, the writer chose case study and the data collection done by using the Likert scale. It focused on students’ perception toward English subject. By doing this study, the writer wants to know the students’ perception toward English subject at the first year students of an SMA in Aceh Besar.

The School Facilities

This school has 9 classrooms, the classrooms are divided into 3 parts: 4 classrooms are used for the first year students, 3 classrooms are for the second year students, and 2 classrooms for the third year students.

Table 1: The Facilities of the School

No. Facility Unit Condition

Good Bad

1. Administration room 1 1

2. Auditorium room 1 1

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 25

3. Basketball field 3 3

4. Bathroom 9 9

5. Canteen 3 3

6. Clinic 1 1

7. Dormitory 6 6

8. Generator room 1 1

9. Head master room 1 1

10. Kitchen 4 4

11. Laboratory 4 4

12. Library 1 1

13. Mini garden 1 1

14. Nurture room 2 3

15. Parking area 3 3

16. School building 2 2

17. Teacher dormitory 2 2

18. Teacher room 1 1

19. Warehouse 3 3

Source: School Administration (2015/2016 Academic Year) Teachers and Staffs

In order to support the teaching-learning process, the quality of teaching staffs is important. There are 27 teaching staffs at the SMA. It consists of 7 males and 20 females and 3 of them are English teachers.

Students

The students at the SMA has 225 students in 2015/2016 academic year. They consisted of 100 males and 125 females-students who were in the first, the second and the third grade.

Table 2: The List of Student Number No Grade The Number of

Class

Number of Students

Male Female Total

1 X 4 35 55 90

2 XI 3 36 39 75

3 XII 2 29 31 60

Total 100 125 225

Source: School Administration (2015/2016 Academic Year) The Curriculum

Curriculum is a compass to guide the teaching and learning process for all subjects. It has been known and developed from year to year to balance The National Education Development. In Indonesia, curriculum has been designed by certain team under the control of National Education Department, including curriculum for primary, junior/senior high school and university. They are of course done by well- known experts of education in Indonesia who have much experience and knowledge focus on educational system. The SMA has merely applied the curriculum based on level unit KTSP, 2006.

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 26 The Population and Sample

Arikunto (2006: 115), “population is all subjects of research”. Population is any groups of individuals that have one or more characteristics that are interested in the study. In this study, the writer took the first year students of this school. The population of the first year student is 90 students which divided into class X^A, X^B, X^C, and X^D.

While sample as stated by Arikunto (2006: 117), “sample is a part or representative that will be researched”. The sample of this study is the students of class X^A and X^C which consisted of 35 students. In addition, the students in class X^A consisted of 21 males and class X^C consisted of 14 males and 9 female students.

The used sampling technique was purposive random sampling. This is in accordance with the opinion of Arikunto (2006: 127), “purposive sampling technique is usually done because of several considerations; limited time, energy, and funds so that the writer cannot take a large of sample”.

Research Instrument

The research instrument in this study is questionnaires. Questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. It is the most widely use data collection method in educational and evaluation research. So the writer will use the questionnaire to observe the students’ perception. The data collection was analyzed by using Likert scale. In this study the writer used three scales, they are: behavior scale, opinion scale and response scale which consisted of 10 expressions in every scales.

Technique of Data Analysis

However, in analyzing the questionnaire, the writer used the Percentage system.

The formula that presented by Sudjana (1989: 67), as follows;

In which:

P = Percentage

f = Frequency of sample n = Number of sample 100% = Constant value

FINDINGS AND DISCUSSIONS Findings

As mentioned in the previous chapters, this study is aimed to find out the students’ perception towards English subject in the first year students at the SMA. This item presents findings of the study and the discussions based on the data obtained in the

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 27 school. The presentation of this chapter specifically focused on the formulation in chapter one, “how is the students’ perception towards English subject?”

The data collection was done by giving the questionnaires to the subject of the study. There are three types of questionnaires; behavior, opinion, and response to measure the students’ perception towards English subject. Every questionnaire consisted of ten expressions for each questioner written in Indonesian in order to be well understood by the students. The subject of the study is 21 male students from class X^Aand 14 male students from X^C.

The Result of Questionnaire

The questionnaire was given to analyze the students’ perception towards English subject. There are three result of questionnaires mentioned bellows;

Behavior

Table 3: Behavior Analysis

Question Possibility of Answer F P

1. I do not have much time to learn English in addition to classroom.

1. Very disagree 2. Disagree 3. Neutral 4. Agree 5. Very agree

5 10

6 11

3

14%

28%

17%

31%

9%

Total 35 100%

2. I just learn when there are tests and examinations only.

5 19

4 6 1

14%

54%

12%

17%

3%

Total 35 100%

3. I dislike English caused by the school does not provide a scholarship to the related country.

6 14

9 3 3

17%

40%

26%

8,5%

Total 35

100%

10 6 11

3 4. I learn if the teacher reprimands me. 1. Very disagree

2. Disagree 3. Neutral 4. Agree 5. Very agree

9 20

2 1 3

26%

57%

6%

3%

8%

Total 35

100%

19 4 6 1

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 28 5. I do not have books that support the

lesson.

2 13

9 6 5

26%

37%

26%

17%

14%

Total 35 100%

6. I often permit out of the class during the lesson.

10 14 6 5 0

28%

40%

17%

14%

0

Total 35 100%

7. I almost never answer the teacher’s question related to English lesson.

9 17

6 2 1

26%

48%

17%

6%

3%

Total 35 100%

8. I often read another book during English lesson.

4 20

7 3 1

12%

57%

20%

8%

3%

Total 35 100%

9. Lack of interest in English because there is no supported material and facilities around the environment.

7 7 6 9 6

20%

17%

26%

17%

Total 35 100%

10. Sometimes I learn English to get the sympathy from teachers, friends, and junior.

10 14 2 7 2

28%

40%

6%

20%

6%

Total 35 100%

The table explained that, the first statement; 5 (14%) students are strongly disagree that they do not have much time to learn English, the students are living and staying in boarding school which oblige the students to speak in English, 10 (28%) students are disagree about the statement because they have a specific time memorizing vocabularies, and it also the regulation of the boarding school , 6 (17%) students are neutral about the statement, 11 (31%) students are agree that they do not have much time to learn English in the classroom because they should focus on Arabic language in order to follow the examination in the boarding school that dominantly using Arabic language, and 3 (9%) students are strongly agree because there is no guarantee that they will get a scholarship to study abroad by learning English. In the second statement; 5

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 29 (14%) of the students are strongly disagree that they just learn English only for the exam, 19 (54%) students are disagree because they also should speak English in English week, 4 (12%) of them are neutral, there are also 6 (17%) of them are agree because they like Arabic language more, and only 1 (3%) student is strongly agree of the statement because only in English lesson he has to speak in English. Third statement; 6 (17%) students are strongly disagree that they are not attracted in English caused by the school do not provide the scholarship to the relevant countries, 14 (40%) students are disagree, 9 (26%) students are neutral, 3 (8,5%) students are agree, and strongly agree with the statement. Fourth statement; 9 (26%) students are strongly disagree that they learn English only when reprimanded by teacher, 20 (57%) students are disagree, 2 (6%) students are neutral, only 1 (3%) student is agree with the statement, and 3 (8%) students are strongly agree about it. Fifth statement; 2 (6%) students are strongly disagree that they do not have relevant books in learning English, 13 (37%) students are disagree, 9 (26%) students are neutral, 6 (17%) students are agree, and 5 (14%) students are strongly agree of it. Sixth statement; 10 (28%) students are strongly disagree if they often permit to go out of the class when the lesson be held, 14 (40%) students are agree, 6 (17%) students are neutral, 5 (14%) students are agree because they really done that, and none of them strongly agree. Seventh statement; 9 (26%) students are strongly disagree that they never answer teacher’s question in English especially for English lesson, 17 (48%) students are agree, 6 (17%) students are neutral, 2 (6%) students are agree because they were really in that position, and 1 student is strongly agree about it. Eighth statement; 4 (12%) students are strongly disagree if they read another book while English lesson be held, 20 (57%) students are disagree, 7 (20%) students are neutral, 3 (8%) students are agree that they read another book in English class, and 1 (3%) student is strongly agree. Ninth statement; 7 (20%) students are strongly disagree that they do not interest in English caused of unsupported environment, 7 (20%) students are disagree, 6 (17%) students are neutral, 9 (26%) students are agree that they do not interest in English, and 6 (17%) students are strongly agree since English is not really important to be learnt. Tenth statement; 10 (28%) students are strongly disagree if they learn English to get other’s sympathy for them, 14 (40%) students are disagree, 2 (6%) students are neutral, 7 (20%) students are agree about it, and 2 (6%) students are strongly agree that they want to be well known among other students.

Opinion

Table 4: Opinion Analysis

1. The material that I learn in this lesson will not be helpful for me.

14 16 4 1 0

40%

45%

12%

3%

0

Total 35 100%

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 30 2. I am not sure that I will be successful in

this lesson.

4 13 15 2 1

12%

37%

42%

6%

3%

Total 35 100%

3. I have to study hard for this lesson. 1. Very disagree 2. Disagree 3. Neutral 4. Agree 5. Very agree

- 1 2 20 12

0 3%

6%

57%

34%

Total 35 100%

4. I do not think that the lesson has personal benefit for me.

4 21

5 4 1

12%

60%

14%

12%

3%

Total 35 100%

5. I think this lesson does not satisfy for me.

2 16 10 5 2

6%

46%

28%

14%

6%

Total 35 100%

6. I often read another book during the lesson.

3 12 14 4 2

8%

34%

40%

12%

6%

Total 35 100%

7. I learn this lesson in order to look smarter.

1 10

9 13

2

3%

28%

26%

37%

6%

Total 35 100%

8. I was less active in learning English. 1. Very disagree 2. Disagree 3. Neutral 4. Agree 5. Very agree

1 12 11 8 3

3%

34%

31%

23%

9%

Total 35 100%

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 31 9. I have no confidence in following the

events in English language.

3 3 12 12 5

9%

34%

14%

Total 35 100%

10. My English proficiency is not as good as I speak Arabic and German.

4 4 11 11 5

12%

31%

14%

Total 35 100%

The table showed that, first statement; 14 (40%) students are strongly disagree that there is no beneficial of learning English, 16 (45%) students are disagree of the statement, 4 (12%) students are neutral, 1 (3%) student is agree that English is not helpful, and none of them strongly agree about it. Second statement; 4 (12%) students strongly disagree if they will not success in this lesson, 13 (37%) students are disagree, 15 (42%) students are neutral, 2 (6%) students are agree, and only 1 (3%) student is strongly agree that he will not success because he has no ability in learning it. Third statement; none of the student is strongly disagree that they have to study hard in English lesson, 1 (3%) student is agree of this point, 2 (6%) students are neutral, 20 (57%) students are agree with the point, and 12 (34%) students are strongly agree that they need to study hard for reaching the goal of English lesson. Fourth statement; 4 (12%) students are strongly disagree that they have no self-beneficial in learning English, 21 (60%) students are disagree, 5 (14%) students are neutral, 4 (14%) students are agree, and 1 (3%) student is strongly agree. Fifth statement; 2 (6%) students are strongly disagree that learning English does not satisfy them, 16 (46%) students are agree, 10 (28%) students are neutral, 5 (14%) students are agree, 2 (6%) students are strongly agree. Sixth statement; 3 (8%) students are strongly disagree that they read another book in English class, 12 (34%) students are disagree, 14 (40%) students are neutral, 4 12%) students are agree, and 2 (6%) students are strongly agree. Seventh statement; 1 (3%) student is strongly disagree that he learns English just to be shine, 10 (28%) students are agree with the point, 9 (26%) students are neutral, 13 (37%) students are agree, and 2 (6%) students are strongly agree if they learn English just to be shine. Eighth statement; 1 (3%) student is strongly disagree if he does not active in the class, 12 (34%) students are disagree, 11 (31%) students are neutral, 8 (23%) students are agree, and 3 (9%) students are strongly agree. Ninth statement; 3 (9%) students are strongly disagree, and disagree that they do not confident to follow related events, 12 (34%) students are neutral, and agree because since actually only smart students can follow the events, 5 (14%) students are strongly agree with the point.

Tenth statement; 4 (12%) students are strongly disagree, and disagree that their ability in English is less than in Arabic and German language, 11 (31%) students are neutral, and agree with the point, and 5 (14%) students are strongly agree.

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 32 Response

Table 5: Response Analysis

1. The first time I learn this lesson I am not sure that this will be easy for me.

4 9 6 12

4

12%

26%

17%

34%

12%

Total 35 100%

2. The material of this lesson is more difficult to understand and I am not enthusiastic.

1 14

9 7 4

3%

40%

26%

20%

12%

Total 35 100%

3. I dislike doing the exercise of English lesson because it is less attractive.

5 16

8 4 2

14%

45%

23%

12%

6%

Total 35 100%

4. I do not want to be active in the class because I dislike the lesson.

9 11 10 3 2

26%

31%

28%

9%

6%

Total 35 100%

5. The exercises of this lesson is very difficult.

3 11 13 6 2

9%

31%

37%

17%

6%

Total 35 100%

6. The result of this lesson has no effect on the environment outside the school.

13 10 4 6 2

37%

28%

12%

17%

6%

Total 35 100%

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 33 7. Learning and speaking English is more

difficult that Arabic language.

3 9 8 11

4

9%

26%

22%

31%

12%

Total 35 100%

8. I am feeling difficult in master English vocabulary.

3 11 10 9 2

9%

31%

28%

26%

6%

Total 35 100%

9. English is difficult to be learned and I feel bored in learning it in the class.

3 13 10 8 1

9%

37%

28%

23%

3%

Total 35 100%

10. The teacher that teach this lesson does not use an attractive method and approach.

5 8 7 5 10

14%

23%

20%

14%

28%

Total 35 100%

The table above explained that, for the first statement; 4 (12%) students are strongly disagree that English lesson is difficult, 9 (26%) students are disagree, 6 (17%) students are neutral, 12 (34%) students are agree, and 4 (12%) students are strongly agree of the point. The second statement; 1 (3%) student is strongly disagree that they do not enthusiastic in learning English, 14 (40%) students are disagree, 9 (26%) students are neutral, 7 (20%) students are agree with the point, and 4 (12%) students are strongly agree that they do not enthusiastic in learning English caused it is difficult to be learnt. The third statement; 5 (14%) students are strongly disagree that they do not doing the exercise because it is not an interesting lesson, 16 (45%) students are disagree, 8 (23%) students are neutral, 4 (12%) students are agree, and 2 (6%) students are strongly agree that they are not interesting in learning it. So, they do not do the exercise given by the teacher. The fourth statement; 9 (26%) students are strongly disagree that they are not active in the class because they dislike the lesson, 11 (32%) students are disagree, 10 (28%) students are neutral, 3 (9%) students are agree, and 2 (6%) students are strongly agree that they dislike the lesson that is why they are not participate well in the class. For the fifth statement; 3 (9%) students are strongly disagree that the exercises are difficult to be done, 11 (31%) students are disagree, 13 (37%) students are neutral, 6 (17%) students are agree with the point, and 2 (6%) students are strongly agree with the point. Sixth statement; 13 (37%) students are strongly disagree that the result of the study is not beneficial in their environment, 10 (28%) students are disagree with the point, 4 (12%) students are neutral, 6 (17%)

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 34 students are agree, and 2 (6%) students are strongly agree with the point. For seventh statement; 3 (9%) students are strongly disagree that learning English is more difficult than Arabic language, 9 (26%) students are disagree with the point, 8 (22%) students are neutral, 11 (31%) students are agree, and 4 (12%) students are strongly agree that English is more difficult than Arabic language. For eighth statement; 3 (9%) students are strongly disagree that they have a difficulty in English pronunciation, 11 (31%) students are disagree with the point, 10 (28%) students are neutral, 9 (26%) students are agree, and 2 (6%) students are strongly agree that English pronunciation is difficult. For ninth statement; 3 (9%) students are strongly disagree that they feel bored in English class, 13 (37%) students are disagree with the point, 10 (28%) students are neutral, 8 (23%) students are agree, and only 1 (3%) student is strongly agree that they getting bored in English class. For tenth statement; 5 (14%) students are strongly disagree that the teacher is too monotonous in teaching English, 8 (23%) students are disagree with the point, 7 (20%) students are neutral, 5 (14%) students are agree, and 10 (28%) students are strongly agree with the point.

The Discussion

The study was done to examine the hypothesis that was chosen by the writer, it is

“The Students’ Perception toward English Subject (a case study at an SMA in Aceh Besar)”. Before conducting the study, the writer planed and prepared the instruments to get data to answer the research question. The question is “how is the students’

perception toward English subject?”. Here, the writer tried to get the data from the students by giving them 3 types of questionnaires which consisted of ten statements in each question.

The percentage of students that scored at a low level of behavior analysis is 37,42%, at a medium level is 40,82%, and at a high level is 21,71%. While the percentage of students that scored at a low level of opinion analysis is 20,8%, at a medium level is 54%, and at a high level is 25,14% and the percentage of students that scored at a low level of response analysis is 28%, at a medium level is 67,42%, and at a high level is 4,57%.

Based on the result of the data, the writer can conclude that the students’

perception towards English subject is in the medium level. It showed that the students need to be more motivated in increasing their perception towards English subject.

Some aspects that influence the students’ perception towards English lesson are;

motivation, behavior, opinion, and response. It is better for the English teacher to understand the students before teaching them because by understanding them well, she/he will know how to recognize their interest in learning the subject. So that there are some aspects that can increase the students’ interest in learning; the teacher’s methods and techniques in teaching, supporting environment, interesting materials, and finding supported and specifics resources for the students’ need.

CONCLUSSIONS

This item is assigned to present the conclusions and propose suggestions. The conclusions were drawn from the result of the study as described in previous items.

These conclusions were based on the problem of the study as stated in the items. In addition, some suggestions were also recommended.

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JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 35 Conclussions

The study investigated a number of issues as described by the writer in previous chapter. It focused on the students’ perception towards English subject. Based on the result of the research that has been discussed in data analysis in the previous item, the writer would like to draw some conclusions.

Based on the data result showed that the students’ perception towards English subject is in the medium level, it means that the students need to be more motivated in learning English.

There are some aspects that influence the students’ perception towards the lesson, they are; motivation, behavior, opinion, and response. These aspects increase the students’ interest in learning. There are two types of motivation, first is intrinsic it comes from the student itself. Second is extrinsic it comes from the environment, parents, friends, teacher, school, and so forth. The teacher needs to increase the students’ interest by increasing their motivation; preparing kinds of methods and techniques in teaching English, giving interesting materials, and finding supported resources for the students.

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