STUDENTS’ PERCEPTIONS ON ENGLISH LESSON AT SMK MUHAMMADIYAH GAMPING YOGYAKARTA

STUDENTS’ PERCEPTIONS ON ENGLISH LESSON AT SMK
MUHAMMADIYAH GAMPING YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan

Ardhiyanti Kusuma Wardhani
20120540121

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016

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Students’ Perceptions on English Lesson at SMK Muhammadiyah Gamping
Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan

Ardhiyanti Kusuma Wardhani
20120540121

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016

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Dedication

I dedicate this thesis to my FAMILY, my parents (Mr. Parwoto and Mrs.
Sulastri) and my brother (Ridwan Patria Putra Nugroho) who always love me
unconditionally and support me when I fell down. Thank you so much for always
being my side.

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Motto

)

-

: ‫ )سورة اانشراح‬# ‫ إنَ مع ا ْلع ْسر ي ْس ًرا‬# ‫ فإنَ مع ا ْلع ْسر ي ْس ًرا‬#

Be patient and don’t rush, you’ll arrive when you’re ready;
The one who wins the race is often slow and steady.
(@powerofspeech)

A new day is coming, whether we like it or not; The question
is, will you control it or will it control you.
(Niklaus Mikaelson; The Originals)
\

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Statement of the authenticity

I am a student with the following identity:

Name

: Ardhiyanti Kusuma Wardhani

NIM

: 20120540121

Program Study

: English Education Department

Faculty

: Faculty of Language Education

University

: Universitas Muhammadiyah Yogyakarta

Affirmed that this skripsi entitled “Students’ Perception on English Lesson at
SMK Muhammadiyah Gamping Yogyakarta” was the original result of my work.
This research was written since November 2015 to December 2016. This skripsi
was purely my own idea and did not copy the idea of others. The opinion or
finding in this skripsi was quoted in accordance of standard.
Yogyakarta, 26th December 2016

Ardhiyanti Kusuma Wardhani
NIM. 20120540121

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Acknowledgement
“In the name of Allah, the Most Gracious, the Most Merciful”

All praises to Allah SWT, Lord of the world, for the mercy and blessing
given in finishing the “Skripsi” entitled “Students’ perceptions on English lesson

at SMK Muhammadiyah Gamping Yogyakarta” . Shalawat and salam always
dedicated to the lovely prophet Muhammad SAW, for being constant source of
guidance.
This “Skripsi” is presented to The Faculty of Language Education as
partial fulfillment of the requirements for the degree of S.Pd. in the Department of
English Education. In the completion of this skripsi, it is realized that this skripsi
will not come into existence without any helps, encouragement, criticism, advices,
guidance and also prays from people around me.
Therefore, the gratefulness is dedicated to my Advisor, Mrs. Noor
Qomaria Agustina, S.Pd., M.Hum. for her generous helps and supports especially
in correcting and finishing this “Skripsi”. Gratitude is also expressed to all of my
lecturers in English Department who taught much and contributed their
knowledge during the academic years. Special thanks go to SMK Muhammadiyah
Gamping Yogyakarta, for giving permission to the writer to conduct the research.
My deep appreciation and tender love would be represented to my beloved
parents, who are sacrificed everything for my study until I can finish my skripsi.

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Thank you so much for always giving me infinity supports and always praying the

best for me. Thank you so much for loving me and being the light and spirit of my
life journey. And also special thank to all my friends in the Department of English
Education, especially Celestial 2012, for sharing their knowledge, time and being
good friends.
Finally, the writer confesses that the skripsi writing is still far from being
perfect. Therefore, the writer hopes some suggestions and criticisms from the
readers of this paper for a better in future. This skripsi is hoped will be useful for
those who are interested in academic works.

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Table of Contents

Title Page ……………………………………………………………………….. i
Dedication ……………………………………………………………………… ii
Motto

……………………………………………………………………….. iii

Statement of the Authenticity ………………………………………………… iv

Approval Sheet …………………………………………………………………. v
Acknowledgment ………………………………………………………………. vi
Abstract ……………………………………………………………………….. viii
Table of Contents ……………………………………………………..………. x
List of Appendices ……………………………………………………………. xii
List of Figures ………………………………………………………………… xiii
Chapter One: Introduction …………………………………………………… 1
Background

………………………………………………………………… 1

Identification and Limitation of the Problem

………………………………… 3

…………………………………………………………… 4

Research Question
Purpose of the Study

………………………………………………………… 4
…………………………………………………… 4

Significance of the Study

Chapter Two: Literature Review …………………………………………… 6
Definition of Perception

……………………………………………………… 6

Factor influencing Perception
English Lesson

………………………………………………… 8

……………………………………………………………… 9

The Component of English Lesson …………………………………………… 10

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English and Vocational School
Review Related Studies

……………………………………………… 18

…………………………………………………… 21

Conceptual Framework ……………………………………………………… 23
Chapter Three: Methodology

…………………………………………… 26

Research Design ……………………………………………………………… 26
Research Setting and Participants

…………………………………………… 27

Data Collection Instrument …………………………………………………… 28
Data Collection Procedure …………………………………………………… 29

Data Analysis ………………………………………………………………… 29
Chapter Four: Finding and Discussion

…………………………………… 31

Students’ Perceptions on Teaching Learning Process of English Lesson …… 31
Students’ Perceptions on Material of English Lesson Used in the Classroom … 40
Chapter Five: Conclusion and Recommendations ………………………… 46
Conclusion

………………………………………………………………… 46

Recommendations

…………………………………………………………… 48

References

………………………………………………………………… 50

Appendices

………………………………………………………………… 59

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List of Appendices

Appendix 1. Interview Guideline ……………………………………….….…

58

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List of Figures

Figure1. Factors Influencing Perception (Robbins & Judge, 2013)……………. 8
Figure 2. Conceptual Framework ……………………………………………… 25

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Abstract
In vocational education, English lesson becomes the compulsory subject to
be taught. It is purposed to prepare the students to master language skills, as the
provision to work in the job. However, most of the employments require English
skill mastery both written and spoken. Then, in this study the researcher aimed to
reveal students’ perception on English Lesson. Therefore, the study was
formulated into two research questions; “What are the students’ perceptions on
teaching learning process of English Lesson at Vocational High School (VHS) or
Sekolah Menengah Kejuruan (SMK) Muhammadiyah Gamping” and “What are
the students’ perceptions on the material of English Lesson use in the classroom
to teach English at Vocational High School (VHS) or Sekolah Menengah
Kejuruan (SMK) Muhammadiyah Gamping”.
This study purposed to describe the perceptions of tenth grade students of
SMK Muhammadiyah Gamping Yogyakarta in academic year 2015-2016 towards
English lesson related on teaching learning process and material use. This
research implemented by qualitative research and reported as descriptive
qualitative. The data was collected by using interview, which was then analyzed
through coding process.
The result of data analysis showed the findings to answer the two research
questions. The first finding related to students’ perceptions of English teaching
learning process was found that: students had shown that they were aware on the
purpose of teaching learning process. Then, they have positive (appropriate) and
negative (less-appropriate) perception toward teacher teaching method used.

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Student affected teacher in teaching learning process, because the teacher has
good personality and helpful in understanding material. Lastly, related to learner
performance, there were a group of students who paid attention well and did what
must to do, and another group was the opposite. Besides, the findings related to
the material used in English lesson were showed that: the material used in English
lesson were appropriate and could help them to gain better understanding.
Besides, related to the use of textbook as the source material, it was found that the
book contents are useful, appropriate with their needed, the book helped the
students to understand the English material and might increase students language
skills. And the media used shown that teacher used book and internet.
Key words: Students’ perception, English lesson, vocational school

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Chapter One
Introduction
The researcher presents several points related to the main problems of this
research. This chapter discusses the background of the study, identification of the
study and limitation of the study, research question, purpose of the study and
significance of the study.
Background

A vocational school or vocational education is a kind of school that is
expected the students to master certain expertise, and it is designed to prepare the
students for being ready to work after graduating. According to Indonesian Law
No. 20/2003 on the System of National Education, vocational education is an
education that prepares the students for being ready to work as their expertise after
graduating. Thus, the vocational education is designed to enable the students to
directly do the practical activities dealing with the learners’ course. Vocational
schools in Indonesia are recognized as Sekolah Menengah Kejuruan (SMK). SMK
Muhammadiyah Gamping is one of the vocational schools in Indonesia. The SMK
provides the students some study programs to master certain skills. The provided
programs are fashion design, automotive, and mechanical engineering classes.

Based on the Regulation of Ministry of Education and Culture number 70
(2013), English is one of the required learning subjects to prepare students for
facing the challenges in the international competition. Mastering English brings

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many advantages to the students and will assist them to job easily. At SMK
Muhammadiyah Gamping, English becomes an important subject to be taught
because most of the companies require both written and spoken English skills.

However, Bas and Gezegin (2015) stated that within the learning
environment every learner holds several perspectives including different
impressions, manners, and outlooks. At English class, each student has different
English proficiency level on understanding the materials so that they also have
different outcomes. Indeed, teachers sometimes find that some students are
interested in English learning but the other students seem uninterested.
Students’ perceptions on English learning may support or hinder the
process. As stated by Konings, Gruwel and Merrienboer (2005) that student
perceptions are used as the means of examining the learning impacts. Then, to
fulfill the learning process effectively, an English teacher should know students’
various individual perceptions on the English subject at vocational school. It aims
at seeking the deficiency in English learning process in order that the teacher
could improve teaching methods.
Hutchinson and Waters as cited in Ayuningtyas (2015) stated that any
subject should be built based on an observation on learners’ needs. In order the
language learning process could be engaged effectively, students’ perceptions
should be used to identify students’ problems and interests. Then, the teacher
should know what students need to develop their English learning awareness.
Based on some afore mentioned reasons and descriptions, the researcher proposed

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a study of students’ perception at SMK Muhammadiyah Gamping batch
2015/2016 of grade X on English lesson.

Identification and Limitation of the Problem
Based on the researcher’s observation during her teaching practice at SMK
Muhammadiyah Gamping, she found out that only 6 to 10 of 25 students at a class
attended the English class. Then, the researcher had a question about what the
problems that caused this case were. The researcher was interested in widely
exploring English lesson at SMK Muhammadiyah Gamping related to the learning
process and the materials so that she determined to research students’ perceptions
in this school on English teaching learning process and the materials that they
used. This study was expected to reveal students’ feelings and opinion son
English lesson whether or not it was difficult and interesting. Besides, this study
also aimed at revealing the problems and creating the teaching learning process
more effectively in the future.
In doing this research, the researcher limited the research problem by
analyzing students’ perceptions on English lesson at SMK Muhammadiyah
Gamping grade X. The limitation of the problem on English lesson included the
teaching learning process and the material used. This limitation was based on the
problems that the researcher found in the school. Meanwhile, the limitation of
selecting grade Xto be examined was based on the recommendation from an
English teacher at the SMK. The limitation also aimed at easing the researcher in
doing the research.

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Robbins and Judge (2013) stated that in the perceptions there are three
factors, namely factor of target, situation and perceiver. This study concerned with
the perceptions on the factor of perceiver towards the learning process and
materials of English Lesson. In this study, the students’ perception was based on
the attitudes, motive, interest, experience, and expectation. Besides, the researcher
also tried to investigate whether or not the students had problems and interests in
English learning process and materials.

Research Questions

Based on the background above, the research questions were formulated as
follows:

1.

What are the students’ perceptions on teaching learning process of English
Lesson at SMK Muhammadiyah Gamping?

2.

What are the students’ perceptions on the materials of English Lesson used
in the classroom at SMK Muhammadiyah Gamping?

Purposes of the Study
1. The researcher attempted to know students’ perceptions on English lesson
related to teaching learning process at SMK Muhammadiyah Gamping.
2. This study aimed at revealing students’ perceptions on the materials of
English lesson used at SMK Muhammadiyah Gamping.

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Significance of the Study
The research findings of students’ perceptions on English lesson give t
benefits to the students, the teachers and the researchers.
The students. For the students of SMK Muhammadiyah Gamping, the
research findings are expected to be able to represent their opinions or suggestions
for English Lesson. Further, the students are expected to be able to share their
needs and opinions on English lesson with their teachers. Then, the result of this
study hopefully can help them to have better English learning in the future.
The teachers. This study hopefully can help English teachers to know
what problems may appear as the obstacles at English learning process and
materials. The teachers can use the research findings as guidance in English
learning process. The teachers can also create good communication with students
or share one another since it is one of the keys of success in teaching and learning
process. Furthermore, the English teachers could find the failure of the materials
used and improve the lesson.
The researcher. The findings of this study can be guidance for the
researcher as the candidate of a future teacher since the data provide new
knowledge of some problems that may appear in English teaching and learning
process. Besides, the result of this study can be used by the researcher as the
measurement of English teaching and learning process and materials used in the
future.

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Chapter Two
Literature Review
This chapter discussed about some literature related some information to
support study investigation. The discussion in this chapter was presented as
Literature Review, Review of Related Studies and Conceptual Framework.
Definition of Perception
In daily activities, people might express their manner and action related to
what their perceived from the environment. Zadeh, Wang and Kubica (2010)
mentioned that “perception deals with some psychological processes that are
required to organize, interpret and give meaning to the output of sense organs”
(p.519). It means that perception is some of the psychological processes in the
accessing the information from the source, and delivers it to the brain to establish
the response of sense.
Basically, people perception obtained from what they see, hear, and feel
from the object in the environment. Robbins and Judge (2013) in their book about
Organizational Behavior defined that “perception is a process by which
individuals organize and interpret their sensory impressions in order to give
meaning to their environment” (p.166). In that, Rakhmat (2007) in Psikologi
Komunikasi also stated that perception is experience about some object,
phenomenon or something which is gained by gathering the information and
expressing the result. Then, perception is a feedback to the environment related to
what people get from the environment by expressing it in various expressions.

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People perception about something is might affecting their behavior to the
environment, regarding how the environment gives perceptual about them. In this,
Carl Rogers in Rakhmat (2007) stated that an individual acts in the environment
according to the perception about her/him and individual reacts related to the
reality and appropriate as perceived and conceived. Besides, Sternberg and
Sternberg (2012) also said that “the environment supplies us with all the
information we need for perception” (p.97). Thus, people perception comes from
what happening in the environment and it will affect their feeling and thinking.
Therefore, in this study students’ perception was needed as the source of
information. Their perception was revealed to understand about their opinion,
feeling and thinking, because it was possible that each of students might have
different perceptions.
Thus, a group of students may be having found same experience, but, each
one has different understanding, assumption and response on it. Such as von
Müller (1982) in Rahman and Sommer (2008) said “One only sees what one
already knows and understands” (p.1061&1063). In other words, to take the
perceptual more accurately, it was used more than one source of information from
students’ perception.
Based on the definitions stated by some scientists above, it was concluded
that perception is the process of judgment about something and the outcome result
may influence the way of someone feeling and thinking. In this study the
researcher concerned to reveal students’ perception related to some factors that
will be discussing below.

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Factors Influencing Perception

Factors in the
perceiver:
• Attitudes
• Motives
• Interests
• Experience
•Expectations

Factors in the target:
• Novelty
• Motion
• Sounds
• Size
• Background
• Proximity
• Similarity

Factors in the
situation:
• Time
• Work setting
• Social setting

Perception

Figure1. Factors Influencing Perception (Robbins & Judge, 2013)
According to Robbins and Judge (2013) the factors may be influencing
perception is including three areas; factors in the perceiver, factors in the target,
and factors in the situation. From these three areas, each of it’s have the scopes.
First, the factors in the perceiver there are Attitudes, Motives, Interests,
Experience, and Expectations. Second, Factors in the target that encompasses
Novelty, Motion, Sounds, Size, Background, Proximity, and Similarity. The last is
the scope of Factors in the situation which includes: Time, Work setting, and
Social setting. By knowing the factors, it eases the researcher to investigate

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students’ perceptions on English Learning and the researcher can research her
study about students’ perception deeply.
In other words, there are many factors that may influences students
perception. From three factors of perception the researcher did the study from the
factors in the perceiver attitude. Which mean this study of perception was related
on students’ attitudes, motives, interests, experience, and expectations. In the
factor of attitudes are including students’ perception regarding to their component
of emotion, performance and action. Motives might be relevant with the reason or
desire that causing perception. Then, the interests was related to the curiosity or
an affection that effecting the perception. While, experiences and expectations
were correlating with their response, opinion and feeling that create their
perceptions. In addition, these terminations were based on the researcher needs
and enable scope to do the investigation about students’ perception.
English Lesson in Indonesian School
In Indonesia, the students are taught English lesson starting from the
elementary school, junior and senior high school until university. It was shown
that how “English has become increasingly important as a first foreign language
in Indonesia” (Mattarima & Hamdan, 2011, p.101). English lesson in SMK is
categorized as compulsory subject in group A (Ministry of Education and Culture
Regulation number 70, 2013). Thus, English lesson based on Indonesian Ministry
of Education and Culture (Ministerial Decree number 60, 2014) is categorized as
the curricular program that intended to develop students’ attitude, knowledge and

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skills competences, and to reinforce students’ capability of the existences in the
community of national and international.
The Component of English Lesson
English lesson provides the teaching learning process and the material
used in the classroom. These two components are sustaining each other. It means
that the successful of English lesson result depending on teaching learning process
and the material used in the classroom.
Teaching learning process. In delivering process of EFL there are some
components that may influence the English Lesson. According to Riyana (2003),
the components of teaching learning process are including curriculum, method,
teacher and learner.
Curriculum. In the process of Language teaching learning an English
teacher follows some obligations from the government which is named as
curriculum. Related to Hass (1987) in Altaieb (2013) argued that a curriculum is a
planning to arrange the past and present professional practice, that including the
experiences of learners have in an education course, and it is purposed for gaining
the extensive goals and particular objectives. “It means that curriculum consists of
several branches that related to the goals, methods and outcomes of teaching
learning process” (Levefer, 2009, p.110).
Besides, “the attained curriculum, however, is what students have learned,
their experiences and attitudes about learning” (Levefer, 2009, p.110). Then,
curriculum is made to provide some educational management in teaching learning
activities in order teacher and student can perform their roles as effective as

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possible. Therefore, English has some significant roles. According to Focho
(2010) in his study about Student perceptions of English as developmental tool in
Cameroon, there are four roles of English:
Academic success. English used as a tool to support student in English
Learning competence skill program to master the four basic of language skill into
expert level. According to Richard (2015) argued that students use English to
achieve their international appearances, and it is purposed to gain higher
education through English. In addition, the role of English Lesson for students,
especially VHS students is expected as the basic of personal academic
development to support them to reach higher education in the future.
International job opportunities. For improving students’ work career
development in the future, English Lesson has important role on it. However,
today, most of companies require the rookies of employee have mastering
English. According to Surjono and Susila (2013), they stated that student should
mastering English skills to face the competition of work in the international
employment which requires high personal quality and ability of English. It means
that if the students have mastering their expertise together with English skills it
will ease them to reach their work career success in the future.
International communication. Since English is spreading as international
language, most of foreign visit the across country. In pursuance of Richard (2015),
said that English interpreter is provided for the visitors of tourism in the foreign
country, and generally English knowledge is prepared by the international traveler
before going abroad. It means that English become widely taught and used around

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the world, because many people realize that they need to know and to learn about
English especially for communication across the countries.
Global education. English is international language that used as the global
education, and it is purposed to raise people intercultural or global understanding.
Such as Trimnell (2005) in Tochon (2009) stated that English has cross-cultural
capability to establish trust and understanding. It means that English used as
global education to develop students’ global understanding in order they can build
up trust between global relationships in the future. Beside, English has the role to
prepare student to do international trade, such as having economic partnership,
diplomacy, promote peace and some international activities.
Method. Method is a tool to help teacher and student to have good result
in pedagogical activities. Adediwura and Tayo (2007) in Etuk, Afangideh and
Uya (2013) mentioned that methods in an applying design in teaching/learning
process for making clear the matter. Then, it is facilitating teacher and student to
have an effective result at the end of pedagogical activities. Thus, teachers
facilitate the students to teach them how they could learn the best by themselves
and guide the students to have the best learning strategies for their learning
process (Chang, 2010). Then, “students should consider what kind of methods
they felt they learn most from” (Hadjerrouit, 2015, p.204). Moreover, teaching
method used might influence students’ interest in teaching learning process. Nunn
(1996) in Varda, Retrum and Kuenzi (2012) argued that students participation
could affected by teaching method used in the classroom and students learning
outcome as well.

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Besides, Umoren (2001) in Etuk, et al. (2013) suggested that the method
used by teacher in teaching learning process is influencing teacher capability in
delivering knowledge. Moreover, related to the effectiveness of teaching method
used, Imsen (2009) in Hadjerrouit (2015) explained that the justifying on whether
or not the teaching method good is not easy to measure, because it affected by
many factors, such as teachers’ standard evaluation, learning methods applied,
students’ characteristics, tools, society, environment, and culture. However,
Ogden (2004) in Hadjerrouit (2015) also stated that teaching methods should be
custom with the material taught, context, the characteristics, interest or need of
teacher and students. Furthermore, if teaching method used is focused by the
teacher only on sharing and transmission knowledge, he/she might arrange to
maximize the delivering material and minimize time and effort. As a result, both
interest and understanding of students may get lost (Ganyaupfu,2013).
Teacher. In education world, teacher is the most important profession that
used to determine whether or not the education success. Senge (2000) in Zombwe
(2009) mentioned that teacher is the professional in supplying knowledge, skills
and values to the learners for preparing them to face the challenges and sustaining
them to associate well in the society. It means that teacher is a person who has
mastering the knowledge, skills and values through educating, training and
enhancing her/his personal quality. Teacher has the roles as the deliverer, the
adviser, the developer and the manager in teaching learning activities.
A teacher has some duties that should doing by her/him. According to
Zombwe (2009) some responsibilities of teacher are as the resource of knowledge,

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facilitator, maintain the discipline, creative researcher, role model in good
behavior, mentor and an evaluator. It is important for each teacher to know her/his
responsibilities, because a teacher will be more encouraging and motivating if
she/he knows what are their duties in teaching learning process.
Wilson and Peterson (2006), stated that teachers consider the learning
goals, the subject matter, and select pedagogical strategies for the student in
learning. It means that the teacher has the role as the teaching subject, who thinks
over the goals, the pedagogical strategies and delivers the subject material. And
the students as the learning subject as the receiver and the measurement of
teaching learning goals success.
In teaching process, the teacher becomes the source of knowledge, the
deliverer of the material and the facilitator in the classroom. According to Ball
and Forzani (2009) the work of teaching includes planning, maintaining, creating
explaining, assessing, giving a solution and evaluating. It means that teacher has
to plan and maintain the material, learning activity and prepare it as good as
possible. Teacher also might create opportunities for students to learn and express
their opinion in order to create their critically thinking. Beside, in teaching,
teacher also has a duty to explain the material and has the mission to assess
student understanding about the explained material. The last, teacher should give
the solution or feedbacks on students assessing result, and evaluate what the
missing point and what should be increase from teaching learning process.
Learner. Learner also known as student is the term to name the perceiver
of knowledge who attends pedagogical program in the school or classroom. It has

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the most important role in the learning process, such as the measurement to
determine whether or not the lesson goal successfully done. According to Kolb (as
cited in Felder &Brent, 2005), he stated that there are four characters of students;
extraverts or introverts, sensors or intuitors, thinkers or feeler, and judger or
perceiver. In that, there are several characters of students that might found by the
teacher in the class. They have different way for receiving, understanding and
expressing their learning style, but, each of students have the same destination that
to learn the knowledge and to perform their expertise skills both hard and soft
skills. However, “learner differences as resources to be used, not obstacles to be
confronted” (Wilson &Peterson, 2006, p.2).
Marton and Booth (1997) in Fry, Ketteridge and Marshall (2009)
mentioned that “learning is about how we perceive and understand the world,
about making meaning” (p.8). Then, in the learning process students as learner
have the role as the acquirer of material, and by learning process students will be
automatically increasing from passive to be active. Such as Wilson and Peterson
(2006) in their study research stated, “Learning as a process of active engagement”
(p.2). Besides, Bransford, Brown, and Cocking (as cited in Wilson & Peterson,
2006) also argued “the mind changes through use; that is, learning changes the
structure of the brain” (p.3). Since, in teaching learning process the students learn
and receive about what, why and how the knowledge created, and their mind will
automatically engage from passive to be active. Based on Pedagogy and Practice:
Teaching and Learning in Secondary Schools (2004) learners roles are organizing
their learning activity, solving their learning problem, realizing when they need to

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ask help and questions, reading and gathering information, taking a note, sharing
ideas one another, evaluating their work and planning what to do.
Besides that, in teaching learning process students not only learn about
knowledge, but also about the interaction and attitude in and out of the classroom.
Such as Elias (2011) said that in the process of learning learners could associate
with the teachers, the lesson material and with one another. It means in English
Lesson the learners are also learning about behavior, attitude and values to interact
with the teacher, environment or each other in the form of formal contexts. In
order they can use it as the provision to be practice in the community.
English materials. In the classroom, the materials of the lesson are used
as the central ideas and the main concept of the knowledge of teaching learning
process. The chosen of English materials should have the benefit for improving
student language skill both written and spoken. And it should be design to give
the student opportunity to express the input of English material as daily
communication use.
Material used. The English teacher usually uses the handbook or textbook
as the guide to engage the teaching learning process. Teachers use textbook as the
main matter because of textbook supplied advantages (Diniah, 2013). While,
related to the advantage of textbook, it is arranged to develop students’ language
skills and it is provided as text-based learning in the form oral and written context,
and English language is settled as the main communication (Ministry of
Education and Culture, 2014). Thus, Harmer (2007) as cited in Diniah (2013)
mentioned that the textbook used in teaching learning process might give benefit

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for both teachers and students. Furthermore, the textbook should include the clear
explanation in order to help student for understanding the new material, such as
adding the illustration picture and the list of the new vocabularies. In order the
student might get easier to understand the material and their actively and critically
thinking will be automatically increasing. Such as Kitao and Kitao (1997)
mentioned that English material content should be useful, meaningful and
interesting for students. Howard and Major (2004) stated that the appropriate
material should be contextualized, stimulate interaction, encourage learner to
develop learning skills and strategies, offer opportunities for intergrated language
use, attractive, have appropriate instruction and flexible.
Material source. The use of English material could be from some sources
that are compatible with the need of student cognitive and proficiency level. It
should relevant with student age, grade, and what students need to learn in their
level. Crandall (as cited in Richard, 2013) stated that language lesson include the
use of authentic and adapted materials that are compatible with the
comprehension and language capability level of the learner, and accessible
through the activities. The design of English textbook materials should be
interesting for the learners, so that, they can enjoy the process of teaching learning
in during the lesson. Then, the material content also should be useful, such as can
supporting and increasing the student to learn English.
Media. In delivering material process, the teacher also might uses the
media such as video, audio, newspaper, magazine and some learning material.
According to Sudiran (2015) said that “both manual and electronic media are very

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important to help students gain the learning experience” (p.685). Related to the
learning media Surjono and Susila (2013) also stated that English learning media
should include the example and model of English material and it can be in the
form of audio, video, text and animation. Thus, the media for delivering material
also should accessible through the teaching learning process, especially if the
material is taken from internet, magazine, YouTube, etc. The teacher should
prepare the material as good as possible before doing the activities if she/he wants
to give the material from the adapted source. Through the media used in English
lesson, the material could be presented clearly, adding students interest, giving
them experiences as a reality and they could understand the materials easily
(Sudiran, 2015).
In conclusion, the design of English material used should be create as
beneficially for the both teacher and students. The material should be appropriate
with the culture and current Standard English. The material should be made as
interesting as possible, meaningful and useful for increasing student interest. The
last, language material can be adapted from other source such as internet,
television, magazine and some other source which relevant with the lesson.
English and Vocational School
Vocational School has the aims to prepare learners competencies by using
practical activities, which is the learners directly participate the material in the
field based on their occupation. In order to fulfill the performance in international
standard, English subject is chosen as one of the main subject for vocational

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school learning material. Therefore, English has important role for Vocational
School students to increase their career development in the future.
Definition of Vocational School. Vocational school is a school that
concerns the learners for mastering their skills related to their term. Based on the
Indonesian Constitution number 2 (1989) about Indonesian Education System,
vocational school is an education that promotes the students for ready to work
after graduated related to students’ expertise terms. The definition of vocational
school was revealed more specific in Indonesian Goverment Regulation number
29 (1990), it was mentioned that vocational high school is an education that
concerns to develop students’ expertise skills. Besides, Lucas, Spencer and
Claxton (2012) said that “vocational education is about enabling people to learn
how to do things to a standard set by experts from the occupation into which they
are progressing” (p.37). It means that the learning outcomes of vocational school
are the students can mastery their expertise and increase their learning skills well.
According to Lévesque and Hudson (2003), they mentioned that
Vocational High School education encompasses three sub curricula. First, specific
labor market preparation or occupational education consists of courses that teach
skills and knowledge required in a particular occupation or set of related
occupations. Second, general labor market preparation, includes the general
employment skills such as basic typewriting or keyboarding, introductory
technology, career preparation and general work experience courses. The last,
Family and consumer sciences education, consists of courses intended to prepare
students for family and consumer roles outside of the paid labor market.

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Ideally, vocational school education is divided into some terms; it is
expected to have a certain quality graduated. Related to this statement, Smith (as
cited in Lucas, et.all., 2012) argued that the important outcome of vocational
education are to have the experience of internship and to develop of awareness to
learn for increasing the expertise ability. It means in the process of material giving,
vocational student are trained to work in the employment directly. It is hopefully
that the fresh graduated students of vocational school prepared to work in job.
In addition, SMK or Vocational School in Indonesia concerns to teach the
students for mastering the technique skill and prepare the students for ready to
work. As Triyono (2015) said that, “vocational education in Indonesia is an
education that promotes mastery of skills in certain skills that graduates are
prepared to work in jobs” (p.54). It means that Vocational School or SMK in
Indonesia is designed the learning to improve students technique and work skill
and purposed to have professional graduated students.
English for Vocational school. English is one of the compulsory subjects
in Indonesian Vocational High School (VHS) or Sekolah Menengah Kejuruan
(SMK). In Curriculum 2013 the English Lesson material is provided by the
government to create students attitude and language skills of English as L2, and it
is also designed to increase students’ ability in English. Ministry of Education
(2014) stated that the aims of English Lesson for SMK are to develop students’
attitudes, knowledge, and communicative skills using active communication both
receptive and productive.

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Therefore, related to the curriculum 2013 (The Regulation of Ministry of
Education and Culture number 70, 2013) English lesson in SMK is intended twice
a week and it is engaged forty-five minutes for each meeting. Thus, in each
semester there are approximately thirty-six meetings for English lesson. Besides,
the learning subject in SMK is including two parts, there are; compulsory subject
(nine lessons) and vocational subject (one lesson). In the curriculum system of
SMK, the students are applied to choose their own vocational subject that
compatible with their interest. Moreover, the chosen subject system by students is
the special right for students of SMK or vocational school.
On the other hand, Rini (2014) mentioned that since both teacher and
students are occupied by the goal of passing national examination, the curriculum
replacement did not obtain much distinction in real practice teaching and learning.
It means that English Lesson that actually intended to enhance students’ English
language mastery for their education necessary, only used as the material to pass
National Exam. It was caused the English material that was taught, did not have
the influence in their mind after graduated, and some of students necessary should
take some course of English to develop their career needed.
Review of Related Studies
This research was conducted to reveal students’ perceptions on English
lesson at SMK Muhammadiyah Gamping. The research of perception focused on
students’ perception on English lesson at SMK or VHS that revealed to
investigate students’ need, opinion, feel and think about English Lesson. The
review of related study might not solid about students’ perception on English

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Lesson but the researcher purposed to reveal a few examples from the studies
related to students’ perceptions on learning second language.
Bas and Gezegin (2015) investigated students’ metaphorical perceptions of
English learning process. Their study aimed to investigate the underlying
conceptualizations of a group of first-year students in an EFL setting in regard to
their language learning process. The metaphors found might be categorized in ten
different groups: task, journey, period of life, progress, competition, enjoyable
activity, torture, unending process, engraving process, and nurturing process. The
results of the study indicated that students considered language learning to be an
effortful and continuous process which requires support. The findings of the
study could be applied in language classrooms to gain better understand on how
students viewing of language learning, and to tried new ways to change their
negative attitudes.
Ustunel and Samur (2010) in their study investigated about examining the
relationship between two year vocational school students’ beliefs about language
learning and their academic success. The study aimed to examine the relationship
between one year prep school students’ beliefs about language learning and some
variables such as gender roles, high school attended, department enrolled,
compulsory prep school taken, and academic success. The data have been
collected by Beliefs from 248 students about Language Learning, questionnaire,
who attended Sitki Koçman Foreign Language School at Mugla University in
Turkey; batch 2007-2008.SPSS 14 is used for data analysis. The results of this
study show that there is no significant difference in students’ beliefs about

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language learning according to gender, high school and success variables while
there are significant differences according to compulsory prep school and
department.
Sary (2015), revealed her study about students’ perception of English
learning difficulties and strategies. Her study aimed to know students perception
of the difficulties they encounter in learning English as a foreign language, also
the reasons underlying these difficulties, and strategies they use in accomplishing
their linguistic tasks. Two questionnaires used to distribute 45 new students of
international ICT business class, Telkom University Bandung Indonesia. The
results showed that the 98% of respondents said that they have problem in English
especially grammar. It was due to their lack of knowledge of the English linguistic
rules, and they made use of various strategies; social and affective strategies
mainly.
Conceptual Framework
As discussed above, English lesson at SMK or vocational school presented
many important roles. However, in fact English lesson is still become a problem
for some school in Indonesia. In the study observation of English lesson at SMK
there were two groups of student; interest and less interest. Some of students of
might be perceived that English lesson is interesting lesson to learn, but there
were also students that perceived it as difficult lesson to acquire. That was why
some students are seemed not really interest to do English lesson activity.
Therefore, the benefit of English had not spreading yet to the students, especially
at SMK Muhammadiyah Gamping. Most of the learners only got little benefit

24

from this language lesson. This case made the teaching learning process less
effective and the material delivered become less advantage.
In fact, English teaching and learning process could not be separated with
the material use in the class. The good material chosen and preparation could
create interested teaching learning process. Such as Kitao and Kitao (1997) good
material should be useful, meaningful and interesting for students. The good
material designed in the classroom able to support the teaching learning process
being more effectively. Then the researcher expected to know whether or not it is
relevant with student perception and whether or not student interest related to it.
The study perception on teaching learning process was related to the
teacher and learner duties. Ball and Forzani (2009) mentioned teacher as the
source of knowledge, deliverer material and facilitator, while student as the
receiver, active participant, understanding and expressing (Booth as cited in Fry
et.al, 2009). These two aspects point were expected to reveal student perception
whether or not the activities in the classroom influence their
interested/uninterested based on student perception.
In this study, the researcher investigated student perception on English
lesson. The study of English lesson was related to student perceptual on teaching
learning process and material use. This chapter presented some theoretical
framework which revealed to support the answer of the research questions answer
about students perception on teaching learning process and material use of
English lesson at SMK Muhammadiyah Gamping Yogyakarta.

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English lesson

Teaching learning process

Material

-Curriculum
-Method
-Teacher
-Learner

-Material use
-Material source
-Media

Student perception

Figure 2. Conceptual Framework

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Chapter Three
Methodology

This chapter discusses the methodology of this research. This chapter the
researcher presents the research design, research setting and participants, data
collection instrument, data collection procedure, and data analysis.

Research Design

This research aims at seeking students’ perceptions on English lesson at
SMK Muhammadiyah Gamping, so that the research participants were required to
reveal their opinions about English