The press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other
managers or from superior Gibson et al, 1985:67. People will attend to work quickly when they do not have much time. People become careless in doing
something. They make decisions about certain thing without further understanding or perception toward the problem.
5 Need Perception is significantly influenced by needs and desires Gibson et al,
1985:67. People will do everything that they want to do. 6 Emotion
Emotion can influence someone in forming perception. Perception formed through experiencing a particular thing can influence the perception which will be
formed in the future. The forming of perception can influence someone’s motivation in doing something.
b. Perception on Learning
Marton, Dall’Alba, Beaty 1993 stated that perception on learning deals with belief and concept. It means that perception on learning always deals with
belief and concept about knowledge, which plays as stimuli from environment.
2. Implementation CBC in Junior High School
According to Pedoman Khusus Pengembangan Sistem Penilaian Berbasis Kompetensi
2004, English subject has different characteristics from other subjects. English subject is taught using Competence Based Curriculum CBC
which emphasizes the activities on communication activities. It means that the
teaching learning activities are not merely learning vocabulary and grammar. In spite of this, it does not mean that in CBC vocabulary and grammar are neglected.
They are still important; however, they are not emphasized. A person will not be able to communicate well if his or her grammar and vocabulary are poor.
The standard competence of English subject in the first grade of Junior High School is students are able to communicate in oral and written form using
appropriate terms fluently and accurately in international discourse andor short monologue especially narrative, descriptive, and simple recount.
Based on Curriculum Based-Competence, there are four skills in English subject. The first skill is listening; the basic competence of listening skill is to
understand transactional and interpersonal discourse self-introduction, teacher’s instructions, and spontaneous responses in the forms of descriptive, narrative,
and recount. The indicators of listening skill are responding transactional discourse correctly, understanding monolog, responding teacher’s instructions and
doing dictation which fulfill minimum requirement. The second skill in English subject is speaking skill. In speaking skill,
expressing meaning in transactional discourse and oral monolog, especially in form of narrative, recount, and simple descriptive discourse is required basic
competence. The indicators of speaking skill are practicing conversations orally, describing things, people, or places and doing monolog.
Understanding expressions and steps of rhetorical development in written texts which are in form of narrative, descriptive, and recount is the basic
competence of the third skill of English subject based on Curriculum Based-
Competence, which is reading skill. The indicators of reading skill are identifying main ideas, supporting details, factual information, and rhetorical steps.
The fourth skill is writing skill, the basic competence of writing skill is expressing expressions in appropriate rhetorical development steps in written from
which type is narrative, recount, and descriptive. The indicators are writing simple functional sentences, writing short messages or announcements, producing
narratives, descriptives and recount texts. Listening activities are usually done in groups or individually, speaking
usually done in pairs, reading is usually done individually, and writing is usually done individually.
Evaluations in CBC must be done comprehensively and continuously. A comprehensive evaluation is an evaluation which all basic competencies must be
mastered by students. Moreover, the evaluation must be done continuously during teaching learning process, not only at the end of teaching learning process. This
theory helps the writer to identify English teaching learning activities implementation applied in the target school and some possible solutions that must
be applied if the implementation of English teaching learning activities is different from the implementation regulated by the curriculum.
3. Experiential Learning Theory
