is categorized based on the students’ age ranges. The curriculum issued by Domby Kid’s Hope 2
aims to develop the children holistically. According to the Domby Kid’s Hope 2 coordinator, Domby Kid’s
Hope 2 started the English teaching-learning activity in Domby Kid’s Hope 2 in
May 2007. The first English tutor developed the goal of English teaching-
learning activities at Domby Kid’s Hope 2 in June 2007 because Domby Kid’s Hope 2
had not had English curriculum yet. The goal of the English teaching- learning activities generally is to make the learners like English and brave to
speak in English. The English tutors at Domby Kid’s Hope 2 have freedom in choosing appropriate and innovative approach or method to teach based on the
goal. Since they have not had definite curriculum, they need help to make definite and appropriate curriculum to support the general curriculum of Domby Kid’s
Hope 2 and also to support the goal of English teaching learning activities in
Domby Kid’s Hope 2.
B. Theoretical Framework
This study is conducted based on some theoretical concepts and principles. The first concept is related to perception as an individual’s process of organizing
and interpreting impressions of the environment so that the impressions will be meaningful Robbins, 1997. Therefore, the Domby Kid’s Hope 2 learners’
perceptions can be defined as mental processes within the learners to organize and interpret impressions of the activities carried out by the tutors to facilitate them to
learn English. In relation to teaching-learning activities at Domby Kid’s Hope 2, 25
the researcher will attempt to observe and analyze the learners’ perceptual process Altman et al, 1985 which can stimulate their behavior responses.
Referring to Biggs’ opinion as cited by Astutiningsih 2006 that perception on learning deals with belief about knowledge which influences
students’ approaches to learning, the researcher will observe the learners’ approach to English learning at Domby Kid’s Hope 2. Understanding their
perceptual process and approach to learning will help the researcher to understand the factors that affect the learners’ perceptions.
Factors which affect the learners’ perceptions Gibson et al, 1985 will also be discussed. This part is needed to help the researcher to find out the factors
that affect the perceptions of the fifth grade learners on the English teaching- learning activity.
The discussion of young English language learners Halliwell, 1992 is also needed since this study deals with the activity of English language learning
carried out for young learners. The understanding of the characteristics of young English language learners is needed by the researcher to understand the subjects
of this study. The subjects of this study are the fifth grade learners at Domby Kid’s Hope 2
who belong to young English language learners. These characteristics help the researcher to understand the subjects, their answers, and statements related to
their perceptions and learning needs. The principles of children language learning states by Hudelson as cited
by Widiyandari 2005 is discussed as the theory to analyze the English teaching- learning condition at Domby Kid’s Hope 2 Yogyakarta. By analyzing and
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comparing the theory and the real conditions of teaching learning, the researcher will be able to understand the learners better since their perceptions are affected
by the stimuli around them. The researcher needs the theory of psychology to determine the learners’
needs, perceptions, and the suitability of their needs and their perceptions. The discussion of psychology and the language learning process is needed because the
process of foreign language acquisition involves comprehensive activities which have the basic concepts of psychology. It is important to understand the theory of
psychology to understand learning and vice versa. Because the stimuli which shape the learners’ perceptions are the English
teaching-learning activities carried out at Domby Kid’s Hope 2, the researcher also discusses Domby Kid’s Hope 2’s curriculum. Although Domby Kid’s Hope 2 has
not had definite English curriculum yet, the guideline of the goal of English teaching-learning at Domby Kid’s Hope 2 issued in June 2007 and the general
curriculum of Domby Kid’s Hope 2 help the researcher to match the learners’ needs in learning English at Domby Kid’s Hope 2, the learners’ perceptions, and
the goal of Domby Kid’s Hope 2 in conducting the English teaching learning activities.
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CHAPTER III METHODOLOGY
This chapter presents detailed information about the research methodology used to answer the three questions stated in chapter I. The discussion involves the
research method, research participants and setting, research instruments, data gathering techniques, data analysis techniques, and research procedures.
A. Research Method
The researcher applied the qualitative approach to carry out the study. A qualitative approach is described as an approach which is used to gather data
systematically, but the data is purely descriptive, and therefore not numerical Sprinthall et al, 1991. Similarly, Best and Kahn 1981 describes qualitative
approaches as approaches in which the descriptions of the observations are not ordinarily expressed in quantitative terms. This study belongs to the qualitative
approach since it gathered purely descriptive data about the learners’ needs in learning English and the learners’ perceptions on the English teaching-learning
activities carried out at Domby Kid’s Hope 2. Particularly, this research aimed to find out the learners’ needs in learning
English at Domby Kid’s Hope 2, the learners’ perceptions on the English teaching-learning activities carried out at Domby kid’s Hope 2 related to the
fulfillment of their needs in learning English at Domby Kid’s Hope 2. In carrying out the study, the researcher adopted progressive qualitative research which is
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