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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the reference theories for the study on this research as has been explained before on Chapter I. On this review
of related literature, there are two parts which will be discussed; they are theoretical description and theoretical framework.
A. Theoretical Description
In this section, the theories that are mainly discussed are the theories of perception, factors influencing perception, the relationship between perception and the
ways of human thinking and learning, PPL, and the job descriptions of supervising teachers and supervising lecturers in PPL.
1. Perception As has been explained on the definition of term in Chapter I, in this study
perception is what comes in human mind as the result of their experience including what people see, hear and understand about something. Szilagyi and
Wallace 1980, p. 70 said “Perception is defined to process by which individuals attend to incoming stimuli, organize and then interpret such stimuli into a message
that in turn indicates an appropriate action and behavior”. Robbins 2001 also explained perception as a process by which individuals organize and interpret
their sensory impressions in order to give meaning on their environment.
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2. Factors influencing perception According to Altman 1985, p.
. 86-91, there are four factors which
influence human’s perceptions. Those are: a. Selection of stimuli
People have so many stimuli in their brain, but actually they cannot absorb all of those stimuli into opinion. People need to go for the appropriate stimuli to
be what is called view. Selection is the process of focusing only on small number of stimuli. The reason why people perceive things differently is because each
person selects specific cues and screens out of others. b. Organization of stimuli
After the information has undergone the screening process, it must be arranged to be meaningful. The mind tries to bring order out of the disorganized
sensory data by selecting particular items and putting them together in a meaningful way that is based on experience.
c. The situation A situation affects what a person perceives. Perceiving a situation
accurately is also related to how well a person organizes behavior to situations. d. Self-concept
Self-concept is the way we perceive and feel about ourselves. The way we see ourselves affects our perceptions to the world around us.
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3. The relationship between perception and the ways of human thinking and learning
By knowing what is perception and the factors influencing it, we can now move to the relationship between perception and the ways of human’s thinking
and learning. Based on Merleau 1962, p. ..
3-5, on his book named Phenomenology of Perception, perception can happen when someone experienced
something by himself or herself. It means that perception comes from someone’s experience. They have already felt, hear, or experience something by themselves
so that they can make a perception on it. Robbins 2001, p. 2 says that,” perception can also be defined as
conscious mental process of observing, viewing, responding and understanding, in which someone gives a meaning on the stimulus he receives.” It means that
perception is something comes in human’s mind about something which has a direct relation to the ways of human thinking about something.
4. Program Pengalaman Lapangan PPL Program Pengalaman Lapangan PPL was designed in order to train
student teachers so that they can have integrated teacher skills FKIP, 2007, p. 7. Hence, student teachers are given so many tasks to do at schools where they are
doing their PPL. Those tasks are the same with the real teacher task such as teaching in the real class, and making the teachers’ administration book.
5. The job descriptions of supervising lecturers There are twelve job descriptions for supervising lecturers, based on
Pedoman Pelaksanaan Program Pengalaman Lapangan FKIP, 2007, p. 15.
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a. Giving instructions to student teachers before doing their PPL As it is the first time student teachers practice teaching outside the
university, supervising lecturers should tell student teachers what they should do during PPL process. This instruction is important because it is related to the way
student teachers do their PPL. b. Transferring student teachers to the school
Supervising lecturers should come to school to transfer student teachers there. It is because supervising lecturers represent the faculty to entrust student
teachers at the school where student teachers are going to practice. c. Explaining the faculty’s principles about PPL to the school
It is important to explain the faculty principles about PPL to the school because student teachers are doing the PPL based on guideline made by the
faculty. The guideline is entitled Pedoman Pelaksanaan Program Pengalaman Lapangan. The book will give enough explanation about PPL to student teachers,
supervising lecturers, supervising teachers and the school. d. Monitoring student teachers’ activities and holding some meeting for
consultation periodically Even though the supervising lecturers have given instructions in the
beginning, student teachers need guidance during the PPL process. Therefore, supervising lecturers can hold some meeting for consultation periodically in order
to monitor the progress of student teachers four times at the minimum.
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e. Being the representative of the faculty to handle problems which appear during PPL
Supervising lecturers are the representative of the faculty during the PPL process. It means that if there is a problem occurs during the PPL process,
supervising lecturers should represent the faculty to solve the problem. f. Doing observation to student teachers’ teaching practice one time at the
minimum. Supervising lecturers should observe student teachers’ teaching practice at
least once. Observation is important because the result of the observation being one of the considerations on students’ assessments.
g. Helping the Study Program Coordinator for PPL to get data to give certificate to whoever helping the student teachers during PPL at school
Supervising lecturers are the representative of the faculty. So, supervising lecturers should help the Study Program Coordinator for PPL to get data during
the PPL process to give a certificate to whomever helping student teachers at school.
h. Asking all assessment instruments which have already filled by the supervising teachers and the school’s head master
Supervising lecturers are the one who later on decide student teachers’ final mark. Therefore, supervising lecturers should ask all instruments which have
already filled by supervising teachers and the school’s head master in order to student teachers’ assessment at school.
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i. Taking back student teachers from school and giving the certificate on the D- day
In the beginning, supervising lecturers represent the faculty to entrust student teachers at school. At the end, supervising lecturers also represent the
faculty to take back student teachers from school and give the certificate to supervising teachers and the school.
j. Having the responsibility on the PPL’s report of their students PPL’s report becomes one of considerations to measure student teachers
achievement after the PPL process. Therefore, supervising lecturers should ensure that student teachers collect their PPL’s report and then check it.
k. Holding a spoken test about the PPL’s report Supervising lecturers can hold spoken test to their student teachers after
student teachers give their final report to their supervising lecturers. The spoken test is intended to gain much more student teachers’ experiences and
improvements in their teaching skill after the PPL process finished. l. Deciding student teachers’ final mark.
Even though during the PPL process student teachers more often communicate with their supervising teachers, but the one who will decide student
teachers’ final mark is supervising lecturers. Supervising lecturers can decide the final mark through some observations, supervising teachers’ evaluation sheet,
student teachers’ lesson plan, spoken test, and also student teachers’ final report.
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6. The job descriptions of supervising teachers There are eleven job descriptions for supervising teachers based on
Pedoman Pelaksanaan Program Pengalaman Lapangan FKIP, 2007, p.12. a. Helping student teachers recognize the school situation and the subject that will
be taught Student teachers do not know how the school situation and the subject that
will be taught. Therefore, supervising teachers can help them to recognize the school situation, the students, and the subject that will be taught before starting
the PPL process. b. Giving explanations to student teachers on the activities they must do during
PPL at school Supervising teachers must explain what student teachers should do during
the PPL process. Student teachers activities during PPL process are teaching, making the teachers’ administration book, and making the lesson plan.
c. Guiding the student teachers to arrange the PPL’s programs Supervising teachers should guide student teachers to arrange the PPL’s
programs. It is because supervising teachers are responsible for whatever student teachers do at school.
d. Helping the student teachers prepare the equipments needed during PPL In PPL, supervising teachers are the closest person for student teachers.
Therefore, everytime student teachers need help supervising teachers should help them, for example helping them prepare the equipments to teach in the class.
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e. Giving the student teachers a learning model to be observed Teaching in the real class is different compared to micro teaching.
Therefore, student teachers need a learning model before they teach in the real class. Hence, supervising teachers should give student teachers a learning
model to be observed. f. Giving task to student teachers and helping them to make a lesson plan, and
syllabus. At school, supervising teachers are the one who give instructions on what
student teachers should do during PPL. The instructions include giving tasks to student teachers to make some lesson plans and syllabuses. Therefore, supervising
teachers should help student teachers to do those tasks. g. Monitoring and evaluating the student teachers’ teaching practice
At school, supervising teachers has bigger role to help student teachers during the PPL process than supervising lecturers. Supervising lecturers may
observe student teachers just once, but supervising teachers should monitor and evaluate student teachers directly after teaching in the class.
h. Supervising the student teachers directly after the teaching practice Student teachers need feedback after their teaching practice in order to
improve their teaching skill. Therefore supervising teachers should supervise student teachers directly after the teaching practice.
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i. Monitoring the student teacher’s activities during PPL Supervising teachers are the one who have responsibility during student
teachers doing their PPL at school. Therefore everyday supervising teachers should monitor student teachers activities.
j. Giving all the assessment instruments to the supervising lecturers Student teacher’s final mark is decided by supervising lecturers. So,
supervising teachers should give all the assessment instruments to the supervising lecturers as one of considerations.
k. Checking the PPL report which was made by student teacher The PPL’s report is one of considerations on student teachers assessments.
Therefore supervising teachers should check it first before student teachers give the report to the school and to their supervising lecturers.
B. Theoretical Framework
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