STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF ENGLISH EXTRACURRICULAR ACTIVITIES AT SMA MUHAMMADIYAH 5 YOGYAKARTA
Students’ Perception on the Implementation of English Extracurricular
Activities at SMA Muhammadiyah 5 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Written by:
Suriyana
20120540088
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Students’ Perception on the Implementation of English Extracurricular
Activities at SMA Muhammadiyah 5 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Written by:
Suriyana
20120540088
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
i
ii
Statement of Authenticity
I am a student with the following identity:
Name
: Suriyana
NIM
: 20120540088
Program Study
: English Education Department
Faculty
: Faculty of Language Education
University
: Universitas Muhammadiyah Yogyakarta
Certify that the skripsi entitled “Students’ Perception on the Implementation of
English Extracurricular Activities at SMA Muhammadiyah 5 Yogyakarta” is
definitely my own work. I am completely responsible for the content of this skripsi.
Others’ opinion or findings included in this skripsi are quoted in accordance with
ethical standard.
Yogyakarta, August 29th 2016
The researcher
Suriyana
iii
ACKNOWLEDGEMENT
First of all, all praises be to Allah Subhanahu Wata’ala who gives me mercy,
blessing, guidance, and strength so that I could finish my skripsi.
I am willing to present my thanks to my beloved parents Bapak
H.Syaripuddin, S.P. and Ibu Hj.Fatimah. Thank you very much for your prayers,
supports, advices, and helps in my life. Your love is beyond any words, may Allah
SWT always bless you. I greatly indebted to my beloved brother, Surya Abadi, S.IP
and Faisal Anwar who always supports me. I wish also to express my sincere thanks
to my beautiful twin Suriyani who always advises me to be a diligent person in
writing my skripsi at all times.
Then my gratitude belongs to my beloved supervisor, Mr. Puthut Ardianto
S.Pd. M.Pd. thank you so much for your valuable guidance, encouragement, patient,
your time, and also your suggestion, and thanks for helping me in finishing this
skripsi. I also thank to my proposal examiners, Ms Puput Arfiandhani, S.Pd., MA. for
all suggestions and valuable comments to improve my skripsi. I also place my thanks
to all lecturers of English Education Department of Universitas Muhammadiyah
Yogyakarta.
My gratitude to the headmaster of SMA Muhammadiyah 5 Yogyakarta Bapak
Drs. Suyanto who has given me permission to conduct my research there, for
Mr.Novian Faqih, S.Pd. and Mrs. Lina Malahayati, S.Pd. as English teachers at SMA
iv
Muhammadiyah 5 Yogyakarta, who have allowed me to conduct the research and
allowed the students to become the participants of this research.
Special thanks to my best friends “kongkowers”: Ghais, Diana, Nova, Evita,
Riza, Risna and April who always motivate me and thanks for togetherness, may us
become best friend forever. Then for my kindness friends Jucha and Farah thank you
so much for always willing to help me in correcting grammar. I always pray for your
success and may Allah give reward for your kindness. For my beloved friends,
Maris, Yunda, and Yundi who always accompany, support and help me every time
when I faced difficulties. Thank for our togetherness during my time in Jogja.
v
Table of Contents
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Work Originality .............................................................................. iii
Acknowledgement .................................................................................................. iv
Table of Contents ................................................................................................... vi
Abstract ................................................................................................................... 1
Chapter One : Introduction.................................................................................... 3
Background of the Research .................................................................................. 3
Statement of the Problem....................................................................................... 5
Limitation of the Problem ...................................................................................... 6
Research Question ................................................................................................. 6
Objective of the Research ...................................................................................... 7
Significance of the Research .................................................................................. 7
Outline of the Research ......................................................................................... 8
Chapter Two : Literature Review .........................................................................10
Perception .........................................................................................................10
Definition of Perception ...............................................................................10
vi
Process of Perception ...................................................................................11
School Curriculum ..............................................................................................13
School Curriculum in Indonesia ...................................................................13
The History of Curriculum in Indonesia .......................................................13
Structure of High School Curriculum in Indonesia ........................................14
Curriculum in SMA Muhammadiyah 5 Yogyakarta ......................................15
Extracurricular Activities
..................................................................................16
Definition of Extracurricular ........................................................................16
The Advantages of Extracurricular
...........................................................17
Types of Extracurricular ...............................................................................18
English Extracurricular Activities ........................................................................18
The Implementation of English Extracurricular Activities at SMA Muhammadiyah
5 Yogyakarta
..............................................................................................19
The Participant .............................................................................................20
The Activities ..............................................................................................21
The Problems in Learning Language ....................................................................24
Language Exposure ..............................................................................................25
Conceptual Framework.........................................................................................27
vii
Chapter Three : Methodology ...............................................................................29
Design of the Study ..............................................................................................29
Research Setting
..............................................................................................30
Participant of the Research ...................................................................................31
Data Collection Method ........................................................................................32
Analysis of Data ...................................................................................................33
Chapter Four : Finding and Discussion ...............................................................35
Chapter Five : Conclusion and Recommendation ...............................................52
Conclusion .........................................................................................................52
Recommendation
..............................................................................................57
References .............................................................................................................59
Appendixes .............................................................................................................64
Appendix 1 .........................................................................................................64
Appendix 2 .........................................................................................................67
Appendix 3 .......................................................................................................111
Appendix 4 ........................................................................................................ 133
viii
Abstract
Extracurricular is activity that is done by the students outside of the learning
in intra-curricular activity. Extracurricular activity was important for the students to
support their learning. Students will get benefit if they join the extracurricular
activity. However, this extracurricular activity was not very famous among the
students, not many students want to join the extracurricular activity. From 230
students only fifteen students who wanted to join the extracurricular activities. This
research aims to reveal how the English extracurricular activity was administered at
SMA Muhammadiyah 5 Yogyakarta and to know the problems found in the
implementation of English extracurricular activity at SMA Muhammadiyah 5
Yogyakarta. The methodology that was employed in this research was qualitative
research, which describes the existed phenomenon. Qualitative research could give
detailed information related to this research. Specifically, it used the descriptive
qualitative as the design. In addition, this research was conducted at SMA
Muhammadiyah 5 Yogyakarta and involved four students as the participants. In
collecting the data, the researcher used semi structure interview.
From the first research question, it revealed that there were two main points of
findings. The first point was the students’ perception on the activities. It revealed that
from four activities namely debating, speech storytelling and reading poetry. The
second point was the student’s perception on the implementation. Additionally,
implementation divided into three categories which are setting, facilitator and
1
participation. Hence, setting was also categorized into some parts namely time, day,
and place. The students revealed that English extracurricular activity was conducted
once a week, and implemented around 90 minutes in each meeting. This activity was
usually conducted on Tuesday. It was implemented in the classroom or in library.
There were two teachers of the English extracurricular activities. The teachers were
also teaching in the intra-curricular activities. The students revealed that there were
active and non-active students and enthusiastic and less enthusiastic students in
participating the English extracurricular activities. Related to the second research
question, it revealed that there were three problems found in the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta, namely
problems from students (student’s motivation), problems from teacher, and problems
from school (facilities).
Keywords: perception, extracurricular, English extracurricular.
2
3
Chapter One
Introduction
This chapter presents the background of the study, statement of the problems,
limitation of the problem, formulation of the study, and the objective of the study.
The significance of the study and the outline of the study are also presented in this
chapter.
Background of the Research
Schools nowadays facilitate students not only with intra-curricular activities
but also extracurricular activities. Intra curricular is learning activities carried out
within the class and should be done by students in the school. Extracurricular is
learning activities carried out either inside or outside of the class, which is not part of
the formal situation that students do at schools. Students are not required to take the
activities. Extracurricular is an important part of education but it is not an obligation
for the students. Students who participate in extracurricular activities generally get
benefit from these activities. There are four advantages of attending extracurricular.
For example, students will get a better score, will achieve higher educational
achievement, will join the class activity more regularly, and will have greater selfconcept (Niki, 2009).
According to Massoni (2011), extracurricular activities are created at all levels
of the schools in many different forms. Based on the Act of the minister of education
and culture (Permendikbud) Number 62 Year 2014, extracurricular is defined as
4
activities that are done by students outside of learning intra-curricular activities,
under the guidance and supervision of a unit of education. A unit of education is a
primary school, junior high school, senior high school, and vocational high school.
SMA Muhammadiyah 5 Yogyakarta is one of the high schools in Yogyakarta
that has already conducted several extracurricular activities. One of the activities is
English extracurricular called MUMA English Club. However, it seems that the
students have low interest to participate in the English extracurricular activity in
school. In fact, not many students want to join the extracurricular activities. There are
only fifteen students who participate in English extracurricular activities although the
total number of students of the schools are 230 students. This fact is also supported
by a statement from one of the teachers of SMA Muhammadiyah 5 Yogyakarta, who
said that the involvement of students in English extracurricular activities over the
years was only minority, the students were less aware of the importance of learning
English through the extracurricular activities.
In this research, the researcher highlighted a problem. According to the
researcher’s experience when doing the internship program at SMA Muhammadiyah
5 Yogyakarta in the 6th semester in 2015. In the internship program, the researcher
was teaching the students in intra-curricular activity. The researcher found that most
of the students were not interested in learning English. For example, when the
researcher taught in the classroom, it was clearly seen that students were not
enthusiastic to learn the lesson especially English subject. Some students were not
serious in following the lesson, this fact was seen when the researcher asked them to
5
work in pairs then gave some tasks such as arranging the sentences which had been
designed randomly, and they walked around the class to see their friends’ answers.
This happened because most of them were not able to do the assessment. In addition,
when the researcher gave the task such as practice in front of the class the students
were not serious to practice. They did not feel enthusiastic trying to speak English
and practice with their friends.
Based on the background above, the researcher concluded that extracurricular
activities are an important part for the students. Unfortunately, the students were not
interested in joining the extracurricular activities. Students’ interest, ability and
students’ willingness in joining English as intra-curricular activity was low. In
addition, the students’ interest, ability and students’ willingness to join the English as
extracurricular was also low. Wording this condition, the researcher believed that
extracurricular activities are appropriate choice for students to take the chance and
extra time in learning English off the classroom. Based on these points, the
researcher tried to figure out the students’ perception on the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta.
Statement of the problem
Establishing English extracurricular activity is considered as advantages for
the students as they have more times and exposures to learning English. One way to
obtain more English practices off-school is by joining an English Extracurricular
activity. In SMA Muhammadiyah 5 Yogyakarta, the activity of learning English as
6
extracurricular is called MUMA English Club. However, only a few students
participate in this activity. From all students at SMA Muhammadiyah 5 Yogyakarta,
only 15 students participated in English extracurricular activities. This minority of
participation is interesting to be discussed seeing the advantages of the extracurricular
activities. Specifically, this research is going to reveal the students’ perception on the
implementation of the English extracurricular activities at SMA Muhammadiyah 5
Yogyakarta and its problems.
Limitation of the Problems
The researcher limits this research in investigating the students’ perception of
the practice of English extracurricular activity. This research will focus on finding out
the students’ perception on how English extracurricular activities is administered at
SMA Muhammadiyah Yogyakarta. Also, the research will reveal the problem in the
implementation of English extracurricular activity at SMA Muhammadiyah 5
Yogyakarta.
Research Questions
Based on the background and the statement of the problems above, the researcher
formulates two research questions as mentioned in the following sentences:
1.
How is the MUMA English Club administered according to the students’
perception?
2. What are the problems in the implementation of the English extracurricular at
SMA Muhammadiyah 5 Yogyakarta?
7
Objectives of the Research
The objectives of this research are:
3. To find out how is the MUMA English Club administered according to the
students’ perception?
1. To discover the problems in the implementation of English extracurricular
activity at SMA Muhammadiyah 5 Yogyakarta.
Significance of the Research
This research also offers some significances for some parties, namely the
students, the researcher, the institution, and the other researchers.
Students. The result of this study can promote the understanding of some
problems found in the implementation of English extracurricular activities. Therefore,
the students can pay attention and try to solve this problem. And the information of
this research hoped can give more knowledge for the students.
Teachers. Through this research, the teacher will motivate all their students to
join English extracurricular activity. The teacher also can encourage their student to
learn English successfully. And through this research, the teacher can evaluate the
English extracurricular activities to be better to implement for next years.
Institution. The result of this research can be used as an evaluation for the
institution SMA Muhammadiyah 5 Yogyakarta. Therefore, the school supported all
8
its students to join the English extracurricular activity. Also, the school could
improve the students’ interest in learning English especially by joining English
extracurricular activity. The formation of English extracurricular is expected to
become a fun and effective group of study. It is also expected that English
extracurricular activity can support the enjoyable learning to get the high
achievement.
Other researchers. This research can encourage another researcher to
continue this research to a deeper research. Then the future researcher also can take
some points to conduct particular research in a similar theme. In addition, this
research can be used as their references.
Outline of the research
This research consists of five chapters. Those chapter have sub-chapter. The
first chapter is introduction. This chapter consists of the background of the research,
statement of the problems, limitation of the problems, formulation of the research, the
purposes of the research, significance of the research and the outline of the research.
The second chapter is literature review. The researcher puts several theories that
related with the content of this chapter. This chapter consists of students’ perception,
school curriculum, extracurricular, English extracurricular, the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta, the
problems in language learning, and language exposure. The third chapter is research
methodology. This chapter consists of design of the study, research setting,
9
participant of the research, data collection method and data analysis. The fourth
chapter is finding and discussion. It talks about findings of the research and
discussion that relates with the theories in the literature review. The fifth chapter is
conclusion and recommendation. It talks about conclusion from the first chapter up to
fourth chapter.
10
Chapter Two
Literature Review
There are some parts that will be discussed in this chapter. Some theories that
are appropriate with the topic will be presented to support the researcher’s opinion.
The arguments mostly focus on perception, school curriculum, extracurricular,
English extracurricular activities, and English extracurricular at SMA
Muhammadiyah 5 Yogyakarta.
Perception
People have different opinion towards perception. Therefore, the researcher
provides an explanation about perception according to several experts. The researcher
also explains the process of perception and factors that influence perception.
Definition of perception. There are several opinions related to the
explanation of perception and every individual may has the different statement in
describing their perception because it is measured as something that is subjective.
Fildman (2012) said that perception is selecting, interpreting, analyzing, and
integrating stimulus through the sensory receptor. According to Wang (2007),
“perception is a set of internal sensational cognitive processes of the brain at the
subconscious cognitive function layer that detects, relates, interprets, and searches
internal cognitive information in the mind” (p. 2).
Additionally, perception is determined very generally on knowledge,
derivative from past experience of the people, occasionally even pre-human
11
experience (Gregory, 1997). Besides that, Segall, Campbel, and Herskovit (1968)
said, “Perception is an aspect of human behavior, and as such it is subject to many of
the same influences that shape other aspects of behavior” (p.5). In addition, Peterson
(2012) mentioned that perception is a frequent and energetic process that influences
how people realize their world, themselves, and others in it, and the final formation of
meaning.
The term perception is often called as a point of view or someone’s opinion,
description, supposition, and how someone perceived the world around them because
in perception there is someone’s response about a thing or object. Perception has a lot
of senses, one of them is the process or manner by through an individual arranges,
organizes, chooses, and interprets their sensory receptors in order to give significance
to their backgrounds or to take something which happens in individuals surrounding
field and condition. Therefore, a perception which refers to this study is an opinion,
description, and assumption about the program of extracurricular activities, which has
been implemented at SMA Muhammadiyah 5 Yogyakarta.
Process of perception. Perception is the result of someone’s opinion that
passed through a process. There are three steps in the process of perception.
According to Wood (2013), the process of human perception is namely selection,
organization and interpretation.
The selection means that an individual selects the stimuli which she/he will
pay attention. What we choose to pay attention is also influenced by ourselves and
what occur with ourselves. In addition, motivation and requirement are also
12
influenced by what we see and we do not see. The second is an organization. When
someone has selected the stimuli they need to organize the stimuli into arrangements
and principles, which will support them to know the information on what we pay
attention. The theory that explains about how to organize the experience is called
constructivism. This theory said that the experience arranged and interpreted by
applying the cognitive structure that is called schema (Burleson and Rack 2008 in
Wood, 2013). The last is interpretation. Interpretation is a subjective process to
explain about the perception that happens to us which aimed to give sense towards
the information. We arrange several explanations to interpret the sense to various
situations. This point can be affected by some factors, for example life experience,
perception, expectancy, cultural factors, need and interest and structure of references.
Figure 1. Process of perception (Wood, 2013)
Selection
• Quality of the
phenomenon
• Self indication
• Ourselves
• Culture
Organization
• Cognitive
schema
Interpretation
• Attribution
13
School Curriculum
This section consists of four parts to be discussed, namely school curriculum
in Indonesia, the history of curriculum in Indonesia, structure of high school
curriculum in Indonesia and curriculum in SMA Muhammadiyah 5 Yogyakarta.
School curriculum in Indonesia. Not only in education, the term of a
curriculum very familiar in every single aspect of education, but also at the whole
world life. Pedagogically, a curriculum is the set of courses, and their contents
offered at an educational institution. Indeed, there are several opinions that are related
to the explanation of curriculum. An explanation from the Regulation of Education
number 20 the year 2003 about National Educational System. Indicates that
curriculum is a set of plan and regulation which deals with the goals, contents,
materials and ways that are used as a guide of learning activities process to achieve
the education goals including national education goals.
In addition, in the Act of the National Education System year’s 1989 chapter 1
article 1 also mentions that curriculum is a set of plan and regulation dealing with the
contents, lessons and ways that are used as guide of teaching and learning process.
Furthermore, Lunenburg (2011) defined, “There are many conceptions and
definitions of the curriculum: as content, as learning experiences, as behavioral
objectives, as a plan for instruction, and as a nontechnical approach” (p.5).
The history of curriculum in Indonesia. The changing of the curriculum in
Indonesia has been going for several times in a history, namely in the years 1947,
1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest is 2006. The change is a
14
logical consequence of the change the political system, social, cultural, economic, and
science. The entire national curriculum is designed based on the same basis which is
Pancasila and 1945 Constitution. The difference is the emphasis on basic education
goals and implementation approach. There are many curriculum developments in
Indonesia. Hidayat (2013) mentioned they are: Rencana pelajaran 1947 (lesson plan
1947), curriculum 1952, curriculum 1964, curriculum 1968, curriculum 1975/1976,
curriculum 1984, curriculum 1994, and curriculum 2004 (KBK)/ Curriculum Based
Competency (CBC) and curriculum 2006 KTSP (School Based Curricular).
Structure of high school curriculum in Indonesia. The structure of high
school curriculum covers substance learning taken in one level of education for three
years, start from class X (first year) to class XII (final year). The structure of the
curriculum is arranged based on the graduate competency standards (Mulyasa, 2008).
He further stated that organizing classes in the high school divided into three
groups, namely class X, class XI and XII. Class X is a general program that followed
by all the students, consist of sixteen subjects (in intra-curricular), and local content
and self-development in extracurricular. In addition, high school curriculum for class
XI and XII provide a vocational program which consists of thirteen subjects (in intracurricular), then local content and self-development in extracurricular activities. High
school curriculum consists of four program, namely the science program (IPA), the
social science program (IPS), language program, and religious program (specifically
for Islamic Based-school/Madrasah Aliyah).
15
Curriculum in SMA Muhammadiyah 5 Yogyakarta. SMA
Muhammadiyah 5 Yogyakarta has been applying KTSP (School Based Curricular) as
the curriculum of the school. The curriculum in the school is developed in accordance
with a unit of education, characteristics of the school, social and cultural local
community, and characteristics of the students (Mulyasa, 2008). He further stated the
content of curriculum KTSP included a number of subjects that must be taken in
school. In addition, the Muatan Lokal (local content) and self-development also
become the part of the curriculum content. Deeper in these contents, the school will
have to conduct intra-curricular and extracurricular activities as the motor of the
curriculum.
Intra curricular activities are activities that have been carried out at the time
hours (Viningsih, 2013). The activities are in the form of the process of learning and
teaching in the classroom. The curriculum covers the subject that had been
determined in school curriculum content. Meanwhile, extracurricular activities are the
activities that are carried out outside teaching hours. It is outlined in the school
program, appropriate to the condition and needs of the school. Based on Minister of
Education and Culture Act 2013, extracurricular activities are included in the
curriculum content namely self-development which supports the intra-curricular
activities.
16
Extracurricular Activities
This section consists of four parts to be discussed namely the history of
extracurricular, definition of extracurricular, the type of extracurricular, and the
advantage of extracurricular.
Definition of extracurricular. Extracurricular is learning activities carried
out either inside or outside of class. Based on the Act of Minister of Education and
Culture (Permendikbud) Number 62 Year 2014, extracurricular activities are the
curricular activities that are done by students outside of learning intra-curricular
activities, under the guidance and supervision of a unit of education. According to
Massoni (2011), extracurricular is a learning activity where the student participates in
the school which is not part of the formal situation that a student doing at a school.
He also mentioned that “extracurricular activities are a part of students’ everyday life.
They play important roles in student’s live” (p.86).
In addition, extracurricular activity is student activities related to school and
generally have no academic recognition (Nikki, 2009). Bartkus, Nemelka, and
Gardner (2012) said that extracurricular activities are defined as academic or nonacademic activities that are conducted under the supports of the school but occurred
outside of normal classroom time. Schlesser (2004) defined that extracurricular
activities are one of the foundations of groups and provide appropriate intelligence
for most students. In the other hand, Lunenburg (2010) mentioned that extracurricular
activities are supposed to be integrative in the environment because they draw
together several parts of knowledge and experience.
17
In this research, the extracurricular activities held at SMA Muhammadiyah 5
Yogyakarta. It is define as an additional activities to give the students opportunity to
improve their English. This activities done by the students outside the regular class
activities and it is still under the supervision of the school.
The advantages of extracurricular. Students who participate in
extracurricular activities generally get benefits from these activities. There are some
advantages of attending extracurricular activities such as: students tend to get better
score, higher educational achievement, join the class activity more regularly, and
have greater self-concept (Niki, 2009). In the other side, participation in
extracurricular activities provides many important outputs for students in today’s
world. It provides them with challenges, alternative resources, and life-long learning
experiences (Schlesser, 2004).
Besides the advantages above, there are another advantages that mentioned by
some experts. According to Guest and Schneider (2003), “Adolescents' participation
in extracurricular activities is often associated with positive behavioral outcomes such
that activities directly shaping adolescents' development” (p.89). Feldman and
Matjasko (2005) defined “extracurricular activities offer a means to express and to
explore one's identity, generate social and human capital, and offer a challenging
setting outside of academics” (p.161). Based on the Act of Minister of Education and
Culture Number 62 Year 2014 extracurricular activities can find and develop the
students’ potential as well as providing positive social in developing communication
18
skills and collaborates with other people. Besides, extracurricular activities are able to
facilitate student’s talent, interest, and creativity differently.
Types of extracurricular activity. There are many types in extracurricular
activities. According to Massoni (2011) extracurricular activities include academic
and non-academic or sports versus non-sports. There sample of academic activities
are debate, publication, contest, school club and student council. The example of nonacademic activities include athletic, music, drama, contest, and various social event.
Those extracurricular activities are selected by school to provide the learner with nonacademic activities (Guest and Schneider, 2003).
Additionally Eccles et al (2003) aggregated that the extracurricular activities
into five categories namely prosaic activities such as church attendance, performance
activities such as school band, drama, and dance, Team sport activities such as one or
more school sport team, School involvement, such as students’ government and
cheerleading, academic club, such as debate, foreign language, math, science fair, or
tutoring in academic subject.
English Extracurricular activities.
English extracurricular activities are programs that have been provided by the
institution for their students. These activities can be the supplement to classroom
teaching (Zhou 1994 in Yang, 2014). In addition, English extracurricular activities
are defined as students’ extra learning program besides regular English class in the
19
classroom. Yang (2014) indicated that extracurricular English learning activities are
the extension and auxiliary form of English classroom teaching.
Extracurricular program is a supporting program in intra-curricular learning in
school. This activity develops students skill based on students’ interest and talent.
The implementation of the extracurricular activity also supports the achievement of
education. Based on the Act of Minister of Education and Culture Number 62 Year
2014 about extracurricular for the educational level, extracurricular activity is done
by the students outside the learning intra-curricular activities under the guidance and
supervision of a unit of education which aimed at developing student’s talent,
interest, the ability, personality, cooperation, and independence.
In addition, the point of the English extracurricular activities conduct by the
school is to give the students chance to improve the student’s English skills and have
more exposure and time in learning English. According to Mulyasa (2007),
extracurricular activities are certain program held outside the school regular time for
supporting and improving students’ skills.
The
implementation
of
English
extracurricular
activities
at
Muhammadiyah 5 Yogyakarta.
SMA Muhammadiyah 5 Yogyakarta is known as MUMA. Based on the
information of the agenda of the English extracurricular activities at SMA
Muhammadiyah 5 Yogyakarta, this institution provides English extracurricular
activities since 2010 which is commonly called as MEC. MEC stands for Muma
SMA
20
English Club. Muma English Club is the activity that is constructed for students and
expected to improve their English skill. This activity is not an obligation for the
students. Muma English Club (MEC) aims to create the students to be able to use
English language well and properly in daily life, to prepare themselves to face the
globalization era, and to prepare students’ positive future. Besides that, students can
improve their English language ability for the purpose of achievement in learning
activities that is related to English.
The English extracurricular activities are held once a week. The day of this
activity is not determined because the teachers adjust with the students’ other
activities. The schedule can be either on Tuesday or Saturday, it depends on the
students learning activities schedule. The teachers who are responsible for the English
extracurricular are Mr. Novian Faqih, and Mrs. Lina Malahayati. Both of them are the
English teachers at SMA Muhammadiyah 5 Yogyakarta.
Creating English extracurricular activities is beneficial for the students as the
students could have extra time and experiences to learn English. Therefore, English
extracurricular activity can help the students improve their capability in English
language. By having more exposures in English from the activities provided at the
extracurricular activities program. The following is explained more about the
participants and the activities of the English Extracurricular activities.
The participants. From 2010 until 2016 the students who participate in the
English extracurricular activities are only 10 up to 25 students per year. In 2016 there
are fifteen students who participate in the English extracurricular activities. The target
21
of the English extracurricular activities are students of grade X and grade XI at SMA
Muhammadiyah 5 Yogyakarta. Students grade XII are not suggested to participate
because they prepare themselves to sit the National Examination (UN) and most of
them are taking the courses outside of the school.
The activities. Semester program is the activities that have been designed by
the teachers of SMA Muhammadiyah 5 Yogyakarta for the students who participate
English extracurricular activities. These activities are carried out outside the formal
class activities. Students implement these activities once in a week in every semester.
These activities consist of some activities namely, regular speaking activity, making
English wall magazine, monthly writing activity, fun speaking activity with
foreigners at Malioboro street, live report of cultural activities and delivering the
English material such as simple dialog, daily conversation, games, speech, debate,
poetry reading and storytelling. However, from those all extracurricular activities
only four activities that applies in SMA Muhammadiyah 5 Yogyakarta. Those
activities are speech, debate, storytelling and poetry reading.
Those four activities has the advantages for students in learning. The first is the
advantages of debate. Through debate activities students can improve their English
skills. This statement is supported by some experts. According to Bellon (2000)
students who participated in debate activity would get the benefit from this activity,
such as improved communication skills. In addition, Akerman and Naele (2011)
stated, students who participated in debate activities get the benefits such as,
academic achievement, critical thinking, communication and argumentation skills,
22
personal and social impacts and benefit. Second, the benefit of reading poetry.
Through the reading poetry students can train their reading ability. According to
Stange and Wyant (2008) who stated that reading poetry is one of methods for
improving reading ability. Furthermore, Tompkins (2005) as cited in Stange and
Wyant (2008) said that poetry does not only support reading but also could improve
the enjoyment of language learning. The third is advantage of speech. Speech can
help students to improve the fluency of student’s speaking. Scrivener (2005) said,
speech helps students to become more fluent and confident in the speaking.
Storytelling has a lot of benefits for the students. The last is benefits of storytelling.
According to Miller and Pennycuff (2008), storytelling is one way to help students
improve their oral language ability, reading comprehension, and writing ability.
In addition, there is an incidental program which means that the program has
not been scheduled yet in the semester agenda, such as English competition and
English broadcasting in local radio (Radio Republik Indonesia). SMA
Muhammadiyah 5 Yogyakarta has some targets in English extracurricular activities in
each semester such as: publishing an English wall magazine, sending their English
manuscript to the printing media and choosing competition delegate. The students
who participate in these activities will follow the whole designed program as written
on the following table.
23
Table 2.1
The List of Semester Program
Meeting
Activities
1st Month
1
Orientation and the introduction of MEC activity
Regular Speaking Activity
Delivering the material and English activity:
Simple dialog
Daily conversation
Games
Delivering the material and English activity:
Speech
News Reading
Story telling
Debate
Making English Wall magazine
Writing activity
Fun Speaking activity with Foreigners in Malioboro
Live cultural agenda report activity
2nd Month 3rd Month
2 3 4 1 2 3 4 1 2 3
4
24
The problems in learning language
The language learner may face some problems during the teaching and
learning process. According to Verghese (2009) as cited in Raja and Selvi (2011)
there are eight problems that impact students in learning language, those are attitude,
self-confidence, and students’ motivation, duration of exposure to the language,
classroom condition, environment, family background, and availability of
competence teachers. However, motivation is very important for the students in
learning English. According to Othman and Shuqair (2013) who said, the motivation
of learner greatly affects their willingness to take part in the process of learning. In
addition Humaida (2012) stated that, motivation has been extensively recognized by
both teacher and students as one of the key factors that influence the frequency and
success of second or foreign language learning.
Besides, there are some factors that demotivated the implementation of
English extracurricular activities is the teacher, As Harmer (1998) stated the teacher
attendance plays a large part in his or her management of the classroom environment.
In addition, he explained about the kind of language teacher use with students. It
should at all time be understandable, especially when giving lessons, it should be
clear and well stage. Therefore, Dornyei (2001) as cited in Othman and Shuqair
(2013) said, teacher skills in encouraging the students should be realized as central to
teaching effectiveness.
25
The other factor that demotivated the students in learning is facilities of the
school. According to Mushtaq and Khan (2012), there are some factors that affect the
student academic performance, and these factors are: students’ communication skills,
learning facilities, proper guidance and family stress. In addition Karemera (2003) as
cited in Mushtaq and Khan (2012) stated, students’ performance is significantly
correlated with satisfaction with academic environment and the facilities in the
institution.
It can be concluded that there were some problems in learning language as
stated by the theorist. The problems might be encountered or faced by the students
who are learning language through English extracurricular activities.
Language Exposure
In many ASEAN countries including Indonesia, English is not used as daily
language. It is learned as a foreign language. According to Kirkpatrick (2012) English
is taught as the first foreign language and many countries only used an English as
English foreign language. They only get the English in the formal school. However,
English is very important to know because todays, English used as variety activities
such as, used as lingua franca between the countries to communicate with other
people. To enable the students to communicate with foreign people more easily, they
should learn the English since now.
In Indonesia, English is taught as a require subject for the students from
secondary school level up to the university level. Although, English is required
26
subject for secondary school, unfortunately, the time for the students to practice
English language in the formal school is very limited. It was not enough for the
students to learn the English effectively. Moreover the effective time in teaching
English toward developing student’s English proficiency take 3 up to 5 years, and
educational English proficiency can take 4 to 7 years (Kenji, 2000). While the
students’ learning time in English class for senior high school is only one meetings in
a week which consists of 90 minutes for each meeting. Therefore, it is better if the
teacher gives additional activities such as English day to increase the students’
proficiency.
Language exposure is very important to improve the students’ proficiency.
While in Indonesia, the students are get less language exposure outside the classroom.
However, one of the good things that SMA Muhammadiyah 5 Yogyakarta has
conducted is English extracurricular activities. Additional lesson time outside the
classroom such as extracurricular is very good to implement, because it is can give
the students opportunity to increase their English outside the formal class. Students
with extra exposure to the language are expected to get better understanding with the
target language. Specifically, with the language exposure expected can give the
students opportunity to do more exposure and extra time in learning English and
improve their English.
27
Conceptual Framework
SMA Muhammadiyah 5 Yogyakarta has been applying KTSP as the
curriculum of the school. The content of curriculum KTSP includes a number of
subject that must be taken in school. Deeper in these contents, the school will have to
conduct intra curricular and extracurricular activities as the mechanical of curriculum.
Intra curricular activities are activities that have been carried out at the time hours.
The activities are in the form of the process of learning and teaching in the classroom.
Curriculum covers the subject that had been determined in school curriculum content.
Meanwhile, school’s curriculum provides an extracurricular activity for the students.
Extracurricular activities is a part of the regular school curriculum, the term of
extracurricular are school activities conducted by students beyond their study hours.
It is important to provide in every school. There are many kinds of extracurricular
activities and SMA
Muhammadiyah 5 Yogyakarta is one of high schools that have already
conducted several extracurricular activities. One of them is English extracurricular
activities which are commonly called as Muma English Club (MEC). Considering the
times spent for formal classes is very limited, the teachers are not sure that English
teaching is enough to make the students understand well. So the teacher gives the
students more time and exposures to learn English through English extracurricular
activities. This research will investigate the students’ perception on students’
perception on how the English extracurricular (MEC) administered at SMA
28
Muhammadiyah 5 Yogyakarta and students’ perception on the problems faced in
implementing the English extracurricular at SMA Muhammadiyah 5 Yogyakarta.
The implementation of English extracurricular activities at SMA
Muhammadiyah 5 Yogyakarta can be seen at Figure 1 below.
Figure 2. Conceptual Framework
Curriculum at SMA Muhammadiyah 5
Yogyakarta
Intra curricular
Extracurricular
Muma English Club
Students’ perception on how the
Students’ perception on the
English extracurricular (MEC) is
problems faced in implementation
administered at SMA
the English extracurricular at SMA
Muhammadiyah 5 Yogyakarta
Muhammadiyah 5 Yogyakarta
?
?
29
Chapter Three
Methodology
This chapter presents the description of the methodology of this study. It
consists of five parts namely design of the study, research setting and participants,
data collection method, and analysis of data.
Design of the study
This research investigated the students’ perception on the implementation of
English extracurricular activities. The researcher expected to find out the answers to
the research question: (a) how is the English extracurricular activity administered at
SMA Muhammadiyah 5 Yogyakarta? (b) What are the problems in the
implementation of the English extracurricular at SMA Muhammadiyah 5
Yogyakarta? According to Creswell (2012), the characteristic of qualitative data
collection is to classify the categories of data that will be addressed in the
researcher’s research questions. It makes the researcher challenged to conduct the
research using qualitative research. Therefore, the use of qualitative research d
Activities at SMA Muhammadiyah 5 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Written by:
Suriyana
20120540088
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Students’ Perception on the Implementation of English Extracurricular
Activities at SMA Muhammadiyah 5 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Written by:
Suriyana
20120540088
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
i
ii
Statement of Authenticity
I am a student with the following identity:
Name
: Suriyana
NIM
: 20120540088
Program Study
: English Education Department
Faculty
: Faculty of Language Education
University
: Universitas Muhammadiyah Yogyakarta
Certify that the skripsi entitled “Students’ Perception on the Implementation of
English Extracurricular Activities at SMA Muhammadiyah 5 Yogyakarta” is
definitely my own work. I am completely responsible for the content of this skripsi.
Others’ opinion or findings included in this skripsi are quoted in accordance with
ethical standard.
Yogyakarta, August 29th 2016
The researcher
Suriyana
iii
ACKNOWLEDGEMENT
First of all, all praises be to Allah Subhanahu Wata’ala who gives me mercy,
blessing, guidance, and strength so that I could finish my skripsi.
I am willing to present my thanks to my beloved parents Bapak
H.Syaripuddin, S.P. and Ibu Hj.Fatimah. Thank you very much for your prayers,
supports, advices, and helps in my life. Your love is beyond any words, may Allah
SWT always bless you. I greatly indebted to my beloved brother, Surya Abadi, S.IP
and Faisal Anwar who always supports me. I wish also to express my sincere thanks
to my beautiful twin Suriyani who always advises me to be a diligent person in
writing my skripsi at all times.
Then my gratitude belongs to my beloved supervisor, Mr. Puthut Ardianto
S.Pd. M.Pd. thank you so much for your valuable guidance, encouragement, patient,
your time, and also your suggestion, and thanks for helping me in finishing this
skripsi. I also thank to my proposal examiners, Ms Puput Arfiandhani, S.Pd., MA. for
all suggestions and valuable comments to improve my skripsi. I also place my thanks
to all lecturers of English Education Department of Universitas Muhammadiyah
Yogyakarta.
My gratitude to the headmaster of SMA Muhammadiyah 5 Yogyakarta Bapak
Drs. Suyanto who has given me permission to conduct my research there, for
Mr.Novian Faqih, S.Pd. and Mrs. Lina Malahayati, S.Pd. as English teachers at SMA
iv
Muhammadiyah 5 Yogyakarta, who have allowed me to conduct the research and
allowed the students to become the participants of this research.
Special thanks to my best friends “kongkowers”: Ghais, Diana, Nova, Evita,
Riza, Risna and April who always motivate me and thanks for togetherness, may us
become best friend forever. Then for my kindness friends Jucha and Farah thank you
so much for always willing to help me in correcting grammar. I always pray for your
success and may Allah give reward for your kindness. For my beloved friends,
Maris, Yunda, and Yundi who always accompany, support and help me every time
when I faced difficulties. Thank for our togetherness during my time in Jogja.
v
Table of Contents
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Work Originality .............................................................................. iii
Acknowledgement .................................................................................................. iv
Table of Contents ................................................................................................... vi
Abstract ................................................................................................................... 1
Chapter One : Introduction.................................................................................... 3
Background of the Research .................................................................................. 3
Statement of the Problem....................................................................................... 5
Limitation of the Problem ...................................................................................... 6
Research Question ................................................................................................. 6
Objective of the Research ...................................................................................... 7
Significance of the Research .................................................................................. 7
Outline of the Research ......................................................................................... 8
Chapter Two : Literature Review .........................................................................10
Perception .........................................................................................................10
Definition of Perception ...............................................................................10
vi
Process of Perception ...................................................................................11
School Curriculum ..............................................................................................13
School Curriculum in Indonesia ...................................................................13
The History of Curriculum in Indonesia .......................................................13
Structure of High School Curriculum in Indonesia ........................................14
Curriculum in SMA Muhammadiyah 5 Yogyakarta ......................................15
Extracurricular Activities
..................................................................................16
Definition of Extracurricular ........................................................................16
The Advantages of Extracurricular
...........................................................17
Types of Extracurricular ...............................................................................18
English Extracurricular Activities ........................................................................18
The Implementation of English Extracurricular Activities at SMA Muhammadiyah
5 Yogyakarta
..............................................................................................19
The Participant .............................................................................................20
The Activities ..............................................................................................21
The Problems in Learning Language ....................................................................24
Language Exposure ..............................................................................................25
Conceptual Framework.........................................................................................27
vii
Chapter Three : Methodology ...............................................................................29
Design of the Study ..............................................................................................29
Research Setting
..............................................................................................30
Participant of the Research ...................................................................................31
Data Collection Method ........................................................................................32
Analysis of Data ...................................................................................................33
Chapter Four : Finding and Discussion ...............................................................35
Chapter Five : Conclusion and Recommendation ...............................................52
Conclusion .........................................................................................................52
Recommendation
..............................................................................................57
References .............................................................................................................59
Appendixes .............................................................................................................64
Appendix 1 .........................................................................................................64
Appendix 2 .........................................................................................................67
Appendix 3 .......................................................................................................111
Appendix 4 ........................................................................................................ 133
viii
Abstract
Extracurricular is activity that is done by the students outside of the learning
in intra-curricular activity. Extracurricular activity was important for the students to
support their learning. Students will get benefit if they join the extracurricular
activity. However, this extracurricular activity was not very famous among the
students, not many students want to join the extracurricular activity. From 230
students only fifteen students who wanted to join the extracurricular activities. This
research aims to reveal how the English extracurricular activity was administered at
SMA Muhammadiyah 5 Yogyakarta and to know the problems found in the
implementation of English extracurricular activity at SMA Muhammadiyah 5
Yogyakarta. The methodology that was employed in this research was qualitative
research, which describes the existed phenomenon. Qualitative research could give
detailed information related to this research. Specifically, it used the descriptive
qualitative as the design. In addition, this research was conducted at SMA
Muhammadiyah 5 Yogyakarta and involved four students as the participants. In
collecting the data, the researcher used semi structure interview.
From the first research question, it revealed that there were two main points of
findings. The first point was the students’ perception on the activities. It revealed that
from four activities namely debating, speech storytelling and reading poetry. The
second point was the student’s perception on the implementation. Additionally,
implementation divided into three categories which are setting, facilitator and
1
participation. Hence, setting was also categorized into some parts namely time, day,
and place. The students revealed that English extracurricular activity was conducted
once a week, and implemented around 90 minutes in each meeting. This activity was
usually conducted on Tuesday. It was implemented in the classroom or in library.
There were two teachers of the English extracurricular activities. The teachers were
also teaching in the intra-curricular activities. The students revealed that there were
active and non-active students and enthusiastic and less enthusiastic students in
participating the English extracurricular activities. Related to the second research
question, it revealed that there were three problems found in the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta, namely
problems from students (student’s motivation), problems from teacher, and problems
from school (facilities).
Keywords: perception, extracurricular, English extracurricular.
2
3
Chapter One
Introduction
This chapter presents the background of the study, statement of the problems,
limitation of the problem, formulation of the study, and the objective of the study.
The significance of the study and the outline of the study are also presented in this
chapter.
Background of the Research
Schools nowadays facilitate students not only with intra-curricular activities
but also extracurricular activities. Intra curricular is learning activities carried out
within the class and should be done by students in the school. Extracurricular is
learning activities carried out either inside or outside of the class, which is not part of
the formal situation that students do at schools. Students are not required to take the
activities. Extracurricular is an important part of education but it is not an obligation
for the students. Students who participate in extracurricular activities generally get
benefit from these activities. There are four advantages of attending extracurricular.
For example, students will get a better score, will achieve higher educational
achievement, will join the class activity more regularly, and will have greater selfconcept (Niki, 2009).
According to Massoni (2011), extracurricular activities are created at all levels
of the schools in many different forms. Based on the Act of the minister of education
and culture (Permendikbud) Number 62 Year 2014, extracurricular is defined as
4
activities that are done by students outside of learning intra-curricular activities,
under the guidance and supervision of a unit of education. A unit of education is a
primary school, junior high school, senior high school, and vocational high school.
SMA Muhammadiyah 5 Yogyakarta is one of the high schools in Yogyakarta
that has already conducted several extracurricular activities. One of the activities is
English extracurricular called MUMA English Club. However, it seems that the
students have low interest to participate in the English extracurricular activity in
school. In fact, not many students want to join the extracurricular activities. There are
only fifteen students who participate in English extracurricular activities although the
total number of students of the schools are 230 students. This fact is also supported
by a statement from one of the teachers of SMA Muhammadiyah 5 Yogyakarta, who
said that the involvement of students in English extracurricular activities over the
years was only minority, the students were less aware of the importance of learning
English through the extracurricular activities.
In this research, the researcher highlighted a problem. According to the
researcher’s experience when doing the internship program at SMA Muhammadiyah
5 Yogyakarta in the 6th semester in 2015. In the internship program, the researcher
was teaching the students in intra-curricular activity. The researcher found that most
of the students were not interested in learning English. For example, when the
researcher taught in the classroom, it was clearly seen that students were not
enthusiastic to learn the lesson especially English subject. Some students were not
serious in following the lesson, this fact was seen when the researcher asked them to
5
work in pairs then gave some tasks such as arranging the sentences which had been
designed randomly, and they walked around the class to see their friends’ answers.
This happened because most of them were not able to do the assessment. In addition,
when the researcher gave the task such as practice in front of the class the students
were not serious to practice. They did not feel enthusiastic trying to speak English
and practice with their friends.
Based on the background above, the researcher concluded that extracurricular
activities are an important part for the students. Unfortunately, the students were not
interested in joining the extracurricular activities. Students’ interest, ability and
students’ willingness in joining English as intra-curricular activity was low. In
addition, the students’ interest, ability and students’ willingness to join the English as
extracurricular was also low. Wording this condition, the researcher believed that
extracurricular activities are appropriate choice for students to take the chance and
extra time in learning English off the classroom. Based on these points, the
researcher tried to figure out the students’ perception on the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta.
Statement of the problem
Establishing English extracurricular activity is considered as advantages for
the students as they have more times and exposures to learning English. One way to
obtain more English practices off-school is by joining an English Extracurricular
activity. In SMA Muhammadiyah 5 Yogyakarta, the activity of learning English as
6
extracurricular is called MUMA English Club. However, only a few students
participate in this activity. From all students at SMA Muhammadiyah 5 Yogyakarta,
only 15 students participated in English extracurricular activities. This minority of
participation is interesting to be discussed seeing the advantages of the extracurricular
activities. Specifically, this research is going to reveal the students’ perception on the
implementation of the English extracurricular activities at SMA Muhammadiyah 5
Yogyakarta and its problems.
Limitation of the Problems
The researcher limits this research in investigating the students’ perception of
the practice of English extracurricular activity. This research will focus on finding out
the students’ perception on how English extracurricular activities is administered at
SMA Muhammadiyah Yogyakarta. Also, the research will reveal the problem in the
implementation of English extracurricular activity at SMA Muhammadiyah 5
Yogyakarta.
Research Questions
Based on the background and the statement of the problems above, the researcher
formulates two research questions as mentioned in the following sentences:
1.
How is the MUMA English Club administered according to the students’
perception?
2. What are the problems in the implementation of the English extracurricular at
SMA Muhammadiyah 5 Yogyakarta?
7
Objectives of the Research
The objectives of this research are:
3. To find out how is the MUMA English Club administered according to the
students’ perception?
1. To discover the problems in the implementation of English extracurricular
activity at SMA Muhammadiyah 5 Yogyakarta.
Significance of the Research
This research also offers some significances for some parties, namely the
students, the researcher, the institution, and the other researchers.
Students. The result of this study can promote the understanding of some
problems found in the implementation of English extracurricular activities. Therefore,
the students can pay attention and try to solve this problem. And the information of
this research hoped can give more knowledge for the students.
Teachers. Through this research, the teacher will motivate all their students to
join English extracurricular activity. The teacher also can encourage their student to
learn English successfully. And through this research, the teacher can evaluate the
English extracurricular activities to be better to implement for next years.
Institution. The result of this research can be used as an evaluation for the
institution SMA Muhammadiyah 5 Yogyakarta. Therefore, the school supported all
8
its students to join the English extracurricular activity. Also, the school could
improve the students’ interest in learning English especially by joining English
extracurricular activity. The formation of English extracurricular is expected to
become a fun and effective group of study. It is also expected that English
extracurricular activity can support the enjoyable learning to get the high
achievement.
Other researchers. This research can encourage another researcher to
continue this research to a deeper research. Then the future researcher also can take
some points to conduct particular research in a similar theme. In addition, this
research can be used as their references.
Outline of the research
This research consists of five chapters. Those chapter have sub-chapter. The
first chapter is introduction. This chapter consists of the background of the research,
statement of the problems, limitation of the problems, formulation of the research, the
purposes of the research, significance of the research and the outline of the research.
The second chapter is literature review. The researcher puts several theories that
related with the content of this chapter. This chapter consists of students’ perception,
school curriculum, extracurricular, English extracurricular, the implementation of
English extracurricular activities at SMA Muhammadiyah 5 Yogyakarta, the
problems in language learning, and language exposure. The third chapter is research
methodology. This chapter consists of design of the study, research setting,
9
participant of the research, data collection method and data analysis. The fourth
chapter is finding and discussion. It talks about findings of the research and
discussion that relates with the theories in the literature review. The fifth chapter is
conclusion and recommendation. It talks about conclusion from the first chapter up to
fourth chapter.
10
Chapter Two
Literature Review
There are some parts that will be discussed in this chapter. Some theories that
are appropriate with the topic will be presented to support the researcher’s opinion.
The arguments mostly focus on perception, school curriculum, extracurricular,
English extracurricular activities, and English extracurricular at SMA
Muhammadiyah 5 Yogyakarta.
Perception
People have different opinion towards perception. Therefore, the researcher
provides an explanation about perception according to several experts. The researcher
also explains the process of perception and factors that influence perception.
Definition of perception. There are several opinions related to the
explanation of perception and every individual may has the different statement in
describing their perception because it is measured as something that is subjective.
Fildman (2012) said that perception is selecting, interpreting, analyzing, and
integrating stimulus through the sensory receptor. According to Wang (2007),
“perception is a set of internal sensational cognitive processes of the brain at the
subconscious cognitive function layer that detects, relates, interprets, and searches
internal cognitive information in the mind” (p. 2).
Additionally, perception is determined very generally on knowledge,
derivative from past experience of the people, occasionally even pre-human
11
experience (Gregory, 1997). Besides that, Segall, Campbel, and Herskovit (1968)
said, “Perception is an aspect of human behavior, and as such it is subject to many of
the same influences that shape other aspects of behavior” (p.5). In addition, Peterson
(2012) mentioned that perception is a frequent and energetic process that influences
how people realize their world, themselves, and others in it, and the final formation of
meaning.
The term perception is often called as a point of view or someone’s opinion,
description, supposition, and how someone perceived the world around them because
in perception there is someone’s response about a thing or object. Perception has a lot
of senses, one of them is the process or manner by through an individual arranges,
organizes, chooses, and interprets their sensory receptors in order to give significance
to their backgrounds or to take something which happens in individuals surrounding
field and condition. Therefore, a perception which refers to this study is an opinion,
description, and assumption about the program of extracurricular activities, which has
been implemented at SMA Muhammadiyah 5 Yogyakarta.
Process of perception. Perception is the result of someone’s opinion that
passed through a process. There are three steps in the process of perception.
According to Wood (2013), the process of human perception is namely selection,
organization and interpretation.
The selection means that an individual selects the stimuli which she/he will
pay attention. What we choose to pay attention is also influenced by ourselves and
what occur with ourselves. In addition, motivation and requirement are also
12
influenced by what we see and we do not see. The second is an organization. When
someone has selected the stimuli they need to organize the stimuli into arrangements
and principles, which will support them to know the information on what we pay
attention. The theory that explains about how to organize the experience is called
constructivism. This theory said that the experience arranged and interpreted by
applying the cognitive structure that is called schema (Burleson and Rack 2008 in
Wood, 2013). The last is interpretation. Interpretation is a subjective process to
explain about the perception that happens to us which aimed to give sense towards
the information. We arrange several explanations to interpret the sense to various
situations. This point can be affected by some factors, for example life experience,
perception, expectancy, cultural factors, need and interest and structure of references.
Figure 1. Process of perception (Wood, 2013)
Selection
• Quality of the
phenomenon
• Self indication
• Ourselves
• Culture
Organization
• Cognitive
schema
Interpretation
• Attribution
13
School Curriculum
This section consists of four parts to be discussed, namely school curriculum
in Indonesia, the history of curriculum in Indonesia, structure of high school
curriculum in Indonesia and curriculum in SMA Muhammadiyah 5 Yogyakarta.
School curriculum in Indonesia. Not only in education, the term of a
curriculum very familiar in every single aspect of education, but also at the whole
world life. Pedagogically, a curriculum is the set of courses, and their contents
offered at an educational institution. Indeed, there are several opinions that are related
to the explanation of curriculum. An explanation from the Regulation of Education
number 20 the year 2003 about National Educational System. Indicates that
curriculum is a set of plan and regulation which deals with the goals, contents,
materials and ways that are used as a guide of learning activities process to achieve
the education goals including national education goals.
In addition, in the Act of the National Education System year’s 1989 chapter 1
article 1 also mentions that curriculum is a set of plan and regulation dealing with the
contents, lessons and ways that are used as guide of teaching and learning process.
Furthermore, Lunenburg (2011) defined, “There are many conceptions and
definitions of the curriculum: as content, as learning experiences, as behavioral
objectives, as a plan for instruction, and as a nontechnical approach” (p.5).
The history of curriculum in Indonesia. The changing of the curriculum in
Indonesia has been going for several times in a history, namely in the years 1947,
1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest is 2006. The change is a
14
logical consequence of the change the political system, social, cultural, economic, and
science. The entire national curriculum is designed based on the same basis which is
Pancasila and 1945 Constitution. The difference is the emphasis on basic education
goals and implementation approach. There are many curriculum developments in
Indonesia. Hidayat (2013) mentioned they are: Rencana pelajaran 1947 (lesson plan
1947), curriculum 1952, curriculum 1964, curriculum 1968, curriculum 1975/1976,
curriculum 1984, curriculum 1994, and curriculum 2004 (KBK)/ Curriculum Based
Competency (CBC) and curriculum 2006 KTSP (School Based Curricular).
Structure of high school curriculum in Indonesia. The structure of high
school curriculum covers substance learning taken in one level of education for three
years, start from class X (first year) to class XII (final year). The structure of the
curriculum is arranged based on the graduate competency standards (Mulyasa, 2008).
He further stated that organizing classes in the high school divided into three
groups, namely class X, class XI and XII. Class X is a general program that followed
by all the students, consist of sixteen subjects (in intra-curricular), and local content
and self-development in extracurricular. In addition, high school curriculum for class
XI and XII provide a vocational program which consists of thirteen subjects (in intracurricular), then local content and self-development in extracurricular activities. High
school curriculum consists of four program, namely the science program (IPA), the
social science program (IPS), language program, and religious program (specifically
for Islamic Based-school/Madrasah Aliyah).
15
Curriculum in SMA Muhammadiyah 5 Yogyakarta. SMA
Muhammadiyah 5 Yogyakarta has been applying KTSP (School Based Curricular) as
the curriculum of the school. The curriculum in the school is developed in accordance
with a unit of education, characteristics of the school, social and cultural local
community, and characteristics of the students (Mulyasa, 2008). He further stated the
content of curriculum KTSP included a number of subjects that must be taken in
school. In addition, the Muatan Lokal (local content) and self-development also
become the part of the curriculum content. Deeper in these contents, the school will
have to conduct intra-curricular and extracurricular activities as the motor of the
curriculum.
Intra curricular activities are activities that have been carried out at the time
hours (Viningsih, 2013). The activities are in the form of the process of learning and
teaching in the classroom. The curriculum covers the subject that had been
determined in school curriculum content. Meanwhile, extracurricular activities are the
activities that are carried out outside teaching hours. It is outlined in the school
program, appropriate to the condition and needs of the school. Based on Minister of
Education and Culture Act 2013, extracurricular activities are included in the
curriculum content namely self-development which supports the intra-curricular
activities.
16
Extracurricular Activities
This section consists of four parts to be discussed namely the history of
extracurricular, definition of extracurricular, the type of extracurricular, and the
advantage of extracurricular.
Definition of extracurricular. Extracurricular is learning activities carried
out either inside or outside of class. Based on the Act of Minister of Education and
Culture (Permendikbud) Number 62 Year 2014, extracurricular activities are the
curricular activities that are done by students outside of learning intra-curricular
activities, under the guidance and supervision of a unit of education. According to
Massoni (2011), extracurricular is a learning activity where the student participates in
the school which is not part of the formal situation that a student doing at a school.
He also mentioned that “extracurricular activities are a part of students’ everyday life.
They play important roles in student’s live” (p.86).
In addition, extracurricular activity is student activities related to school and
generally have no academic recognition (Nikki, 2009). Bartkus, Nemelka, and
Gardner (2012) said that extracurricular activities are defined as academic or nonacademic activities that are conducted under the supports of the school but occurred
outside of normal classroom time. Schlesser (2004) defined that extracurricular
activities are one of the foundations of groups and provide appropriate intelligence
for most students. In the other hand, Lunenburg (2010) mentioned that extracurricular
activities are supposed to be integrative in the environment because they draw
together several parts of knowledge and experience.
17
In this research, the extracurricular activities held at SMA Muhammadiyah 5
Yogyakarta. It is define as an additional activities to give the students opportunity to
improve their English. This activities done by the students outside the regular class
activities and it is still under the supervision of the school.
The advantages of extracurricular. Students who participate in
extracurricular activities generally get benefits from these activities. There are some
advantages of attending extracurricular activities such as: students tend to get better
score, higher educational achievement, join the class activity more regularly, and
have greater self-concept (Niki, 2009). In the other side, participation in
extracurricular activities provides many important outputs for students in today’s
world. It provides them with challenges, alternative resources, and life-long learning
experiences (Schlesser, 2004).
Besides the advantages above, there are another advantages that mentioned by
some experts. According to Guest and Schneider (2003), “Adolescents' participation
in extracurricular activities is often associated with positive behavioral outcomes such
that activities directly shaping adolescents' development” (p.89). Feldman and
Matjasko (2005) defined “extracurricular activities offer a means to express and to
explore one's identity, generate social and human capital, and offer a challenging
setting outside of academics” (p.161). Based on the Act of Minister of Education and
Culture Number 62 Year 2014 extracurricular activities can find and develop the
students’ potential as well as providing positive social in developing communication
18
skills and collaborates with other people. Besides, extracurricular activities are able to
facilitate student’s talent, interest, and creativity differently.
Types of extracurricular activity. There are many types in extracurricular
activities. According to Massoni (2011) extracurricular activities include academic
and non-academic or sports versus non-sports. There sample of academic activities
are debate, publication, contest, school club and student council. The example of nonacademic activities include athletic, music, drama, contest, and various social event.
Those extracurricular activities are selected by school to provide the learner with nonacademic activities (Guest and Schneider, 2003).
Additionally Eccles et al (2003) aggregated that the extracurricular activities
into five categories namely prosaic activities such as church attendance, performance
activities such as school band, drama, and dance, Team sport activities such as one or
more school sport team, School involvement, such as students’ government and
cheerleading, academic club, such as debate, foreign language, math, science fair, or
tutoring in academic subject.
English Extracurricular activities.
English extracurricular activities are programs that have been provided by the
institution for their students. These activities can be the supplement to classroom
teaching (Zhou 1994 in Yang, 2014). In addition, English extracurricular activities
are defined as students’ extra learning program besides regular English class in the
19
classroom. Yang (2014) indicated that extracurricular English learning activities are
the extension and auxiliary form of English classroom teaching.
Extracurricular program is a supporting program in intra-curricular learning in
school. This activity develops students skill based on students’ interest and talent.
The implementation of the extracurricular activity also supports the achievement of
education. Based on the Act of Minister of Education and Culture Number 62 Year
2014 about extracurricular for the educational level, extracurricular activity is done
by the students outside the learning intra-curricular activities under the guidance and
supervision of a unit of education which aimed at developing student’s talent,
interest, the ability, personality, cooperation, and independence.
In addition, the point of the English extracurricular activities conduct by the
school is to give the students chance to improve the student’s English skills and have
more exposure and time in learning English. According to Mulyasa (2007),
extracurricular activities are certain program held outside the school regular time for
supporting and improving students’ skills.
The
implementation
of
English
extracurricular
activities
at
Muhammadiyah 5 Yogyakarta.
SMA Muhammadiyah 5 Yogyakarta is known as MUMA. Based on the
information of the agenda of the English extracurricular activities at SMA
Muhammadiyah 5 Yogyakarta, this institution provides English extracurricular
activities since 2010 which is commonly called as MEC. MEC stands for Muma
SMA
20
English Club. Muma English Club is the activity that is constructed for students and
expected to improve their English skill. This activity is not an obligation for the
students. Muma English Club (MEC) aims to create the students to be able to use
English language well and properly in daily life, to prepare themselves to face the
globalization era, and to prepare students’ positive future. Besides that, students can
improve their English language ability for the purpose of achievement in learning
activities that is related to English.
The English extracurricular activities are held once a week. The day of this
activity is not determined because the teachers adjust with the students’ other
activities. The schedule can be either on Tuesday or Saturday, it depends on the
students learning activities schedule. The teachers who are responsible for the English
extracurricular are Mr. Novian Faqih, and Mrs. Lina Malahayati. Both of them are the
English teachers at SMA Muhammadiyah 5 Yogyakarta.
Creating English extracurricular activities is beneficial for the students as the
students could have extra time and experiences to learn English. Therefore, English
extracurricular activity can help the students improve their capability in English
language. By having more exposures in English from the activities provided at the
extracurricular activities program. The following is explained more about the
participants and the activities of the English Extracurricular activities.
The participants. From 2010 until 2016 the students who participate in the
English extracurricular activities are only 10 up to 25 students per year. In 2016 there
are fifteen students who participate in the English extracurricular activities. The target
21
of the English extracurricular activities are students of grade X and grade XI at SMA
Muhammadiyah 5 Yogyakarta. Students grade XII are not suggested to participate
because they prepare themselves to sit the National Examination (UN) and most of
them are taking the courses outside of the school.
The activities. Semester program is the activities that have been designed by
the teachers of SMA Muhammadiyah 5 Yogyakarta for the students who participate
English extracurricular activities. These activities are carried out outside the formal
class activities. Students implement these activities once in a week in every semester.
These activities consist of some activities namely, regular speaking activity, making
English wall magazine, monthly writing activity, fun speaking activity with
foreigners at Malioboro street, live report of cultural activities and delivering the
English material such as simple dialog, daily conversation, games, speech, debate,
poetry reading and storytelling. However, from those all extracurricular activities
only four activities that applies in SMA Muhammadiyah 5 Yogyakarta. Those
activities are speech, debate, storytelling and poetry reading.
Those four activities has the advantages for students in learning. The first is the
advantages of debate. Through debate activities students can improve their English
skills. This statement is supported by some experts. According to Bellon (2000)
students who participated in debate activity would get the benefit from this activity,
such as improved communication skills. In addition, Akerman and Naele (2011)
stated, students who participated in debate activities get the benefits such as,
academic achievement, critical thinking, communication and argumentation skills,
22
personal and social impacts and benefit. Second, the benefit of reading poetry.
Through the reading poetry students can train their reading ability. According to
Stange and Wyant (2008) who stated that reading poetry is one of methods for
improving reading ability. Furthermore, Tompkins (2005) as cited in Stange and
Wyant (2008) said that poetry does not only support reading but also could improve
the enjoyment of language learning. The third is advantage of speech. Speech can
help students to improve the fluency of student’s speaking. Scrivener (2005) said,
speech helps students to become more fluent and confident in the speaking.
Storytelling has a lot of benefits for the students. The last is benefits of storytelling.
According to Miller and Pennycuff (2008), storytelling is one way to help students
improve their oral language ability, reading comprehension, and writing ability.
In addition, there is an incidental program which means that the program has
not been scheduled yet in the semester agenda, such as English competition and
English broadcasting in local radio (Radio Republik Indonesia). SMA
Muhammadiyah 5 Yogyakarta has some targets in English extracurricular activities in
each semester such as: publishing an English wall magazine, sending their English
manuscript to the printing media and choosing competition delegate. The students
who participate in these activities will follow the whole designed program as written
on the following table.
23
Table 2.1
The List of Semester Program
Meeting
Activities
1st Month
1
Orientation and the introduction of MEC activity
Regular Speaking Activity
Delivering the material and English activity:
Simple dialog
Daily conversation
Games
Delivering the material and English activity:
Speech
News Reading
Story telling
Debate
Making English Wall magazine
Writing activity
Fun Speaking activity with Foreigners in Malioboro
Live cultural agenda report activity
2nd Month 3rd Month
2 3 4 1 2 3 4 1 2 3
4
24
The problems in learning language
The language learner may face some problems during the teaching and
learning process. According to Verghese (2009) as cited in Raja and Selvi (2011)
there are eight problems that impact students in learning language, those are attitude,
self-confidence, and students’ motivation, duration of exposure to the language,
classroom condition, environment, family background, and availability of
competence teachers. However, motivation is very important for the students in
learning English. According to Othman and Shuqair (2013) who said, the motivation
of learner greatly affects their willingness to take part in the process of learning. In
addition Humaida (2012) stated that, motivation has been extensively recognized by
both teacher and students as one of the key factors that influence the frequency and
success of second or foreign language learning.
Besides, there are some factors that demotivated the implementation of
English extracurricular activities is the teacher, As Harmer (1998) stated the teacher
attendance plays a large part in his or her management of the classroom environment.
In addition, he explained about the kind of language teacher use with students. It
should at all time be understandable, especially when giving lessons, it should be
clear and well stage. Therefore, Dornyei (2001) as cited in Othman and Shuqair
(2013) said, teacher skills in encouraging the students should be realized as central to
teaching effectiveness.
25
The other factor that demotivated the students in learning is facilities of the
school. According to Mushtaq and Khan (2012), there are some factors that affect the
student academic performance, and these factors are: students’ communication skills,
learning facilities, proper guidance and family stress. In addition Karemera (2003) as
cited in Mushtaq and Khan (2012) stated, students’ performance is significantly
correlated with satisfaction with academic environment and the facilities in the
institution.
It can be concluded that there were some problems in learning language as
stated by the theorist. The problems might be encountered or faced by the students
who are learning language through English extracurricular activities.
Language Exposure
In many ASEAN countries including Indonesia, English is not used as daily
language. It is learned as a foreign language. According to Kirkpatrick (2012) English
is taught as the first foreign language and many countries only used an English as
English foreign language. They only get the English in the formal school. However,
English is very important to know because todays, English used as variety activities
such as, used as lingua franca between the countries to communicate with other
people. To enable the students to communicate with foreign people more easily, they
should learn the English since now.
In Indonesia, English is taught as a require subject for the students from
secondary school level up to the university level. Although, English is required
26
subject for secondary school, unfortunately, the time for the students to practice
English language in the formal school is very limited. It was not enough for the
students to learn the English effectively. Moreover the effective time in teaching
English toward developing student’s English proficiency take 3 up to 5 years, and
educational English proficiency can take 4 to 7 years (Kenji, 2000). While the
students’ learning time in English class for senior high school is only one meetings in
a week which consists of 90 minutes for each meeting. Therefore, it is better if the
teacher gives additional activities such as English day to increase the students’
proficiency.
Language exposure is very important to improve the students’ proficiency.
While in Indonesia, the students are get less language exposure outside the classroom.
However, one of the good things that SMA Muhammadiyah 5 Yogyakarta has
conducted is English extracurricular activities. Additional lesson time outside the
classroom such as extracurricular is very good to implement, because it is can give
the students opportunity to increase their English outside the formal class. Students
with extra exposure to the language are expected to get better understanding with the
target language. Specifically, with the language exposure expected can give the
students opportunity to do more exposure and extra time in learning English and
improve their English.
27
Conceptual Framework
SMA Muhammadiyah 5 Yogyakarta has been applying KTSP as the
curriculum of the school. The content of curriculum KTSP includes a number of
subject that must be taken in school. Deeper in these contents, the school will have to
conduct intra curricular and extracurricular activities as the mechanical of curriculum.
Intra curricular activities are activities that have been carried out at the time hours.
The activities are in the form of the process of learning and teaching in the classroom.
Curriculum covers the subject that had been determined in school curriculum content.
Meanwhile, school’s curriculum provides an extracurricular activity for the students.
Extracurricular activities is a part of the regular school curriculum, the term of
extracurricular are school activities conducted by students beyond their study hours.
It is important to provide in every school. There are many kinds of extracurricular
activities and SMA
Muhammadiyah 5 Yogyakarta is one of high schools that have already
conducted several extracurricular activities. One of them is English extracurricular
activities which are commonly called as Muma English Club (MEC). Considering the
times spent for formal classes is very limited, the teachers are not sure that English
teaching is enough to make the students understand well. So the teacher gives the
students more time and exposures to learn English through English extracurricular
activities. This research will investigate the students’ perception on students’
perception on how the English extracurricular (MEC) administered at SMA
28
Muhammadiyah 5 Yogyakarta and students’ perception on the problems faced in
implementing the English extracurricular at SMA Muhammadiyah 5 Yogyakarta.
The implementation of English extracurricular activities at SMA
Muhammadiyah 5 Yogyakarta can be seen at Figure 1 below.
Figure 2. Conceptual Framework
Curriculum at SMA Muhammadiyah 5
Yogyakarta
Intra curricular
Extracurricular
Muma English Club
Students’ perception on how the
Students’ perception on the
English extracurricular (MEC) is
problems faced in implementation
administered at SMA
the English extracurricular at SMA
Muhammadiyah 5 Yogyakarta
Muhammadiyah 5 Yogyakarta
?
?
29
Chapter Three
Methodology
This chapter presents the description of the methodology of this study. It
consists of five parts namely design of the study, research setting and participants,
data collection method, and analysis of data.
Design of the study
This research investigated the students’ perception on the implementation of
English extracurricular activities. The researcher expected to find out the answers to
the research question: (a) how is the English extracurricular activity administered at
SMA Muhammadiyah 5 Yogyakarta? (b) What are the problems in the
implementation of the English extracurricular at SMA Muhammadiyah 5
Yogyakarta? According to Creswell (2012), the characteristic of qualitative data
collection is to classify the categories of data that will be addressed in the
researcher’s research questions. It makes the researcher challenged to conduct the
research using qualitative research. Therefore, the use of qualitative research d