STUDENTS’ PERCEPTIONS TOWARDS LECTURERS’ TEACHING METHODS IN TEACHING AND LEARNING PROCESSES AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITASMUHAMMADIYAHYOGYAKARTA BATCH 2012

Students’ Perceptions Towards Lecturers’ Teaching Methods in Teaching and
Learning Processes at English Education Department of
UniversitasMuhammadiyahYogyakarta Batch 2012

A Skripsi
Submitted to the Faculty of Language Education
as a Partial Fulfillment of the Requirements
to Obtain the Degree of
Sarjana Pendidikan

Faradina Indah Kartika
20120540080

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
August 2016

Abstract

Lecturers’ teaching methods play an important role in teaching and learning

process. It is because lecturers’ teaching method gives big influence in the students’
ability. Each lecturer has different characteristics to transfer his or her knowledge to the
students. It depends on their skills and their attitude.Whatever the methods used by the
lecturers in teaching and learning process, the students should grasp the material
successfully to achieve the learning objective. This study aims to investigate the students’
perceptions towards lecturers’ teaching methods in teaching and learning process. This
research used qualitative research methodology, this research took place in EED UMY
with the respondents from students in academic year 2012. To collect the data the
researcher used interview to the six respondents. The researcher also used coding to
analyze the data. The result of this research showed what the lecturers teaching methods
implemented at EED UMY based on EED UMY students’ perceptions and how the
lectuers teaching methods implemented at EED based on EED UMY students’
perceptions. There are six methods in this research include presentation, demonstration,
discussion, drill and practice, role play, and the last is games.
Keywords : perception, teaching method

2
Chapter One
Introduction

Background of the Study
Teaching and learning process is an activity to deliver knowledge from a lecturer
to the students. Lecturers’ is a term used to the teacher at EED of UMY. Students should
pay attention to materials given by the lecturer. Besides that, students should understand
the subjects well.Lecturers plays a significant part in teaching and learning process
because some students might believe they must follow obediently what lecturers’ bring to
class.
Labo- Popoola (2002) stated the following:
“The most important element in the development of an educational programmer is
a teacher, a teacher is a very significant figure in the school environment where he
works and so his attitude to work tends to have significant implications which
cannot be dismissed if academic excellence is to be achieved in our educational
institutions. It is very clear that teachers’ way of thinking and beliefs guide his/her
behavior in decision making in or outside the classroom” (p. 173).

3
There are some factors that can make a good lecturer, namely, lecturer’s attitude,
teaching methods, and his or her classroom management. Every factor mentioned earlier
contributes to build a lecturer’s different characteristics in delivering the knowledge to
students.

It depends on the lecturer’s skill and attitude. This means that the lecturer can
deliver the subject well and students can catch what the lecturer teaches. If the lecturer
cannot deliver the knowledge well, automatically the students will feel confused to accept
materials in the classroom and they do not understand about what the lecturer explains.
A lecturer should give good explanation and respect students in the process of
learning. Some lecturers only teach students to memorize the subject without
understanding it. Students should be flexible to accept the lecturers’ teaching method.
They should accept whatever ways lecturers explain the subject. This is caused by each
lecturer has different methods in teaching. In this study, the researcher find in the
literatures that there are various teaching methods practiced by lecturers in their
teaching. They include presentation method (Jones, 2006), demonstration (Chamberlain
and Kelly, 1981), discussion (Welty, 1989), drill and practice (Snowman and Biehler,
2003), role-play (Tutyandari, 2005), and games (Richard & Amato, 1996).
The lecturers at English Education Department of University Muhammadiyah of
Yogyakarta should apply certain methods in delivering the materials for the students. As
mentioned earlier, having a good method of teaching is one of the characteristics of good
lecturers. In this respect, the researcher is interested in conducting a study on students’

4
perceptions towards lecturers’ teaching methods in teaching and learning process at EED

UMY batch 2012.
Identification of the Problem
Lecturers’ teaching methods have an important role in teaching and learning
process. This is because teaching methods give big influence in the students’ ability.
Each lecturer has different teaching methods. Students need to adapt with the lecturers’
teaching method. This is aimed to give good results in the process of teaching and
learning. This topic should be explained in details to give positive contribution to the
study. That’s why the study about students’ perception toward lecturers’ teaching method
is needed to be carried out in EED UMY.
Limitation of the Problem
In teaching and learning processes, there are so many methods that can be applied
by the lecturers in the classroom. The kinds of the methods are varied, but in this study
the researcher only focuses on six methods based on the researcher’s experience. The
researcher experience from the semester one until eight, there are some teaching method
apply in teaching and lerning process. The six methods include presentation,
demonstration, discussion, drill and practice, role play, and the last is games.

Research Question
Based on the background above, the research questions are formulated as follows:

5
1.

What are the lecturers’ teaching methods implemented at EED UMY based on
EED UMY students’ perceptions ?

2.

How the lecturers’ teaching methods implemented at EED UMY based on EED
UMY students’ perceptions?

The Purposes of the Research
1.

To investigate what the lecturers’ teaching method implemented at EED UMY
based on EED UMY students’ perceptions.

2.

To investigate how lecturer’s teaching method implemented in the teaching and

learning process at EED UMY based on EED UMY students’ perceptions.

Significant of the Research
This study may contribute some significance to several parties including
researchers, lecturers, and students.
Other Researchers.Next researchers can use the findings of the study as the basis
for their study. They can also add information about students’ perception toward
lecturers’ teaching methods in teaching and learning process.
Lecturers.This can be reference for the other lecturers’ to add the new
informarion about the lecturers’ teaching method.
Students.Referring to this study, students can learn about any teaching methods,
having learned many teaching methods, it is most likely that they can understand and
practice them in their teaching activities once the time to teach has come.

6
Outline of the Research
Chapter one presents the description of research. The chapter is arranged as
follow: background, identification of the problem, limitation of the problem, research
question, purpose of the research, significance of the research, and the last is outline of
the research.Chapter two presents literature review, and Conceptual framework.Chapter

three presents methodology of research. The chapter is arranged as follows: research
method, research setting and participants, data collection method, data analysis, and the
last are trustworthiness. Chapter four presents findings and discussions. Chapter five
presents conclusion and recommendations.

7
Chapter Two
Literature Review

In this research, the researcher focuses on the analysis of the students’ perception
towards lecturers’ teaching method in teaching and learning process at EED UMY batch
2012. The literature review of this research explains some important aspects in this
research.
First, this chapter discusses about the definition of perception and the kinds of
perception. Secondly, it provides the definition of lecturers’ teaching method. Thirdly this
chapter discusses about the definition and types of teaching method.
Perception
According to Setiawan (2014), “perception is a result of experience about object,
event, and relation which is obtained through concluding specific information into
meaningful messages” (p. 8). According to Husaini (1978), “perception is an object

which is caught by sense and it is reflected by something in a brain so that the brain can
perceive it” (p. 103). Secondly, according to Ruch (1967), “perception is a process of a
sign from relevant previous experience which is organized to give structural pictures and
meaningful in a certain situation” (p. 300).
From some explanations, perception in this study is an opinion or view about
activity or event which is happened. The perception makes people understand both about
environment and their self. In order to perceive, there should be stimulus.Stimulus comes
from individual because perception is integrated in activities. To some degree when

8
students obtain a same stimulation, they may perceive differently since their thinking
ability is different from one student to another. Consequently, their perception may be
different as well from one to another.
Kinds of perception
Generally, perception is an opinion based on the evaluation purpose to the object
which is verbally expressed, while form of perception is a view based on the appraisal of
the object whenever and wherever. According to Sudarman (2007) there are two forms of
perception namely positive perception and negative perception. First, positive perception
is a view of object which is perceived and tends to accept the received object, because it
is appropriate with their opinion. Second, negative perception is a view of object where

perceived subject tend to refuse the object because it does not relate to their opinion.
Lecturers’ Teaching Method
In this part, the researcher discusses definition of lecturers’ teaching methods and
the next part elaborates the kinds of lecturers’teaching methods. In teaching and
learning processes, lecturers teaching methods are important component to create
successful teaching and learning processes. There are many ways which are used by
lecturers to deliver their knowledge to the students.
Okpala (2006) stated that one of the important media of realizing the educational
objectives is appropriate teaching methods. The teaching method adopted by teachers
may either promote or hinder learning. In consonance, Ebenezer (2009) stated that
teaching strategies used by teachers undoubtedly affect one’s philosophy of teaching.

9
Definition of Lecturers’ Teaching Method
In this part, the researcher discusses about definition of lecturers’ teaching
methods. Afe (2001) argued that lecturers should be aware in the difference of teaching
methods used which are suitable for all students in the classrooms so that the teaching
and learning processes can be full of meaning.
Kinds of Lecturers’ Teaching Method
There are many kinds of lecturers’ teaching methods. At this part, the researcher

discusses the kinds of lecturers’ teaching methods that including presentation,
demonstration, discussion, drill and practice, role play, and games. The methods are
discussed one by one and explained in details.
Presentation. According to Jones (2006) “the effective presentation will teach
you how to prepare quickly, choose the best method to deliver your topic to the audience,
and maintain audience interest at all times’’. Mayer, Heiser, & Loon (2001) They stated
that there is a general agreement that presentation methods are more effective when the
different types of media support one another rather than when superfluous sound or
images are presented for entertainment value which may induce disorientation &
cognitive overload that could interfere with learning rather than enhance learning. Morita
(2000) “presentation is a frequent, highly routinized part of classroom life in higher
education settings” (p.258). Weissberg (1993) In making oral presentations, ESL
students, especially those less fluent in English, tended to restrict the spontaneous
elements in their speeches and speak from their memory of a written text. Morita (2000)
In giving effective oral presentations in English, it is not a simple matter of learning

10
language and following instructions; rather, it is a skill requiring process of complex
sociolinguistics aspects as well as cognitive understandings. Girard & Trapp (2011)
Argued that despite the positive aspects of using presentations in the classroom, some

students may show resistance to do extra work, have fear in public speaking, and display
boredom while sitting through others' presentations if they are not engaged with the
experience. Therefore, such students may have generally negative beliefs about giving
classroom presentations.
Demonstration. According to Chamberlain and Kelly (1981) “demonstrations are
used to show procedures and to explain techniques. Mutasa and Wills (1995) explained
that demonstration method involves teacher showing students how to do something
while they observe. Students’ practice will follow teachers’ demonstration. Chikuni
(2003) also stated that demonstration is where teacher shows how something is done by
doing it.
According to Child (1988), child learns better through imitating. Gwarinda (1993) in
line with Soroka, Hoagland and Mohale (1977) affirmed that demonstration involves
teaching students how specific skill is executed. Petty (2000) This method is
recommended for teaching a skill because it covers necessary steps in the process. Thus,
the demonstration method gives students opportunity to look into details about what is
being taught. McKeachie (1986) These details include necessary background knowledge
and steps or procedures precautions. Some experts stated that demonstration method has
some types, Chikuni (2003) argue that, there are two types of demonstrations, namely
step by step and the whole process of demonstration. Chikuni (2003) In the whole
process of demonstration, the teacher demonstrates full process from the beginning to the

11
end without interrupted by learners. McKeachie (1986) suggests the demonstrations
spot, which is usually done after teacher identifies

problem or

mistake being

made by students. This is done after the procedure has been shown before. Petty (2000)
said that if teacher spots a problem, students will be stopped then teacher will
demonstrate the skill.
Discussion. According to Welty (1989) “discussion method teaching are probably
convinced that improving interactive skills in the classroom will improve your teaching
(p. 197). McKeachie (2002) Discussion, is a mixed form of teaching. In this method,
students give and receive information is often considered the prototypic method and core
components of active teaching and learning. Hadjioan-nou (2007) Classroom discussion
is an active teaching technique because it enables students to explore issues of interest,
opinions, and ideas. However, it also leads to deeper levels of learning because in order
to build on each other’s ideas, the students must first listen and understand the
contributions of others students in order to respond or add to it.
According to Faust and Paulson (1998), “In discussion, students pair off and
respond to a question either in turn or as a pair. This method easily can be
combined with other techniques, such as those discussed under “Questions and
Answers” or the “Critical-Thinking Motivators” discussed above. For example,
after students have responded to a list of true-false statements, they can be asked
to compare their answers with their partner’s and to discuss the statements on
which they differed. In science classes, students can be asked to explain how
some experimental data support a theory that the instructor has just discussed.

12
Generally, this approach works best when students are given explicit directions,
such as tell each other why you chose the answer you did” (p.12).
Drill and Practice. According to Snowman and Biehler (2003) Use of the
method in the classrooms assumes that the learner previously has received some
instruction on the concept, principle, or procedure that is to be practiced. Bartoli (1989).
”Drill and practice, lecturers told, produce rote memorization and dulls creativity, having
to spend long periods of time on repetitive tasks is a sign that learning is not taking place
that this is not productive learning situation” (p.295). The conceptual learning is not
memorization and drill and practice method (Snowman &Biehler, 2003), which
emphasizes on skill acquisition approach. Memorization is the main skill in the audio
lingual methods Brown (2000), but it is synonymous which include other skill such as
drill and practice.
Brown (2000) It is agreed that drill can be practice in various ways to make them
repetitive, such as changing the lecturers pace, changing the ways to choose who is to
repeat or to answer, or the content of the sentence.
Role Play. According to Harmer (1998) ”role play activities are those where
students are asked to imagine that they are in different situation and act accordingly (p.
92).’’ According to Tutyandari (2005) role-play would seem to be the ideal activity in
which students could use their English creatively and it aims to stimulate a conversational
situational in which students might find themselves and give them an opportunity to
practice and develop their communication skill. Livingstone (1983) The role-play
maximizes student activity, relevance of material, interest, and discipline. Aubusson,

13
Fogwill, Barr, &Perkovic (1997) argued that it also provides students with an opportunity
to demonstrate their understanding, to explore their views and to develop deeper
understandings of concepts and theories, in other words, to engage in higher cognitive
processes. According to Driscoll (2005) claimed that role play has been derived from the
idea that knowledge is constructed by learners in their attempt to understand their
experience.
Cutler and Hay (2000) stated that used role play to examine the cultural,
environmental, economic and social implications of a fictitious tourist developmental.
According to Faust and Paulson (1998), “In role playing, students act out a situation or
incident. By doing so, they gain a better understanding of the concepts and theories being
discussed in class. Role-playing exercises can range from thought experiments for
individuals” (p.15).
Games. According to Richard and Amato (1996) “even though games are often
associated with fun, we should not lose sight of their pedagogical values, particularly in
second language teaching”. Fuscard (2001) Games have a special role in building
students’ self-confidence and they can reduce the gap between quicker and slower
learners. Prensky (2001) A game recognized as organized play that gives us enjoyment
and pleasure. Gee (2003) Games present a similar situation through simulation, providing
us the opportunity to think, understand, prepare, and execute actions. Egenfeld-Nielson
(2007) Skills may be easier to transfer outside of games than specific content. However,
content that is transferred outside of games tends to be limited and low level. Schultz
(1998) Another reason why games are often used in language classes is reducing lower

14
students stress in the classroom. In conventional classroom there is a lot of stress put on
students trying to master the target language.
Groves, Warren, & Witscher (1996) argued that Some will scoff at the idea of
playing games in a university setting, but in certain situations there simply is no better
instructional tool. For example, a game that simulates social inequalities and forces
students to “live” at a lower socioeconomic position will dramatize aspects of social and
political reality that cannot be transmitted via lecture.
Conceptual Framework
This part includes content which is appropriate with literature review. There are
some teaching methods that lecturer used in teaching and learning process namely
presentation, demonstration, discussion, drill and practice, role play, and gaming. The
focuses of this study are to find what the teaching methods are applied at EED UMY and
how the teaching methods are implemented by lecturers at EED UMY from the students’
perspectives.

15
Figure of Conceptual Framework

Method Used Based on
Literature Review

Lecturers’

What are the teaching

Teaching Method

methods Implemented at

How are the teaching
methods implemented at

1.
2.
3.
4.

Presentation
Demonstration
Discussion
Drill and
Practice
5. Role Play
6. Games

?

?

16
Chapter Three
Research Methodology
This chapter presents information regarding the research method, the subject of
the research, data collection, and data analysis method.
Research Design
This study is aimed to investigate students’ perception toward lecturer’s teaching
method at EED UMY batch 2012. The researcher applies qualitative research in this
study. The data are gained from in depth interview into the students at English Education
Department. The reason of using interview is researcher has opportunities to dig out the
data from the participants. Luff and Lacey (2009) said that qualitative research is
particularly good at answering the why, what, or how questions. Qualitative data analysis
the mass of words generated by interviews or observational data needs to be described
and summarized.
In the other opinion, Silverman (2001) said that “qualitative research seems to
promise that will avoid or downplay statistical technique and the mechanics of the kinds
of quantitative methods used in, say, survey research or epidemiology. In qualitative,
small numbers and documents may be analysed for a different purpose” (p. 25).
Research Setting and Participants
Research Setting. This study was conducted at English Education Department.
There were three reasons why the researcher chose English Education Department.
Firstly, this is caused by lecturers used various teaching method in the learning process so

17
that students should know various teaching method. Secondly, make the researcher easier
to found the participants. Third, the friendly students to share information and make the
researcher to do this research.
Participant. The participants are EED students class A, B, and C batch 2012. The
participants are 6 persons. The participants know about lecturers’ teaching method and
understand about the ways of lecturer uses to deliver their knowledge to students in the
classroom. And wilingness to become the participants.
Data Collection Method
This study is descriptive qualitative research. The data is collected using
interview. There are some questions in the interview exploring lecturers’ teaching method
applied in the classroom. To collect the data, researcher makes an arrangement with
students for an interview. Then interview will be conducted in Bahasa Indonesiato
minimalize miscommunication. Respondents will be asked for permission to record the
interview. The result of interview will be transcribed.
Data Analysis
The data collected are analyzed using coding.Coding is the process of examining
the raw qualitative data which is in the form of words, phrases, sentences or paragraph
and assigning codes or label. Corbin and Strauss (1990) suggested three stages of coding:
open coding, axial coding, and selective coding. Corbin and Strauss (1990) Stated that
open coding includes comparison of incident with other incidents in terms of similarity

18
and differences, giving conceptual labels to incidents, and grouping those concepts
together into categories.
Firstly, the researcher used open coding. Open coding is a procedure for
developing categories of information.One of the processes of analyzing textual content
is open coding. Open coding includes labeling concepts, defining and developing
categories based on their properties and dimensions. It is used to analyze qualitative data
and part of many qualitative data analysis methodologies like grounded theory. Second,
researcher uses axial coding. Strauss (1987) Axial coding is a procedure for
interconnecting the categories. Corbin and Strauss (1990) Axial coding is a process of
exploring the relationships among categories. In axial coding, researchers relate
categories with the subcategories, test the relationships against data, and test the
hypothesis. Axial coding is a process of reassembling or disaggregating data in a way that
draws attention to the relationship between and within categories. Thirdly, the researcher
selects the data using selective coding. Selective coding is figure out the core variable
that includes all of the data. Then, the researcher revise the transcript and selectively code
any data relates to the core variable you identified. Selective coding refers to the process
by which researchers select one or more core categories intended to generate a story that
connects the categories. Glaser’s (1978) theoretical coding is a process of theorizing the
relationships among substantial codes. Corbin and Strauss (1990) At the end of the
analysis, a theory, a set of theoretical propositions, is generated.

19
Trustworthiness
Member Checking. The researcher used member checking to the EED students.
Member checking is to ensure the validity of the data. The researcher show the transcribe
of interview to the respondent. The data showed to the respondent to prove that
transcribingcorrect without adding any other sentences.
Expert Judgment. To ensure the reliability of the data, the researcher consults to
the expert judgment. The researcher involves the teaching method expert to discuss the
data and also ask for suggestion and critics for this research. In this case, the researcher
discuss with one of the lecturers of EED UMY as the expert.

20

Chapter Four
Findings and Discussions
This chapter reports and discuss some information about students perception
towards lecturers’ teaching method in teaching and learning process at EED UMY batch
2012. The first part of this chapter explain about what are the lecturers’ teaching methods
implemented at EED UMY based on EED UMY students’ perceptions. The second part
of this chapter explain about how the lecturers’ teaching methods implemented at EED
UMY based on EED UMY students’ perceptions.
Lecturers’ teaching method implemented at EED UMY
Based on the data obtained from the interview, there are some teaching methods
which are implanted at EED UMY namely presentation, discussion, games, role play, and
demonstration.
Presentation teaching method. The first teaching method which is used by
lecturers at EED UMY is presentation. There are six students reported that lecturers used
presentation as the teaching method.
“……Then, lecturers also applied presentation as the teaching method, but there
is also lecturers which did not apply method so that they came to the class, giving task,
then go.” (Respondent 1)
“Based on my experience, lecturers used some teaching methods in the class
namely collaborative, problem based learning, contextual learning, role play, jigsaw,
presentation, and discussion.” (Respondent 2)

21
“As I know there are various teaching methods which are used by lecturers at PBI
UMY namely discussion, role play, demonstration, presentation, that is all remembered.”
(Respondent 3)
“There are various teaching methods which are applied at PBI UMY namely
discussion, presentation, demonstration, and so on.” (Respondent 4)
“There are some various teaching methods which are applied by lecturers like
discussion in the class, presentation, role play, and many others teaching methods.”
(Respondent 5)
“As I remembered, there are so many teaching methods applied in the classroom
like presentation, discussion, and also role play.”(Respondent 6)
This can be concluded that some lecturers at EED UMY apply presentation as the
teaching method in the classroom. As Morita (2000) stated that presentation is a frequent,
highly routinized part of classroom life in higher education settings. This means that in
higher education setting, teacher or lecturer used presentation as one of their teaching
methods. That is why lecturers in EED UMY apply presentation as their teaching
method.
Discussion teaching method. The second teaching method applied by lecturers is
discussion teaching method. Discussion teaching method let students both give and
receive information in the classroom (McKeachie, 2002; Stewart, et al., 2010; Whetten &
Clark, 1996). All participants stated the same argument. They reported that besides
presentation, lecturers also apply discussion teaching method in the classroom.
“Actually, there are various teaching methods which are used by lecturers namely
discussion. Almost all lecturers used discussion as the teaching method. Then, lecturers

22
also applied presentation as the teaching method, but there are also lecturers which did
not apply method so that they came to the class, giving task, then go.” (Respondent 1)
“Based on my experience, lecturers used some teaching methods in the
class namely collaborative, problem based learning, contextual learning, role play,
jigsaw, presentation, and discussion.” (Respondent 2)
“As I know there are various teaching methods which are used by lecturers at PBI
UMY namely discussion, role play, demonstration, presentation, that is all remembered.”
(Respondent 3)
Discussion can be one of active teaching methods. This is caused by when
students are in the discussion, they should share what they want to talk about the certain
topic. Besides that, this can lead to the deeper of learning because students should listen
then understand before they respond that topic. This is in line with Hadjioan-nou (2007)
who stated that in order to build on each other’s ideas, the students must first listen and
understand the contributions of others students in order to respond or add to it.
Games teaching method. Different from two previous teaching methods, this
teaching method is only reported by two participants. Fuscard (2001) Games is believed
as the teaching method which can separate the gap between lower and higher students.
“Actually, there are various teaching methods which are used by lecturers namely
discussion. Almost all lecturers used discussion as the teaching method. Then, lecturers
also applied presentation as the teaching method, but there is also lecturers which did not
apply method so that they came to the class, giving task, then go.” (Respondent 1)

23
“Based on my experience, lecturers used some teaching methods in the class
namely collaborative, problem based learning, contextual learning, role play, jigsaw,
presentation, and discussion.” (Respondent 2)
Games can be used to fill in the gap between higher and lower students. This is
accordance with Fuscard (2001) who mentioned that games have a special role in
building students’ self-confidence and they can reduce the gap between quicker and
slower learner. However, what should be thought here is the pedagogical values in
learning. Games are associated with fun that is why lecturers should find the pedagogical
value through games. This is like what Amato (1996) said that games are associated with
learning however teachers cannot lose the pedagogical values in it.
Role play teaching methods.A Role play teaching method is a method where
students should act like or based on the situation. This teaching method is reported by
four participants.
“Based on my experience, lecturers used some teaching methods in the class
namely collaborative, problem based learning, contextual learning, role play, jigsaw,
presentation, and discussion.” (Respondent 2)

“As I know there are various teaching methods which are used by lecturers at PBI
UMY namely discussion, role play, demonstration, presentation, that is all remembered.”
(Respondent 3)
“There are some various teaching methods which are applied by lecturers like
discussion in the class, presentation, role play, and many others teaching methods.”
(Respondent 5)

24
“As I remembered, there are so many teaching methods applied in the classroom
like presentation, discussion, and also role play.” (Respondent 6)
Role play is aimed to increase students’ communication skill. Role play is the
situation where students act like what lecturers said. In EED UMY, this becomes one of
the teaching methods used by lecturer. Tutyandari (2005) stated that this method can be
the ideal teaching method because students speak in the target language so that this can
increase their communication skill.
Demonstration teaching method. This method is mentioned by two participants.
“As I know there are various teaching methods which are used by lecturers at PBI
UMY namely discussion, role play, demonstration, presentation, that is all remembered.”
(Respondent 3)
“There are various teaching methods which are applied at PBI UMY namely
discussion, presentation, demonstration, and so on.” (Respondent 4)
Mutasa and Wills (1995) who stated that demonstration teaching method is the
method where students can see how the teachers do something then they can do that
while observing. In this method, teachers should give example first so that students can
do the same. This method is used by lecturer in order to avoid misperception between
students and lecturer. This is caused by lecturers will give the example first then students
follow the example.
How lecturers teaching methods implemented at EED UMY
The researcher found how these teaching methods are implemented at EED UMY.
Some students reported how these teaching methods are implemented in the classroom.

25
Implementation of presentation. Five of six students reported that presentation
is done by students. One student reported that when students presented the material in the
classroom, there will be problem. That student stated that when presentation is done by
the lecturers, student will get better input.
“If students become presenter, we should think twice to understand and interpret
what they talk. This is caused by some students explain unclear things. This will be
different if the presenter is lecturer. Students will get better input if lecturers explain the
material.”(Respondent 1)
Different from this student, five of six students stated how students do the presentation in
the classroom.
“Presentation method is a method where students are divided into groups, given
material, then discuss it with the group. After that, the group should present discussion
result in front of the class. Presentation can be both in small and large group.”
(Respondent 2)
“Presentation is the method where students should present the material in front of
the class. Usually, students are divided into the groups to discuss. The group can be both
chosen by lecturer and chosen by themselves.” (Respondent 3)
“For the first, lecturers will give the material then students will be divided into the
groups. Each group should discuss about the material given. After that, they should
present the result of the discussion. All the audiences should give attention to the
presenter to catch the materials.” (Respondent 4)
“Presentation is the favorite teaching method for lecturer based on my opinion.
This is caused by almost all lecturers have applied this method. Students should present

26
new material either in group or individually. If students are ready about the material, they
should present it in front of the classroom.”
(Respondent 5)
“Presentation is the method where students are divided into groups, then finding
some information related to the material, and do the presentation.” (Respondent 6)
Based on the interview, this can be concluded that presentation method is the
method which lets students to discuss, find information, and then present it either in front
of the group or in front of the classroom. Students should prepare it well before they do
the presentation. This is in line with Jones (2003) who stated that the effective
presentation will teach you how to prepare quickly, choose the right method, and how to
make audience understand about the material. In other word, students should do some
preparation before they are having presentation.
Implementation of discussion. Discussion can be a part of presentation. This
means that before students are having presentation, they should discuss the material with
their group. All participants are agreed that lecturers applied this kind of teaching
method. They reported that discussion is the teaching method which are used by mostly
lecturers at EED UMY.
“Discussion is good teaching method for me. This is applied by mostly lecturers
here. Students should be forced to speak in small group discussion, however when it is
happened in large group discussion, there will be passive students.” (Respondent 1)
“It is often. Before presentation, students should discuss the material first with the
group.” (Respondent 2)

27
“Almost all lecturers applied this kind of teaching method. For the first, students
will be given new material. Then students will be divided into groups. Each group should
discuss the material then present it in the classroom.” (Respondent 3)
“Almost all lecturers applied his teaching method. The group should discuss the
material given by lecturers either in small or large group.” (Respondent 4)
“Before discuss something, lecturers will divide students into groups. Discussion
teaching method is good for me because we can share ideas then we can get new
knowledge from that. This is not only happened between students and students but also
students and lecturers.” (Respondent 5)
“Almost in all subject lecturers wanted us to discuss something. Before having
discussion, students will be divided into groups.” (Respondent 6)
All participants reported that discussion is the method which is often applied by
the lecturers. This method is really useful. They stated that this method can give us new
knowledge through sharing the ideas. It is in line with (McKeachie, 2002; Stewart, et al.,
2010; Whetten & Clark, 1996) who stated that in this method, students can give and
receive the information through discussion.
Games teaching method. Games teaching method is only mentioned by two
participants. Games relates to funny thing, however this can be good for learning process.
Two students mentioned that game is fun so that they did not bored in the learning
process.
“Students are not only sleepy but also bored in the classroom. Lecturers
anticipated that situation by using games. Game will make students enjoy in learning.”
(Respondent 1)

28
“It depends on the lecturers. If lecturers know the situation well, they will have
some game to make us enjoy in learning. This will be funnier for students.” (Respondent
2)
It can be concluded that game is a funny thing. Students enjoy the class if the
lecturers put some games in the learning process. They reported that when there is a
game, they will not be bored and sleepy. They will enjoy to learn. It is in line with
Prensky (2011) who stated that game is an organized play that give us enjoyment and
pleasure. Learning process today is totally different from past learning process. Today
learning process should be funnier to catch students’ attention.
Implementation of Role Play. Four of six students reported that role play is one
of teaching methods applied in the classroom. Role play is the method where students
should act like the situation determined by the lecturer.
“Role play is applied by one of lecturers as I remembered. This is used for final
exam. Students should make a video. Each student has different role in the video.”
(Respondent 2)
“Based on my opinion, role play method is useful for students’ independency.
Students should be active while lecturers will be only as a facilitator. Students should act
more in the learning process.” (Respondent 3)
“Some lecturers have applied this teaching method. This can be the method where
can build students’ critical thinking. Besides that, students should be more active in the
classroom. Lecturers only give instruction then students should develop the instruction
based on their creativity.” (Respondent 5)

29
“For me, this would be great because we only follow lecturers’ instruction in the
learning process.” Respondent 6)
This can be concluded that through role play method, students will be more
creative. This is caused by lecturers will only give instruction then students will develop
it by themselves. This is in line with Tutyandari (2005) who stated that role-play would
seem the ideal method because students can be more creative. Besides that, students will
be given opportunity to practice their communication skill. In other word, role play will
give opportunity to the students in developing their communication skill both with
lecturers and students.
Implementation of demonstration teaching method. Demonstration teaching
method is the method where lecturers give the example first to the students then students
will follow the example. Two of six students reported that demonstration is used by
lecturer.
“Lecturers explain the material through practice and demonstrate it in front of the
classroom. In the early semester there is computer literacy subject, lecturers practice how
to edit the photo. Lecturers explain and demonstrate the step one by one.” (Respondent 3)
“I know little about the demonstration method. As I remembered, demonstration
method is the method where lecturers explain the material in detail. For the example
lecturers will demonstrate how to turn on the computer then lecturers will explain it from
the early step until the last step.” (Respondent 4)
This can be concluded that demonstration is only used little. This means that not
all lecturers apply this teaching method. Two of six students reported that demonstration
is the method where lecturers explain in detail. This is in line with Chamberlain and

30
Kelly (1981) who stated that demonstration are used to show the procedures or
explaining technique. This means that in this method, lecturers should explain something
in detail.

31
Chapter Five
Conclusion and Recommendations
This chapter presents conclusions and recommendations of this study.
Conclusions here means that researcher summarize the findings of this study. The next
part is about recommendation. Researcher gives recommendation for lecturer, students,
and further researcher.
Conclusion
Based on the findings, there are some teaching methods which are used by
lecturer. There are two mostly used methods applied at EED UMY namely presentation
and discussion. Presentation and discussion are reported by six participants. Presentation
can be said as the mostly used teaching methods because almost all lecturers applied this
method based on the findings. This is also happened for discussion method. This is
because presentation and discussion are related to each other. This means that before
students have presentation in the classroom, they should do the discussion first with the
group. That is why this teaching method can be said as the mostly used teaching method.
The other teaching methods mentioned by participants are game, role-play, and also
demonstration. Game and role play teaching method become the other teaching method
which is used by lecturer to decerase students’ boredom. All participants reported that
they are happy when lecturers do the funny things like game and role-play. This can be
concluded that the implementation of teaching methods can be said as good.
The implementation of these teaching methods can be said good. This is
mentioned by some participants. There is only one participant who stated that she or he
like to listen presentation from the lecturer rather than the students. This is caused by
when lecturers are having presentation they will get more input.

32
Recommendation
Researcher gives some recommendations about this research toward the teaching
method and how the teaching method implemented at EED UMY. Hence, the
recommendation is concerned to the lecturer, students, and further researcher.
For the lecturer. After knowing about how teaching methods implemented at
EED UMY, lecturers can consider appropriate teaching method. Lecturer can consider
the teaching method students’ perception toward the teaching method. This may be used
to find the most appropriate one.
For the students. Students can consider about students’ perception toward
teaching method so that they can adapt to the classroom. This means that they know what
the best teaching method which can improve their skill in English.
For the further researcher. This research can be the references for future
researcher who will conduct similar research like characteristic of class which can use
certain teaching methods. Further researcher should explore more about the best teaching
method for another students.

38

Apendices
SAMPLE
I : Assalamualaikum, sebelumnya
saya ingin meminta bantuan anda
untuk menjadi responden saya untuk
melengkapi pengambilan data skripsi
saya, apakah anda bersedia menjadi
responden saya?
R1 : Wa’alaikum salam, ya saya
bersedia, judul skripsi anda tentang apa?
I :Judulnya yaitu “Students
Perception towards Lecturers’
Teaching Method in Teaching and
Learning Process at EED UMY batch
2012’’. Apakah anda sudah siap di
interview?
R1 : Iya silahkan bisa dimulai…
I : Langsung saja ke pertanyaan
pertama ya, selama anda berkuliah di
PBI UMY ini metode-metode apa saja
sih yang pernah digunakan oleh doen
PBI UMY?
R1 : Sebenarnya metode-metode yang
digunakan itu sangat bervariasi ya
seperti diskusi itu hampir setiap dosen
pernah mengaplikasikan metode
tersebut, presentasi dalam kelas jg
sering diaplikasikan oeh dosen namun
ada juga dosen yang tidak menggunakan
metode, jadi beliau hanya masuk kelas
kemudian memberikan tugas kepada
mahasiswanya.
I : Menurut anda presentasi di
dalam kelas itu seperti apa? Bisa
dijelaskan?
R1 : Menurut saya jika dosen
mengaplikasikan presentasi didalam
kelas maka mahasiswa dituntut untuk
berfikir extra karena jika yang menjadi

OPEN CODING

R1.1 Metode yang pernah
digunakan oleh dosen PBI UMY
seperti diskusi dan presentasi,
namun ada juga dosen yang tidak
menggunakan metode.

R1.2 Jika yang presentasi adalah
mahasiswa, maka audience harus
berfikir extra. Jika dosen yg
presentasi maka mahasiswa akan

presenter itu siswa sendiri kita harus
berfikir dua kali untuk mengartikan apa
yang dijelaskan oleh presenter tersebut,
karena terkadang ada mahasiswa yang
kurang jelas dalam menyampaikan
informasi, jadi kita harus menyaring
setiap kalimat yang mereka jelaskan.
Tetapi jika yang menjadi presenter
adalah dosen, maka mahasiswa akan
mendapatkan input yang bagus dan
mendapatkan banyak
informasi.
I : Pertanyaan selanjutnya, pernah
nggak sih dosen anda menjelaskan
mata kuliah secara runtut dengan
cara mempraktekan di depan
mahasiswa?
R1 : Saya kira beberapa dosen pernah
mengajar mahasiswa dengan cara
seperti ini, dan menurut saya ini sangat
bagus sekali ya karena disamping dosen
itu menyampaikan ilmu siswa juga
dapat menyerap ilmu lebih baik lagi, ya
saya fikir seperti itu.
I : Menurut anda diskusi didalam
kelas itu bagaimana? Bisa dijelaskan?
R1 : Diskusi di dalam kelas itu sering
sekali karena beberapa doen pernah
mengaplikasikanya dan saya rasa ini
bagus banget, misalkan dalam small
group discussion siswa ini akan dituntut
aktif untuk berbicara dan berfikir
disbanding menggunakan large group
discussion karena didalam large group
discussion ada beberapa siswa yang
sangat pasif.
I : Bagaimana cara dosen anda
mengetahui seberapa jauh
pengetehuan yang anda miliki?
R1 : Kalo untuk mengetahui seberapa

mendapatkan input yang bagus.

R1.3 Mahasiswa dapat menyerap
ilmu lebih banyak lagi dengan dosen
menerangkan secara runtut didepan
kelas.

R1.4 Diskusi dalam kelas sangat
bagus karena mahasiswa dituntut
aktif didalam kelompok.

R1.5 Dosen sering mengadakan sesi

jauh pengetahuan mahasiswa dosen
sering memberikan pertanyaanpertanyaan suwaktu berada didalam
kelas, kaya tanya jawab mana yang
mahasiswa kurang paham dan tidak
mengerti, kemudian tidak ketinggalan
dosen memberikan tugas-tugas untuk
mengasah kemampuan mahasiswanya.
I : Bagaimana cara dosen anda
mengintruksian kepada mahasiswa
untuk melakukan proses belajar
mengajar didalam kelas?
R1 : Mungkin intruksinya bisa
bermacam-macam ya, semau dosen itu
sendiri tapi kalau setau saya dosen
memberikan intruksi kepada
mahasiswanya yang menjadi participant,
kaya dosen memainkan sebuah tebak
kata misalkan dosen memberikan
sebuah pertanyaan kemudian participant
ini menjawab pertanyaan yang diberikan
dosen.
I : Bagaimana sih cara dosen anda
mengatasi rasa kebosanan
mahasiswanya didalam kelas? Apa
yang beliau lakukan?
R1 : Mahasiswa tu bukan hanya sering
ngrasa bosen ya,tapi merasa ngantuk
sewaktu didalam kelas juga sering,
untuk mengatasi masalah itu seinget
saya dosen di pbi pernah
mengaplikasikan game, gamenya itu
seperti yang membuat mahasiswa
merasa enjoy didalam kelas.
I : Sekian pertanyaan interview
dari saya, trimakasih atas waktunya..
R1 : Iya sama-sama.

tanya jawab saat pelajaran
berlangsung, setelah itu memberikan
tugas.

R1.6 Intruksi yang diberikab dosen
sangat bervariasi sperti perminan
tebak kata.

R1.7 Dosen menggunakan game
untuk mengatasi mahasiswa yang
bosan dan mengantuk.

SAMPLE
I : Assalamualaikum, sebelumnya
maaf sudah mengganggu waktu
and