The forming of perception can influence someone’s motivation in doing something. Wahjosumidjo 1987:174, who says that motivation is a psychological
process, reflects the interaction among attitudes, needs, perception, and decision made by someone. For instance, a student who has good perception on the use of role
play will feel motivated in learning. It means that good perceptions do not only make the students more creative in conveying something but also train someone’s
confidence.
2. Perception on Learning
Stern 1987:304 added that learning is a process by which individuals change in a positively valued direction as a result of experience or practice and under the
influence of environmental factors including teaching. Marton, Dall’Alba, and Beaty 1993 stated that perception on learning deals with belief and concept. Biggs 1989
also stated that perception on learning deals with belief about knowledge which influences students’ approaches to learning. It means that perception on learning
always deals with belief and concept about knowledge message, which plays as stimulus from environment.
More specifically, Champbell et al 2001 proposed five elements of language teaching-learning activities implementation that build students’ perception. Those are
1 How the teacher teaches the students, 2 What the teacher wants the students to learn, 3 How the students learn in class, 4 What the students learn, and 5 What
the purposes of learning the language are. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Speaking
a. The Teaching of Speaking
Before discussing teaching of speaking, it is necessary to define what speaking is, in order to have enough understanding about speaking as a general. Speaking is
the productive auraloral skill Nunan 2003:48. Speakers talk in order to have some effects on their listeners. Speaking skill or oral communication is typified as an
activity involving two or more people as the participants are hearers and speakers having to react to what they are and make their contributions at high speed Johnson
and Morrow, 1983:70. Paulstan and Bruder 1976, in her book, defined speaking as a competency to communicate in the target language.
As cited from Kathleen M. Bailey in Nunan 2003:54-56, there are five principles in teaching speaking. First, be aware of the differences between second
language and foreign language learning context. A foreign language context is one where the target language is not the language of communication in the society. It is
very challenging for students who learn English as a foreign language because they do not have enough opportunities to use English as the target language. A second
language context is one where the target language is the language of communication in the society. Second, give students practice with both fluency and accuracy. In this
case, the students will have better progress by extensive practice. Third, provide opportunities for students to talk by using group work or pair work and limiting
teacher talk. Fourth, plan some speaking tasks which involve negotiation for meaning. The last, design some class activities that involve guidance and practice in
both transactional and interactional speaking. The difference between interactional and transactional speaking is on the purpose. When the purpose is interactional, it is
