chosen or taken, then processed in people’s brain. On the other hand, since people have various interests, they may select what is important in fulfilling their needs.
In Play Performance course, students have their own interest toward Play Performance course and whether this course is important for them or not.
c. Self- Concept
The third factor is self-concept. According to Mouly 1973: 92, people only perceive something that is consistent with their motives or goals, and
interpret our experiences to make them compatible with our present self-concept. It indicates that the way people see themselves in the form of self-concept will
also influence their perceptions on something in their environment. It is also supported by Gibson et al. Gibson et al 1985:67, in their research, state that 1
knowing one self makes it easier to see others accurately, 2 one’s own characteristics affect the characteristics identified in others, and 3 persons who
accept themselves are more likely to see favorable aspects of other people.
d. Situation
The fourth factor is situation. According to Gibson et al 1985: 67, the press of time will exactly force the manager to overlook some details, to rush
certain activities, and to ignore certain stimuli such as resquest from other managers or from superior. It indicates that most of people tend to work quickly,
when they do not have enough time or they have to work in a short time. Commonly, when people have to do something in limited time, they tend to be
careless or pay less attention, even they do not pay attention to something details,
which probably influence the outcomes. In this research, the situation when doing or joining Play Performance course is important in forming perception.
e. Needs
The fourth factor is needs. People are significantly influenced by needs and desires Gibson et al, 1985: 67. People will do what they want to do and they
will see what they want to see. It indicates that people do something based on thier needs or desires. However, here, we will more focus on the students’ needs.
Therefore, in this research, the students’ needs of joining Play Performance course will affect or influence their perceptions on Play Performance course.
f. Emotions
Emotions could affect or influence someone’s perception. It is supported by Gibson et al 1985: 68 stating that strong emotions often warp perceptions. As
an illustration, there is a student who always says good things to her friends or juniors about a certain lecturer since they have got a good experience joining the
lecturer’s class. She could understand the materials delivered by her lecturer. Moreover, she also got a good mark, an A. On the other hand, there is another
student who always says to his friends or juniors that Mrs. X is a killer, bad lecturer, or something bad about this lecturer since this student has ever got bad
experience joining her class and it was completed by getting bad mark. Those examples indicate that someone’s perception is also formed or influenced by
someone’s experience toward a particular thing or event.
2.1.2 Play Performance
Actually, Performance is related to the term of “the theatre”. However, the term of “the theatre” itself is still very broad.
The theatre can comfortably include a three ring circus, light shows, Hamlet at The Public Theatre, or a rock show. So, the theatre will be a wide area of human
experience, to be sure, but one that is firmly supported on three points: performance
including such performance elements as plays, scripts, directions and so on; performers; and audience Cameron and Hoffman, 1974:4.
Moreover, according to Cameron and Hoffman in their book A Guide to Theatre Study
1974 : 4, in the Play Performance there is an interaction among the performance, performers, and audience, a form of communication. They said
that in the modern sense, communication refers to a great deal more than transmission of verbal messages. They have stated that play performance is the
act of performing a certain topic that typically features a live presentation to an audience or onlookers on the stage.
Harymawaan in his book Dramaturgi 1988: 1-2 stated play as a conflict story of human being in a form of dialog projected on the stage performance using
conversation and action in front of audiences. Moreover, Adjib in his book Pengantar Bermain Drama
1985: 1-3 also stated that drama or play is not an individual art but collective art which needs commitment to cooperate with lots of
people having different skills. It is also supported by Soemanto’s statement. According to Soemanto in his book Jagat Teater 2001: 3, play is a kind of art
told a story through the actors’ conversation and action.
2.1.3 Project-Based Learning
In addition, actually Play Performance was also related to project-based learning. Here, the ELESP students are expected to learn how to work and
cooperate with others. They would interact with others and learn how to achieve a goal together as a member of group in the end of course. In addition, they should
perform a play performance in front of audiences. In its process, the readers could see that Play Performance course implemented project-based learning in its
learning teaching activity. There were many kinds of activities, which are expected to improve students’ skills, such as discussion in a group, role plays,
physical exercises, vocal exercises, and acting. To understand project-based learning and the reason why the researcher stated that ELESP also implemented
this approach on Play Performance course clearer, the following quotation capture some of the principal characteristics of the project-based learning:
Projects are multi-skill activities focusing on topics or themes rather than on specific language targets….Because specific language aims are not
prescribed, and because students concentrate their efforts and attention on reaching an agreed goal, project work provides students with opportunities
to recycle known languages and skills in a relatively natural context. Haines, 1989: 1
Moreover, in its process, the ELESP students also have significant roles whether their play performance would run well or unwell and their “product”
would be seen in the end of course. On the other hand, their efforts in its process would also influence the product because when they performed a play
performance in the end of course, they should collaborate with others, not only with their own group but also another group. They should make a good decision,
be disciplined, and be responsible when play performance was going on, for example: how to decide whether it has already been black out or not, how to reset
the setting of place, or how to set an appropriate light.
Project work is student-centered and driven by the need to create and end product. However, it is the route to achieving this end-product brings that
makes project work so worthwhile. The route to the end-product brings opportunities for students to develop their confidence and independence
and to work together in a real-world environment by collaborating a task. FriedBooth, 2002:6
Stoller as quoted from Project-Based Second and Foreign Language Education 2006: 24 also stated that project-based learning should a have a process and
product orientation; b be defined, at least in part, by students, to encourage student ownership in the project; c extend over a period of time rather than a
single class session; d encourage the natural integration of skills; e make a dual commitment to language and content learning; f oblige students to work in
groups and on their own; g require students to take some responsibility for their own learning through the gathering, processing, and reporting of information from
target language resources; h require teachers and students to assume new roles and responsibilities; i result in a tangible final product; and j conclude with
student reflections on both the process and product. Based on the theory of project-based learning stated above, the readers
could see that ELESP also implemented this learning approach to the Play Performance course. The ELESP students joining Play Performance course should
concentrate their efforts and attention on reaching an agreed goal, which was final Play Performance in the end of course. Moreover, Play Performance course also
provided the students with opportunities to implement their language and skills in a relatively natural context. Stoller 1997:3 also stated that project work is a
versatile vehicle for fully integrated language and content learning. It means hopefully by joining and experiencing a process of learning teaching activities in
Play Performance class, ELESP students could gain values or possible contributions from Play Performance course. Hedge 2000: 364 also added that
project work
encourages imagination
and creativity,
self-discipline and
responsibility, collaboration, research and study skills, and cross-curricular work through exploitation of knowledge gained in other subjects.
Therefore, this research has purpose to identify the possible contributions of Play Performance course for the ELESP students as English teacher candidates. It
was supported by Stoller’s statement on the previous paragraph that project-based learning should oblige students work in groups and on their own, require students
to take some responsibility for their own learning through the gathering, processing, and reporting of information from target language resources,
encourage students ownership in the project, and conclude with students reflections on both the process and product. Stoller 2006 also strengthened her
statement above by providing the positive outcomes of project-based learning. She stated that project-based learning has improved the intensity of students’
motivation, involvement, engagement, participation, and enjoyment. In addition, project based learning is also said to inspire creativity and improve not only
students’ social, cooperative, and collaborative skills, but also comfort using the language. Finally, the project work results in improved decision-making abilities,
analytical and critical thinking skills, and problem solving. As a result, project-based learning has positive effects on students’
motivation, language skills, social, cooperative, and collaborative skills, self- confidence, and decision-making abilities. Based on the theory above, there are
two main parts of the outcomes of project-based learning. The first one is those related to language skills and the second one is those related to soft skills.
Therefore, in this research, the possible contributions of Play Performance course for the ELESP students as English teacher candidates were divided into two parts.
The first on is those related to English skills and the second one is those related to soft skills.
2.1.4 Cooperative Language Learning
The fourth theory is related to the learning approach implemented on Play Performance course. As stated on the previous theory, ELESP had implemented
project-based learning on Play Performance course. In addition, in this part, the researcher also provided another learning approach implemented on Play
Performance course, which is cooperative language learning CLL. The reason why the researcher assumed that ELESP also implemented CLL on Play
Performance course is mostly related to the Play Performance’s teaching strategy or activities. In brief, in Play Performance course, the class was divided into
approximately 2-3 groups. Then, each group should make some planning what they were going to do for the final play performance. In addition, each student has
different role in hisher group; the student could be an actress, a stage manager, a music director, even a playwright. However, in fact, the students should discuss
and work together as a group to achieve the best result. Olsen and Kagan 1992 stated that in Cooperative Learning, positive interdependence occurs when group
members feel that what helps one member helps all and what hurts one member hurts all.
According to Richards and Rogers in their book Approaches and Methods in Language Teaching
2001:192, cooperative language learning CLL is part of a more general instructional approach also known as collaborative learning CL.
Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. Richards and Rogers 2001: 201 also stated that in cooperative learning, group activities are carefully planned to maximize students’ interaction
and to facilitate students’ contributions to each other’s learning. In addition, according to Brown in his book Teaching by Principles: An
Interactive Approach to Language Pedagogy 2007: 53, research has shown an
advantage for cooperative learning as opposed to individual learning such as promoting intrinsic motivation, heightening self-esteem, creating caring and
altruistic relationships, and lowering anxiety and prejudice. Meanwhile, Johnson, Johnson, and Holubec 1994: 2 stated that Cooperative Learning gives students
the experiences they need for healthy social, psychological, and cognitive development. Based on the theories related to Cooperative Language Learning
above, the readers could see that Cooperative Language Learning implemented on Play Performance course has promoted not only students’ intrinsic motivation,
self-esteem, and caring relationship, but also students’ cognitive development.
2.1.5 The Roles of Teachers and the Characteristics of a Good English Teacher
The fifth literature review used in this research is about the roles of teacher and the characteristics of a good English teacher. According to Fritz,
Andreas, and Luc in their book Effective and Responsible Teaching: The New Synthesis
1992: 3, successful teachers are both effective and responsible. They want both teaching success and a respectful way to interact, in other words,
good learning and human satisfication. Laurence in his book Competencies for Teaching:Teacher Education
1975:1 has stated that politicians and parents as well as other citizens in the
community must direct their attention and financial support toward resolving the problems of education. He also stated that there is no real solution to
educational problems that can be achieved without substantial improvement in the teacher’s ability to teach.
According to Laurence 1975:1, improving teacher performance through more effective teacher preparation is an essential ingredient in solving most
educational problems. It means that to be a successful teacher needs a process; it is a process to learn many things related to their roles as a teacher, such as how to
be a good facilitator, motivator, and guidance. Combs in his book The Professional Education of Teachers: A Perceptual
View of Teacher Preparation 1965 also stated that a popular approach to
identifying and defining good teaching is to describe the characteristics of a good teacher. Combs points out that a good teacher should know hisher subject, know
much about related subjects, be adaptable to new knowledge, understand the process of becoming, recognize individual differences, be a good communicator,
develop an inquiring mind, be available, be committed, be enthusiastic, have a sense of humor, have humility, cherish his own individuality, have convictions, ,
show tolerance and understanding, be caring, have courage, be creative, and be adaptable.
Moreover, Combs 1965: 7 even stated the good teacher is not one who behaves in a given way. He is an artist, skillful in producing a desirable result.
In social work, it is found in the concept of supervision….They want creative, thinking human beings able to use themselves as refined and
trustworthy instruments for dealing with complex problems. The good teacher is no carbon copy but possesses something intensely and
personally his own. The good teacher has found ways of using himself, his talents, and his surroundings in a fashion that aids both his students and
himself to achieve satisfaction-their own and society’s too. Combs, 1965: 8-9
Combs 1965: 9 also stated that we may define the effective teacher formally as a unique human being who has learned to use himself effectively and
efficiently to carry out his own and society’s purposes in the education of others. Saksono in his book Pendidikan yang Memerdekakan Siswa 2008 has
taken Ki Hajar Dewantara’s philosophy to describe what teachers should be and do. Saksono 2008:48 has mentioned that a teacher has roles as both a guardian
and leader. Thus, a teacher should be able to give good examples, ing ngarsa sung tuladha
teachers should give good examples, ing madya mangun karsa teachers should be able to motivate their students, and tut wuri handayani
teachers should be able to support and encourage their students. In addition, as what have mentioned on Panduan Akademik 2006 of
English Language Education study program of Sanata Dharma University, English Education study program has purposes to create English Education
bachelor degrees, which are professional, having pedagogical competence, having
total personality, and having social competence. Based on Pedoman Akademik 2006,
the four purposes above can be explained briefly as follows: a. Being professional
The first purpose is being professional. It means that a bachelor degree of English Education study program is expected to be a professional teacher. He or
she should have broad and deep mastery in English Education study. b. Having pedagogical competence
The second one is having pedagogical competence. It means that as a bachelor degree of English Education study program, heshe should be able to
design, manage, and develop English learning program as a teacher either formal or non-formal education.
c. Having total personality The third one is having total personality. It means that a bachelor degree
of English Education study program is expected to have total personality. Having total personality means a bachelor degree should be dedicated and disciplined.
They should not only respect to honesty and academic freedom but also develop their religiosity.
d. Having social competence The fourth purpose is having social competence. It means that a bachelor
degree of English Education study program is expected to have social competence. They should be able to communicate and interact pro-actively and
positively with civitas akademika and society. Since there are a lot of characteristics and roles to be a good English
teacher either in formal or informal education, English Education study program
has designed and run courses in learning teaching activities supporting their students to achieve the English Education study program’s purposes. One of them
is Play Performance course.
2.2 Theoretical Framework
In this research, the researcher is going to discuss the students’ perceptions on Play Performance course. In addition, in this theoretical framework, the
researcher discusses the keywords of this research. That is why the researcher focuses and emphasizes more on the terms of perception and play performance,
which are key words of this research. Play Performance course gives various experiences to the students. The
ELESP students’ experiences could be good or bad experiences gained by joining Play Performance course. The students’ experiences of joining Play Performance
course also influence the students to have a certain perception toward the course. In addition, perception can be seen as someone’s subjective experience. It means
that each person may have different perception since it is influenced by hisher interest and subjectivity.
Since there are several understanding of the word perception taken from some sources, the researcher considers perception used in this study as the way or
a process in which people respond and notice to the stimulus using their senses. Moreover, in this study, perceptions refer to how the ELESP students think and
give impressions on Play Performance and its possible contributions for the ELESP students as English teacher candidates. Here is the figure of perceptions
used in this research:
Play Performance Experience Awareness Perceptions
Figure 2.2 Perceptions Used in this Research
The second key word in this study is play performance. The theory of Play Performance is used to know what Play Performance really is and identify what
the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are. Based on the theories discussed on the
theoretical description, play performance used in this study is the act of performing a certain topic that typically features a live presentation to an audience
on the stage. In addition, based on Panduan Akademik 2006 of English Education study program of Sanata Dharma university, play performance refers to a course
that has a goal to facilitate students to perform a play in which they experience various aspects of a play performance.
In finding out the perceptions of the ELESP students year 2007’s on Play Performance course and the possible contributions of Play Performance course for
the ELESP students as the English teacher candidates, the researcher distributes questionnaires and conducts interviews. In addition, the data gained from both the
questionnares and interviews are analyzed, interpreted, and written in paragraph.
CHAPTER III METHODOLOGY
This chapter discusses the method of this study. Moreover, this chapter would be divided into six parts. They are research method, research participants,
research instruments, data gathering technique, data analysis technique, and research procedure.
3.1 Research Method
As what we have discussed in the previous chapter, someone’s perception may be different from another’s because it depends on someone’s experience and
the way they see or interpret an event or a phenomenon. In addition, since this research aims to find out the students’ perceptions on play performance and the
possible contributions of play performance for the students and it is related to the students’ experience when they joined the play performance course, the researcher
conducts survey study as approach in this research. According to Fraenkel and Wallen in their book How to Design and Evaluate Research in Education 2009:
390, there are three major characteristics that survey possesses the most. Information is collected from a group of people in order to describe some
aspects or charateristics such as abilities, opinions, attitudes, beliefs, andor knowledge of the population of which that group is a part. The
way in which the information collected is through asking questions; the answers to these questions by the members of the group constitute the
data of the study. Information is collected from a sample rather than from every member of the population Fraenkel and Wallen, 2009: 390
To find out the answers of the problems, which are the perceptions of the ELESP students on Play Performance course and the possible contributions of
Play Performance course for the ELESP students as the English teacher
