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4.2.1.1.4 T : Teacher show the video to one of students and give the questionApakah kamu
senang diawal pelajaran seperti ini guru bertanya tentang pengalaman yang membuat kamu bahagia?
“Do you like when beginning the lesson, teacher asked your experience related y
our favourite food?” S :
”Diem aja karena gak ngerti mom lasma ngomong apa. Kan pake Bahasa Inggris ngomongnya”.
“Silent, because I don‟t understand what teacher said. Teacher used English”
The students‟ responses indicate that they did not feel happy in performing constructivisme because they felt sure with their capability in English. Besides,
the finding also appears that when the students had nervous, they could not remember their experiences because they were shy in expressing the ideas.
4.2.1.2 Inquiry
The responses were code based on per ception theory Wenden‟s as cited in
Ziyad, 2015:139. Cognitive perception was infereed feelings of pleasure or displeasure. Evaluative perception was determined agreement or disagreement and
behavioural perception was infereed action in certain ways. The results indicate that there were some students who had good perception. It seems that 46. 6 of
students in cognitive perception, 43.3 of students in evaluative perception and 46.6 of students in behavioural perception. In the other hand, some students had
bad perception and 53.3 of students in cognitive, 56.6 of students in evaluative and 53.3 of students in behavioural perception in inquiry elements as
shown in graph below.
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It can be assumed that almost students had problems in inquiry element. Then, they might feel unhappy that they had not done this stage well. They feel
confused when teacher asked them to collect the information or data which is suitable for material lesson. Students tend to listen teachers‟ explanation about
material. They are not able to find the problem or answer. Further, the s tudents‟
responses about perception in practicing inquiry element would be described in more detail in the findings of the interview and observation as shown in Table 4.2
below.
Table 4.7The s tudents’ responses about perception in inquiry elements
Reasons for being good perception
a. Geting easy questionscp
b. Understanding about topiccp
c. Feeling More challenging to thinkep
d. Having easier in understandingep
e. Asking teacher because teacher is an expertbp
f. Asking smart friend because it is more relaxbp
g.
Trying to find the answerbp Percentage
26,6 20
23,3 20
16,6 20
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Reasons for bad perception a.
Feeling confused in making questionscp b.
Having difficulty to formulate questionscp b.
Feeling more difficult if we gathered the data by ourselvesep
c. Feeling more difficult in understandingep
