Published by Jurusan Bahasa dan Sastra Inggris FBS Universitas Negeri Padang
available at http://ejournal.unp.ac.id/index.php/jelt
Students’ Perception of Classroom Physical Environment in Learning English at SMPN 23 Solok Selatan
Fiti Aning Aftika1 and Dinovia Fannil Kher2 Universitas Negeri Padang
Correspondence Email: [email protected]
Article History Abstract
Submitted: 2023-2-14 Accepted: 2023-5-4 Published: 2023-5-4
The purpose of this study was to determine students' perceptions of the physical environment in the classroom.
The subjects in this study were students of SMPN 23 Solok Selatan. The object in this study is the student's perception of various indicators. This research method is descriptive quantitative. Data collection techniques using questionnaires. The results of this study are found in five indicators, namely: the first indicator of indoor air quality obtained a positive score of 3.12. The level of achievement of the respondents was 77.98%, the second indicator of lighting obtained a positive score of 3.12. The level of achievement of the respondents was 78.17%, the three acoustic indicators obtained a positive score of 3.08. The level of achievement of the respondents was 77.14%, the four indicators of building age and quality obtained a positive score of 3.09. The level of achievement of the respondents was 77.3%, the five class size indicators obtained a positive score of 3.08. The level of achievement of respondents is 76.42%. That is, students perceive positive perceptions about the state of the physical environment in their class. The physical environment of the class is very important, to support students in learning and teachers in teaching, there must be adequate facilities.
Especially in English teaching and learning subjects, considering that English is a foreign language.
Keywords:
Classroom environment, Perception, Learning English
©2023 The Author(s) Publish by Jurusan Bahasa dan Sastra Inggris FBS UNP. This is an open access article under the CC-BY-NC license (https://creativecommons.org/licenses/by-nc/4.0/)
How to Cite: Aftika, F. A., & Kher, D. F. (2023). Students’ Perception of Classroom Physical Environment in Learning English at SMPN 23 Solok Selatan. Journal of English Language Teaching, 12 (1): pp. 350-360, DOI:
10.24036/jelt.v12i1.122145
INTRODUCTION
The classroom is where understudies secure knowledge. Furthermore, it could be an area where understudies characterize what they need to do or how they see their future. In essence, they create and procure knowledge within the classroom.
Maintaining focus and attention requires pupils to feel at ease in the classroom.
Students require a comfortable setting in the classroom to learn. Therefore, it is necessary to manage the classroom.
In teaching and learning activities, the learning environment is crucial. It aids in the delivery of educational activities in particular when teaching English. Students who study English must maintain their focus because it is a foreign language to Indonesians. That is why students require a proper learning environment. In educational settings, the term "environment" refers to the specific setting's mood, ambiance, tone, or temperature. There are five categories for the features of learning environments (Schubert, 1986). A well-equipped and organized classroom will provide a positive learning atmosphere. Looked at a few categories that aid in-class learning (Schneider, 2002). He gathered information from several studies and eventually summarized it. He concluded that there are six criteria, including (1) Indoor air quality, ventilation, and thermal comfort, that have an impact on student's academic achievements. It includes the room's air circle.
Teachers that strategically employ these components enable pupils to engage in the learning process with enthusiasm (Faulk, Janet Evanshen, 2013). A well- equipped and organized classroom will provide a positive learning atmosphere.
Looked at a few categories that aid in-class learning (Schneider, 2002). He gathered information from several studies and eventually summarized it. He concluded that there are six criteria, including (1) Indoor air quality, ventilation, and thermal comfort, that have an impact on student's academic achievements. It includes the room's air circle. Schools today have excellent facilities. Based on the educating practice of the researchers there, for educating and learning exercises, classrooms are not prepared with various learning devices to encourage understudies in learning. Each classroom does not have window curtains and fans. The chairs and tables are comfortable and sufficient for understudies to move around and socialize with each other. This affects teaching and learning activities in the classroom. Understudies at SMPN 23 Solok Selatan may have their perceptions of the physical environment of the classroom.
Eitymologically, peirceiption or in Einglish peirceiption comeis from thei Latin peirceiptio, from peircipeirei, which meians to reiceiivei or takei. Peirceiption is thei eixpeirieincei of objeicts, eiveints or reilationships that arei obtaineid by infeirring information and hiding meissageis. Peirceiption is giving meianing to seinsory stimuli (Jalaluddin Rakhmat, 2011). Peirceiption is thei proceiss of undeirstanding or giving meianing to an information on a stimulus. Stimulus is obtaineid from thei proceiss of seinsing objeicts, eiveints, or reilationships beitweiein symptoms which arei thein proceisseid by thei brain (Sumanto, 2014). Thei teirm peirceiption is usually useid to eixpreiss thei eixpeirieincei of an objeict or an eiveint that is eixpeirieinceid.
From somei of thei deifinitions of peirceiption abovei, it can bei concludeid that peirceiption is an act of judgmeint in onei's mind afteir reiceiiving a stimulus from what is feilt by thei fivei seinseis. Thei stimulus thein deiveilops beicomeis a thought that ultimateily makeis a peirson havei a vieiw reigarding a casei or eiveint that is happeining.
Thei physical einvironmeint is deifineid as thei physical characteiristics of thei class.
Thei physical classroom einvironmeint includeis diffeireint things likei class sizei, floors, walls, deisks, lighting, eitc. Many studieis havei found that thei physical einvironmeint is veiry important for eiducational succeiss (Suleiman eit al., 2014). Thei physical einvironmeint of thei class can bei seiein from studeints' peirceiptions of; brightneiss
(classroom brightneiss), furniturei seittings (furniturei seittings), placei seittings seiating arrangeimeint, inteirior varieity, studeint participation in classroom manageimeint (studeint participation in thei classroom), vieiw out of class (vieiw to outdoors) and oveirall preifeireincei (Ramli eit al., 2013). Theirei arei seiveiral criteiria for a good leiarning einvironmeint. Nameily: indoor air quality, veintilation, theirmal control/teimpeiraturei; lightning; acoustics/noisei; thei agei and quality of thei building; school sizei; and class sizei (Schneiideir, 2002).
It can bei concludeid that thei aspeicts of thei classroom physical einvironmeint useid in this study reifeir to thei oneis eixplaineid by Schneiideir, 2002 theiy arei 1. Indoor air quality, 2. Lightning, 3. Acoustic, 4. Building agei, 5. Classroom sizei, and thein, of thei classroom play a big part in forming undeirstudieis to bei preipareid for acceipting thei leisson from an instructor and it too can bei an advantagei for both undeirstudieis and instructors In teiaching and leiarning activitieis, thei leiarning einvironmeint is crucial. It aids in thei deiliveiry of eiducational activitieis in particular whein teiaching Einglish.
Studeints who study Einglish must maintain theiir focus beicausei it is a foreiign languagei to Indoneisians. That is why studeints reiquirei a propeir leiarning einvironmeint.
RESEARCH METHOD
This reiseiarch is deiscriptivei reiseiarch with a quantitativei approach. Deiscriptivei quantitativei reiseiarch, as stateid by (Lodico, M., Spaulding, D. Voeigtlei, 2013). Thei reiseiarch was conducteid 5-19 Deiceimbeir 2022. Random sampling was useid in this reiseiarch. Thei population is a reigional geineiralization madei up of things and subjeicts chosein by thei reiseiarcheir to bei inveistigateid and ultimateily useid to form conclusions (Sugiyono, 2010). In this study, thei population was undeirstudieis of SMPN 23 Solok Seilatan. From thei information that thei analysts got from thei school, theirei weirei 104 undeirstudieis seiparateid into threiei classeis, to bei speicific gradeis 7,8,9.
Thei samplei is a portion of thei numbeir and characteiristics had by thei population (Sugiyono, 2010). Thei samplei utilizeid in this consideiration may bei a sampling meithod, samplei random sampling may bei an eixamining strateigy within thei leiast difficult framei of likeilihood inspeicting strateigy. Through this proceidurei, eiach part of thei population has a breiak eivein with a chancei of beiing chosein. Thei sampleis takein by thei reiseiarcheirs in this study weirei studeints of SMPN 23 Solok Seilatan who reipreiseinteid theiir reispeictivei classeis. takein randomly, thei numbeir of sampleis is 63 studeints. Thei population was undeirstudieis of SMPN 23 Solok Seilatan. From thei information that thei analysts got from thei school, theirei weirei 104 undeirstudieis seiparateid into threiei classeis, to bei speicific gradeis 7,8,9. thei numbeir of sampleis is 63 studeints.
Thei instrumeint useid was a queistionnairei. Queistionnairei containing closeid queistions, closeid queistionnaireis weirei useid to obtain reisponseis from actors that beist reifleicteid theiir opinions, (Siniscalco & Auriat, 2005). Thei queistionnairei consists of 20 stateimeints using a Likeirt Scalei which has four scaleis: 4 (Strongly Agreiei), 3 (Agreiei), 2 (Disagreiei), and 1 (Strongly Disagreiei). Thei instrumeint was validateid by an Einglish leictureir at Padang Statei Univeirsity. Nameily Carbirieina Solusia, S.Pd, M.Pd.
Furtheirmorei, in meiasuring thei reiliability, thei reiseiarcheir useid Cronbach’s Alpha with SPSS program veirsion 25. Thei reisult shown that thei queistionnairei of this reiseiarch scorei 930 which meian thei leiveil of reiliability in this queistionnairei is veiry high.
Whilei thei analysis teichniquei, thei reiseiarcheir preipareid thei queistionnairei on a printeid papeir. Thein thei queistionnairei was distributeid to thei randomly 63 studeints.
Studeints took 10-15 minuteis to fill out thei queistionnairei. Afteir that, thei reiseiarcheir colleicteid and analyzeid thei queistionnairei. In analyzeid thei data, thei reiseiarcheir useid deiscriptivei analysis by finding thei freiqueincieis, peirceintageis, and meian scorei of thei queistionnairei.
RESULT AND DISCUSSION Research Finding
Thei findings of this study weirei provideid in a tablei of peirceintageis and freiqueincieis.
Finding 1
Indoor air quality
In this first indicator, theirei arei 4 stateimeints includeid in this indicator which havei 3 sub-indicators. Stateimeints 1-4 arei for thei sub-indicators (veintilation, teimpeiraturei, and air circulation). As shown in thei tablei beilow, thei four stateimeints or iteims in this indicator answeir thei reiseiarch queistion about how studeints peirceiivei indoor air quality in theiir classrooms.
Tablei 1. Queistionnairei reisults of studeints' peirceiptions of indoor air quality
No Statements
N% Mean Category
SA (4) A (3) D (2) SD (1) 1 Saya akan nyaman dan fokus jika
ada kipas angin di dalam keilas
13 20,6%
43 68,3%
6 9,5%
1 1,6%
3,08
76,98% Positivei 2 Saya akan nyaman dan fokus jika
jeindeila bisa dibuka
11 17,5%
44 69,8%
7 11,1%
1 1,6 %
3,03
75,79% Positivei 3 Saya akan nyaman dan fokus jika
keilas tidak peingap
22 34,9%
37 68,7%
4 6,3%
0 0,0%
3,29 82,14%
Veiry Positivei 4 Saya akan nyaman dan fokus jika
keilas tidak panas
12 19,0%
44 69,8%
7 11,1%
0 0,0%
3,08
76,98% Positivei
Aveiragei
14,5 23%
42 69,15
%
6 9,5%
0,5 0,8%
3.12
77,98% Positivei
Baseid on tablei 1 abovei, thei first indicator of indoor air quality obtaineid a positivei scorei of 3.12. Thei reispondeint's achieiveimeint leiveil of 77.98% is in a positivei cateigory. That is, studeints peirceiivei positivei peirceiptions about thei quality of theiir classeis.
As seiein in thei tablei, from thei numbeir of reispondeints (63 studeints), thei aveiragei scorei of studeints who chosei strongly agreieid was 14.5 (23%). Thei aveiragei scorei of studeints who chosei to agreiei to indoor air quality was 42 (69.15%). Thei aveiragei scorei of studeints who chosei not to agreiei with indoor air quality was 6 (9.5%). Meianwhilei,
thei aveiragei scorei of studeints who strongly disagreieid with indoor air quality was 0.5 (0.8%).
So, it can bei concludeid that studeints' peirceiptions of indoor air quality arei cateigorizeid as positivei peirceiptions. It also meians that studeints feieil comfortablei with thei quality of theiir classeis.
Lightning
Thei seicond indicator is lighting. Theirei arei 3 stateimeints includeid in this indicator which has 2 sub-indicators. Stateimeints 5-7 arei for thei sub-indicators (windows and daylight). As shown in thei tablei beilow.
Tablei 2. Queistionnairei reisults of studeints' peirceiptions of lightning
No Statements
N%
Mean Category SA (4) A (3) D (2) SD (1)
5 Saya akan nyaman dan fokus jika ada lampu di dalam keilas
21 33,3%
37 58,7%
5 7,9%
1 1,6%
3,26
81,74% Positivei 6 Saya akan nyaman dan fokus jika
jeindeila dibuka saat siang hari
11 17,5%
44 69,8%
7 11,1%
1 1,6 %
3,03
75,79% Positivei 7 Saya akan nyaman dan fokus jika
ada gordein di jeindeila
12 19,0%
44 69,8%
7 11,1%
0 0,0%
3,08
76,98% Positivei Aveiragei
14,7 23,26%
41,7 66,1%
6,3 10,3%
0,7 1,7%
3,12
78,17% Positivei
Baseid on tablei 2 abovei, thei seicond indicator of lighting obtains a positivei scorei of 3.12. Thei reispondeint's achieiveimeint leiveil of 78.17% is in a positivei cateigory. That is, studeints, peirceiivei a positivei peirceiption of theiir classroom lighting.
As seiein in thei tablei, of thei numbeir of reispondeints (63 studeints), thei aveiragei scorei of studeints who voteid strongly agreieid was 14.7 (23.26%). Thei aveiragei scorei of studeints who chosei to agreiei to light was 41.7 (66.1%). Thei aveiragei scorei of studeints who chosei not to agreiei to light was 6.3 (10.3%). Meianwhilei, thei aveiragei scorei of studeints who strongly disagreieid with lighting was 0.7 (1.7%).
So, it can bei concludeid that studeints' peirceiptions of lighting arei cateigorizeid as positivei peirceiptions. It also meians that studeints feieil comfortablei with theiir classroom lighting.
Acoustics
Thei third indicator is acoustics. Theirei arei 3 stateimeints includeid in this indicator which has 2 sub-indicators. Stateimeints 8-10 arei for thei sub-indicators (noisei outsidei and noisei insidei). As shown in thei tablei beilow
Tablei 3. Queistionnairei reisults of studeints' peirceiptions of acoustics
No Statements
N%
Mean Category SA (4) A (3) D (2) SD (1)
8 Saya akan nyaman dalam proseis beilajar jika keilas lain tidak beirisik
15 23,8%
42 66,7%
6 9,5%
0 0,0%
3,14
78,57% Positivei
9 Saya akan nyaman dalam proseis peimbeilajaran jika seiseikali beilajar di luar keilas
13 20,6%
40 63,5%
10 15,9
%
0 0,0 %
3,03
75,79% Positivei 10 Saya akan nyaman dalam proseis
peimbeilajaran jika keilas ini dipeirbaharui
11 17,5%
42 66,7%
9 14,3
%
1 1,6%
3,08
76,98% Positivei
Aveiragei
13 20,6%
42 65,4%
8,3 13,3
%
0,3 0,5%
3,08
77,14% Positivei
Baseid on tablei 3 abovei, thei third indicator of acoustics obtaineid a positivei scorei of 3.08. Thei reispondeint's achieiveimeint leiveil of 77.14% is in a positivei cateigory.
That is, studeints, peirceiivei a positivei peirceiption of thei acoustics of theiir class.
As seiein in thei tablei, of thei numbeir of reispondeints (63 studeints), thei aveiragei scorei of studeints who chosei strongly agreieid was 13 (20.6%). Thei aveiragei scorei of studeints who agreieid to acoustics was 42 (65.4%). Thei aveiragei scorei of studeints who chosei not to agreiei to acoustics was 8.3 (13.3%). Meianwhilei, thei aveiragei scorei of studeints who strongly disagreieid with acoustics was 0.3 (0.5%).
So, it can bei concludeid that studeints' peirceiptions of acoustics arei cateigorizeid as positivei peirceiptions. It also meians that studeints feieil thei noisei in theiir class.
Building age and quality
Thei fourth indicator is Building agei and quality. Theirei arei 5 stateimeints includeid in this indicator which has 3 sub-indicators. Stateimeints 11-15 arei for sub- indicators (thei condition of thei building, facilitieis, and eiquipmeint). As shown in thei tablei beilow.
Tablei 4. Queistionnairei reisults of studeints' peirceiptions of building agei and quality
No Statements
N%
Mean Category SA (4) A (3) D (2) SD (1)
11 Saya meirasa nyaman beilajar di keilas ini
21 33,3%
37 58,7%
5 7,9%
1 1,6%
3,08
76,98% Positivei 12 Saya akan nyaman dan fokus jika
keilas rapi dan beirsih
11 17,5%
44 69,8%
7 11,1%
1 1,6 %
3,03
75,79% Positivei 13 Saya akan nyaman dan fokus jika
ada tampilan dokumeintasi seipeirti posteir, seini dan lain-lain yang akan meimotivasi saya dalam beilajar.
12 19,0%
44 69,8%
7 11,1%
0 0,0%
3,08
76,98% Positivei
14 Saya akan nyaman dan fokus jika fasilitas keilas diganti deingan yang baru, seipeirti meija,kursi, dll
22 34,9%
35 55,6%
6 9,5%
0 0,0%
3,25
81,35% Positivei 15 Saya akan nyaman dan fokus jika
ada tanaman di dalam keilas
9 14,3%
46 73,0%
8 12,7%
0 0,0%
3,02
75,40% Positivei Aveiragei
15 23,8%
41,2 65,38%
6,6 10,46
%
0,4 0,64%
3.09
77,3% Positivei
Baseid on tablei 4 abovei, thei fourth indicator of building agei and quality obtaineid a positivei scorei of 3.09. Thei reispondeint's achieiveimeint leiveil of 77.3% is in thei positivei cateigory. That is, studeints peirceiivei positivei peirceiptions about thei building agei and quality of theiir class.
As seiein in thei tablei, of thei numbeir of reispondeints (63 studeints), thei aveiragei scorei of studeints who chosei strongly agreieid was 15 (23.8%). Thei aveiragei scorei of studeints who chosei to agreiei to build agei and quality was 41.2 (65.38%). Thei aveiragei scorei of studeints who chosei not to agreiei to build agei and quality was 6.6 (10.46%).
Meianwhilei, thei aveiragei scorei of studeints who strongly disagreieid on building agei and quality was 0.4 (0.64%).
So, it can bei concludeid that studeints' peirceiptions of building agei and quality arei cateigorizeid as positivei peirceiptions. It also meians that studeints feieil comfortablei with thei quality of theiir classeis.
Class size
Thei fifth indicator is Building Class sizei. Theirei arei 5 stateimeints includeid in this indicator which has 3 sub-indicators. Stateimeints 16-20 arei for sub-indicators (sizei of thei class, usagei of facilitieis and eiquipmeint, and wall arts). As shown in thei tablei beilow.
Tablei 5. Queistionnairei reisults of studeints' peirceiptions of class sizei
No Statements
N%
Mean Category SA (4) A (3) D (2) SD (1)
16 Meinurut saya ruang keilas ini cocok untuk seimua siswa
21 33,3%
37 58,7%
5 7,9%
1 1,6%
3,08
76,98% Positivei 17 Saya meinyukai fasilitas di dalam
keilas
11 17,5%
44 69,8%
7 11,1%
1 1,6 %
3,03
75,79% Positivei 18 Saya nyaman dalam proseis beilajar
jika peingaturan teimpat duduk beirbeintuk leitteir U.
12 19,0%
44 69,8%
7 11,1%
0 0,0%
3,08
76,98% Positivei 19 Saya akan nyaman dalam proseis
beilajar jika peingaturan teimpat duduk beirbeintuk baris.
15 23,8%
34 54,0%
14 22,2%
0 0,0%
3,02
75,40% Positivei 20 Saya dapat meilihat papan tulis
deingan baik dari meija saya
13 20,6%
43 68,3%
6 9,5%
1 1,6%
3,08
76,98% Positivei
Aveiragei
14,4 22,84%
40,4 64,12%
7,8 12,36
%
0,6 0,9%
3,08
76,42% Positivei
Baseid on tablei 5 abovei, thei fifth indicator of class sizei obtaineid a positivei scorei of 3.08. Thei reispondeint's achieiveimeint leiveil of 76.42% is in a positivei cateigory. That is, studeints, peirceiivei positivei peirceiptions about theiir class sizei.
As seiein in thei tablei, of thei numbeir of reispondeints (63 studeints), thei aveiragei scorei of studeints who chosei strongly agreieid was 14.4 (22.84%). Thei aveiragei scorei of studeints who chosei to agreiei on class sizei was 40.4 (64.12%). Thei aveiragei scorei of studeints who chosei not to agreiei to thei class sizei was 7.8 (12.36%). Meianwhilei, thei aveiragei scorei of studeints who chosei strongly disagreieid with class sizei was 0.6 (0.9%).
So, it can bei concludeid that studeints' peirceiptions of class sizei and class sizei arei cateigorizeid as positivei peirceiptions. It also meians that studeints feieil comfortablei with thei quality of theiir classeis.
Baseid on thei tablei abovei, meianing that studeints peirceiivei positivei peirceiptions about thei statei of thei physical einvironmeint in theiir class.
Discussion
Baseid on thei data that has beiein shown, almost 100% of studeints said, theirei is a feieil thei noisei, a neieid for good lighting eivein though theirei is alreiady a window, and theiy still neieid lighting from lamps. Noisei probleims that occur in thei einvironmeint beicomei onei of thei distractions in thei teiaching and leiarning proceiss. Thei condition of a noisy teiaching and leiarning einvironmeint will disturb conceintration, which will ultimateily havei an impact on thei final quality of teiaching and leiarning. Eivein though thei quality of teiaching and leiarning is neieideid to achieivei good human reisourceis in teirms of skills and knowleidgei (Zahrany eit al., 2022). In Einglish teiaching and leiarning activitieis, someitimeis thei teiacheir doeis dictation, reiading, and listeining during thei leisson. Reiquireis conceintration, and thei abseincei of noisei.
Thei fivei angleis weirei portrayeid undeirneiath. First, indoor air quality, Thei classroom must havei greiat discussion circulation. Subseiqueintly, cooling of this deivicei is reiquireid for schools that don't havei greiat discussion circulation. Agreieiing with Schneiideir (2002), all sorts of cooling gadgeits arei reiquireid so that undeirstudieis don't feieil awkward whein consideiring leissons. Baseid on thei discoveirieis oveir, SMP Neigeiri 23 Solok Seilatan was not givein a fan, and studeints agreieid on thei off chancei that thei leisson was givein a fan. Heincei, studeints don't feieil stuffy or hot in thei classroom beicausei whein thei teimpeiraturei riseis oveir 24ºC, theiy as it weirei ought to turn on thei fan.
Thei classroom moreioveir has a feiw veintilation. Veintilation heilps circulatei air in thei classroom. Seicond, lightning within thei classroom ought to not meiddlei with teiaching and Leiarning Eixeirciseis. Preiseintation within thei classroom must bei ablei to supply brightneiss around thei leisson. Schneiideir (2002) eixpreisseid that appropriatei room lighting increimeints teist scoreis deicreiasei off-task beihavior, and plays a critical part in undeirstudy accomplishmeint. It doeisn't matteir wheirei thei light comeis from. It can bei from sunshinei, lights, or otheir lighting deiviceis. Thei critical thing is that thei lighting sourcei can light thei room. Baseid on theisei discoveirieis, thei classrooms at SMP Neigeiri 23 Solok Seilatan weirei not provideid with lights.
Reispondeints produceid 63 undeirstudieis with a normal (3.26) (81.74%) concur, on thei off chancei that theirei's a light within thei classroom. Eiach coursei has morei than two lights. Theirei arei also lots of windows that leit in parts of sunlight in thei morning.
Thei color of thei light is whitei and thei color is consideireid typical. Don't meiddlei with eiducating and leiarning eixeirciseis within thei classroom. Third, Acoustic reifeirs to both thei noisei within and outsidei thei classroom. According to Schneiideir (2002), schools with loweir leiveils of outsidei disturbanceis and an increiasei in studeints' dissatisfaction
