STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF WARMING UP ACTIVITIES IN THE TEACHING AND LEARNING PROCESS AT ENGLISH EDUCATION DEPARTMENT UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

i

STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF
WARMING UP ACTIVITIES IN THE TEACHING AND LEARNING PROCESS
AT ENGLISH EDUCATION DEPARTMENT UNIVERSITAS
MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the faculty of Language Education
In a Partial Fulfillment of the Requirements for the Degree
Sarjana Pendidikan

Written by:
Sabrina Findiyani
20110540063
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARA
2015

iv


Acknowledgement

First and foremost, I would like to say Alhamdulillahirobbil ‘alamin, all praises
belong to Allah, the Most Gracious and the Most Merciful for His blessings which without, I
would have never been able to complete this skripsi.
I would like to express my sincere gratitude to my beloved husband, my little
princess, parents and my big family. I would like to expresses gratitude and appreciation to
those who helped in the completion of this skripsi. May Allah SWT bless them.
My appreciation also goes to Mr. Gendroyono, M.Pd. as the dean of Faculty of
Language Education. My appreciations also given to Mr Dr Suryanto,S.Pd, M.H.Sc who has
helped, supported and given suggestion, recommendation in writing proposal until the
completion of this skripsi. The next appreciation is addressed to Mrs. Sri Sudarsi, S.S, M.
InT. and Mrs. Maryam Sorohiti, M.H.Sc. my examiners who have give suggestion in the
skripsi. To all lecturers, staff and students of EED UMY, the researcher deeply thank for the
permission and cooperation during the research.
Special thanks belong to PBI 2011 for sharing unforgettable moment, and advising about
anything. To my wonderful friends of class B, Fitri, Siska, and Fidiyah, thanks for the
friendship and support during the time I spent at the University. The last, thankfulness also
goes to all my friends who cannot be mentioned here one by one.


v

Table of Contents
Title Page ............................................................................................................................

i

Approval Page.................................................................................................................... ii
Statement of Authenticity ................................................................................................. iii
Acknowledgement.............................................................................................................. iv
Table of Contents............................................................................................................... v
Abstract .............................................................................................................................. ix
Chapter One : Introduction
Background of the Study............................................................................................ 1
Statement of the Problem ........................................................................................... 2
Research Question...................................................................................................... 3
Objective of the Study................................................................................................ 3
Significances of the Study.......................................................................................... 4
Outline of the Study ................................................................................................... 5
Chapter Two : Literature Review

Perception................................................................................................................... 6
Definition of Perception ........................................................................................ 6
Factor Influencing Perception ............................................................................... 7
Warming up Activities in Teaching and Learning Process........................................ 8
Definition of Warming up Activities..................................................................... 8

vi

Type of Warming up activities.............................................................................. 8
The Implementation of Warming up Activities .................................................... 9
The Advantages of Warming up Activity ............................................................. 10
The Disadavantages of Warming up Activity ....................................................... 11
Review of Related States ........................................................................................... 12
Conceptual Framework .............................................................................................. 13
Chapter Three : Methodology
Design of the Study.................................................................................................... 15
Research Setting and Participants ......................................................................... 16
Research Setting .................................................................................................... 16
Research Participants ............................................................................................ 16
Data Collection Method and Data Collection Procedure........................................... 17

Data Collection Method ........................................................................................ 17
Data Collection Procedure..................................................................................... 17
Data Analysis ............................................................................................................. 17
Reliability and Validity .............................................................................................. 19
Reliability .............................................................................................................. 19
Validity ................................................................................................................... 19
Chapter Four : Finding and Discussion
Findings ..................................................................................................................... 21

vii

The types of warming up activities applied at EED UMY………........................ 20
The implementation of warming up activities for students in teaching and learning
process at EED UMY ............................................................................................ 23
The advantages and disadvantages of warming up activities at English Education
Department ............................................................................................................ 28
Discussion .................................................................................................................. 31
The types of warming up activities applied at EED UMY ................................... 32
The implementation of warming up activities for students in teaching and learning
process at EED UMY ............................................................................................ 32

The advantages and disadvantages of warming up activities
at EED UMY………. ........................................................................................... 34
Chapter Five : Conclusion and Suggestions
Conclusion ................................................................................................................. 37
The types of warming up activities applied at English Education Department of
Universitas Muhammdiyah Yogyakarta................................................................ 37
The implementation of warming up activities for students in teaching and learning
process at English Education Department of Universitas Muhammadiyah
Yogyakarta ............................................................................................................ 37
The advantages and disadvantages of warming up at English Education Department
of Universitas Muhammadiyah Yogyakarta.......................................................... 38

viii

Suggetions .................................................................................................................. 38
For Students........................................................................................................... 39
For Teachers .......................................................................................................... 39
For Future .............................................................................................................. 39
Reference ............................................................................................................................ 40
Apendix

Interview Guidelines .................................................................................................. 44

List of Figure
Figure 1. Principle of warming up activities ....................................................................... 10
Figure 2. Conceptual Framework ........................................................................................ 14

ix

Abstract

Warming up activities have been applied at English Education Department
Universitas Muhammadiyah Yogyakarta (EED UMY). The study aims to describe the types
of warming up activities, the implementation of warming up activities, and the advantages
and disadvantages of warming up in the teaching and learning process. The researcher used
qualitative approach. The research was conducted at English Education Department,
Universitas Muhammadiyah Yogyakarta. The participants of this research consisted of six
students of English Education Department batch 2013. The reseacher used interview to
collect the data. In analyzing the data, the researcher used open, axial and selective coding.
The findings of the research showed the types of warming up activity were question
and answer, and reading story. Then, the implementation of warming up activity covered

warming up as basic activity to start the lesson, warming made the students get prepared in
learning process , warming up activities attracted the student’s attention of lesson, warming
up activities made the students focus in the teaching and learning process, warming up
activities were fun and condusive in the class, warming up activities were related to the
topic, and warming up activities were conducted in short time . Related to the advantages of
warming up gave motivation to the students, warming activities helped students turn off the
outside world, warming up made students active, and warming up made the students easier
to understand the subject matter. Meanwhile, the disadvantages of warming up activity

x

showed that warming up activities led to different assumption of activities and led to out of
the topic in learning process
Key words: type of warming up, implementation of warming up, advantages and disvatanges
of warming up.

11

Universitas Muhammadiyah Yogyakarta
Faculty of Language Education

English Education Department
Students' Perception towards the Implementation of Warming up Activities In the Teaching
and Learning Process at English Education Department of
Universitas Muhammadiyah Yogyakarta
We bereby approve the Skripsi of
Sabrina Findiyani
201}0540063
Candidate for tbe degree of SGljana Pendidikan

August 25,201 6

セ@

Dr Suryanto, S.Pd, M.H. Sc
The Skripsi Supervisor

August 25, 2016

August 25,2016
Maryam Sorobiti, M.H. Sc

Examiner 2
Yogyakarta, August 25, 2016

iv

Acknowledgement

First and foremost, I would like to say Alhamdulillahirobbil ‘alamin, all praises
belong to Allah, the Most Gracious and the Most Merciful for His blessings which without, I
would have never been able to complete this skripsi.
I would like to express my sincere gratitude to my beloved husband, my little
princess, parents and my big family. I would like to expresses gratitude and appreciation to
those who helped in the completion of this skripsi. May Allah SWT bless them.
My appreciation also goes to Mr. Gendroyono, M.Pd. as the dean of Faculty of
Language Education. My appreciations also given to Mr Dr Suryanto,S.Pd, M.H.Sc who has
helped, supported and given suggestion, recommendation in writing proposal until the
completion of this skripsi. The next appreciation is addressed to Mrs. Sri Sudarsi, S.S, M.
InT. and Mrs. Maryam Sorohiti, M.H.Sc. my examiners who have give suggestion in the
skripsi. To all lecturers, staff and students of EED UMY, the researcher deeply thank for the
permission and cooperation during the research.

Special thanks belong to PBI 2011 for sharing unforgettable moment, and advising about
anything. To my wonderful friends of class B, Fitri, Siska, and Fidiyah, thanks for the
friendship and support during the time I spent at the University. The last, thankfulness also
goes to all my friends who cannot be mentioned here one by one.

v

Table of Contents
Title Page ............................................................................................................................

i

Approval Page.................................................................................................................... ii
Statement of Authenticity ................................................................................................. iii
Acknowledgement.............................................................................................................. iv
Table of Contents............................................................................................................... v
Abstract .............................................................................................................................. ix
Chapter One : Introduction
Background of the Study............................................................................................ 1
Statement of the Problem ........................................................................................... 2

Research Question...................................................................................................... 3
Objective of the Study................................................................................................ 3
Significances of the Study.......................................................................................... 4
Outline of the Study ................................................................................................... 5
Chapter Two : Literature Review
Perception................................................................................................................... 6
Definition of Perception ........................................................................................ 6
Factor Influencing Perception ............................................................................... 7
Warming up Activities in Teaching and Learning Process........................................ 8
Definition of Warming up Activities..................................................................... 8

vi

Type of Warming up activities.............................................................................. 8
The Implementation of Warming up Activities .................................................... 9
The Advantages of Warming up Activity ............................................................. 10
The Disadavantages of Warming up Activity ....................................................... 11
Review of Related States ........................................................................................... 12
Conceptual Framework .............................................................................................. 13
Chapter Three : Methodology
Design of the Study.................................................................................................... 15
Research Setting and Participants ......................................................................... 16
Research Setting .................................................................................................... 16
Research Participants ............................................................................................ 16
Data Collection Method and Data Collection Procedure........................................... 17
Data Collection Method ........................................................................................ 17
Data Collection Procedure..................................................................................... 17
Data Analysis ............................................................................................................. 17
Reliability and Validity .............................................................................................. 19
Reliability .............................................................................................................. 19
Validity ................................................................................................................... 19
Chapter Four : Finding and Discussion
Findings ..................................................................................................................... 21

vii

The types of warming up activities applied at EED UMY………........................ 20
The implementation of warming up activities for students in teaching and learning
process at EED UMY ............................................................................................ 23
The advantages and disadvantages of warming up activities at English Education
Department ............................................................................................................ 28
Discussion .................................................................................................................. 31
The types of warming up activities applied at EED UMY ................................... 32
The implementation of warming up activities for students in teaching and learning
process at EED UMY ............................................................................................ 32
The advantages and disadvantages of warming up activities
at EED UMY………. ........................................................................................... 34
Chapter Five : Conclusion and Suggestions
Conclusion ................................................................................................................. 37
The types of warming up activities applied at English Education Department of
Universitas Muhammdiyah Yogyakarta................................................................ 37
The implementation of warming up activities for students in teaching and learning
process at English Education Department of Universitas Muhammadiyah
Yogyakarta ............................................................................................................ 37
The advantages and disadvantages of warming up at English Education Department
of Universitas Muhammadiyah Yogyakarta.......................................................... 38

viii

Suggetions .................................................................................................................. 38
For Students........................................................................................................... 39
For Teachers .......................................................................................................... 39
For Future .............................................................................................................. 39
Reference ............................................................................................................................ 40
Apendix
Interview Guidelines .................................................................................................. 44

List of Figure
Figure 1. Principle of warming up activities ....................................................................... 10
Figure 2. Conceptual Framework ........................................................................................ 14

ix

Abstract

Warming up activities have been applied at English Education Department
Universitas Muhammadiyah Yogyakarta (EED UMY). The study aims to describe the types
of warming up activities, the implementation of warming up activities, and the advantages
and disadvantages of warming up in the teaching and learning process. The researcher used
qualitative approach. The research was conducted at English Education Department,
Universitas Muhammadiyah Yogyakarta. The participants of this research consisted of six
students of English Education Department batch 2013. The reseacher used interview to
collect the data. In analyzing the data, the researcher used open, axial and selective coding.
The findings of the research showed the types of warming up activity were question
and answer, and reading story. Then, the implementation of warming up activity covered
warming up as basic activity to start the lesson, warming made the students get prepared in
learning process , warming up activities attracted the student’s attention of lesson, warming
up activities made the students focus in the teaching and learning process, warming up
activities were fun and condusive in the class, warming up activities were related to the
topic, and warming up activities were conducted in short time . Related to the advantages of
warming up gave motivation to the students, warming activities helped students turn off the
outside world, warming up made students active, and warming up made the students easier
to understand the subject matter. Meanwhile, the disadvantages of warming up activity

x

showed that warming up activities led to different assumption of activities and led to out of
the topic in learning process
Key words: type of warming up, implementation of warming up, advantages and disvatanges
of warming up.

1

Chapter One
Introduction

Background of the Research
Education is very important since it gives influence to students’ lives. Through
education, students can adapt better to the environment (Hamalik, 2001). This
adaptation can support students to be more helpful in the social life. For this reason,
students then should get education through teaching and learning process.
Teaching process is a kind of sketch that is arranged in certain procedures.
According to Iskandar and Sunendar (2004), ‘teaching is as an effort to create
environment system’. It possesses some components including the purpose of teaching,
students, subject matter, and teaching method. The components are interconnected
sketching the teaching and learning processes to increase the quality of students to get
knowledge and skills.
Teaching process consists of three stages in teaching and learning process. They
are pre-teaching, while-teaching and post-teaching activities. According to Hasibuan
(1994), the pre-teaching activities comprise the teachers’ actions to create good physical
and mental situations and also make students focus in teaching and learning process.
The good situation of physical and mental can support students to achieve the lesson
objectives better. There are some activities that can be carried out to open the teaching
and learning processes. The activities include attracting attention of students, raising
motivation of students, and giving encouragement (Hasibuan, 1994). Another activity

2

that is commonly practiced in the pre-teaching activities is warming up. Warming up is
a preparation before learning process. It helps students to feel relax and makes them
interested in and feel comfortable during learning processes (Estalkhbijari &
Khodareza, 2012). Therefore, warming up is needed in teaching and learning process.
In English Education Department (EED) of Universitas Muhammadiyah
Yogyakarta (UMY), based on researcher’ observation during her study, the researcher
often found that there were still some students who listened, wrote, yet having less
focus on the teaching and learning process. The researcher also found some of teachers
who directly deliver the subject matter in the teaching and learning process. The
teachers did not provide warming-up activities before beginning teaching and learning
process. As a result, some of students were being passive or having no encouragement
to accept the subject matter from the beginning until the end of the teaching and
learning process. Based on this observation result, the researcher was interested in
finding out the exact of the student’s perception toward the implementation of warming
up activities in the teaching and learning. The researcher focused on the perception of
the students of English Education Department in Universitas Muhammadiyah
Yogyakarta batch 2013 on the warming up activities implemented by the lecturers.

Statement and Limitation of the Problem
Based on the background and facts mentioned earlier, the researcher was
interested in conducting a research on warming up activities in teaching and learning
process. There were some problems in the beginning of the teaching and learning

3

process, for example some of students were passive or lack of encouragement to accept
the subject matter in the beginning until the end of the teaching and learning process.
Therefore, warming up is needed and important in teaching and learning process
(Velandia, 2008). Warming up can motivate the students, give them the background of
knowledge, help teachers to draw students’ attention, and also help the teachers
introduce a new topic interestingly. Because of these importance, and that the researcher
has not found any studies related to this topic, in English Education Department of
Universitas Muhammadiyah Yogyakarta the researcher felt encouraged to take this
topic becoming her research.

Research Question
There are three research questions in this study.They are:
1. What are the types of warming up activities applied at English Education
Department of Universitas Muhammadiyah Yogyakarta?
2. How is the implementation of warming up activities for students in teaching
and learning process at English Education Department of Universitas
Muhammadiyah Yogyakarta?
3. What are the advantages and disadvantages of warming up activities at
English Education Department of Universitas Muhammadiyah Yogyakarta
in the learning process?

4

Objective of the Study
Based on the problems stated in the research question, there are three purposes in this
research:
1. The research attempts to reveal the types of warming up applied at English
Education Department of Universitas Muhammadiyah Yogyakarta.
2. This research attempts to explore the implementation of warming up
activities for students at English Education Department of Universitas
Muhammadiyah Yogyakarta in the learning process.
3. The research attempts to reveal the advantages of warming up at English
Education Department of Universities Muhammadiyah Yogyakarta in the
learning process.

Significance of the Research
This research, which tries to find out the implementation of warming up
activities in the teaching and learning process, is expected to give benefits for students,
teachers, and future researchers.
For students. Knowing the finding of this research, students are expected to be
more motivated to follow the teaching and learning processes. Thus, they can be more
active and participate in teaching and learning process.
For teachers. The teachers will know the importance as well as the types of
warming up activities in teaching and learning process. The findings of this research
may inspire them to apply the activities as strategies in teaching and learning process.

5

For future researchers. This study can give information and some references
for future researchers.

Outline of the Study
This research is divided into five chapters. Every chapter gives different
information. Chapter one would discuss about background of the study, statement of the
problem, research question, objective of the study, significance of the study, and outline
of the study. Chapter one explains the reasons why the researcher was interested in this
topic. Chapter two would present about literature review including theoretical
framework, and conceptual framework. The chapter underlies the theory to base this
research. Chapter three would discuss about the methodology in this research. Chapter
four will discuss findings and discussion. This chapter tells about the findings of the
research. The last chapter discusses the conclusion and suggestion of this research.

6

Chapter Two
Literature Review

In this section, the researcher presents four points. The first point is about
perception. The second one is dealing with warming up activities. Next is dealing with
the review of the related study. The last is about the conceptual framework. Those
points are explained one by one below.

Perception
This first point is divided into two parts. Those are the definition of perception
and factors influencing perception. Those parts are explained as the following.
Definition of perception. According to Saleh & WahabMuhbib (2004),
perception may refer to the activities to observe the objects to get the information using
sense organs and then processed by brain. Furthermore, Wang (2007) stated that
“perception is a set of internal sensational cognitive processes of the brain at the
subconscious cognitive function layer that detects, relates, interprets, and searches
internal cognitive information in the mind (p.2)”
In other words, perception is an important cognitive function to see some objects
that are processed in the brain with awareness. Perception also refers to the process of
organ to interpret or to understand information (Sarwono, 2010). It is also supported by
Sarwono (2010, p85) who stated that “perception is started from sensation”. Besides
that, according to Kozier and Wilkinson (1995), perception is selection of process and

7

interpretation of sensory stimulus in picture that is related. It is someone’s awareness in
knowledge and memory of experience. It is also influenced by necessity, value, or
reliance from every person.
According to Sobur (2003), perception is a part of all of processes to get reaction
after stimulation. The process comprises an identification, feeling, and intellectual
activity that have connection to create perception. In this respect, perception is an
opinion of knowledge about an object based on observation.
Factors influencing perception. According to Siagian (1995), there are three
factors that can influence the occurrence of perception. The first is from the individuals.
The individual influence can be in the form of attitude, motivation, knowledge and
hope. Therefore, a person can interpret an object to observe from individual. The second
is target on perception. The purpose is to observe an object, event, or person. The
object, event or person as the target of observation can influence the construct of
perception on the matter. The third is situation of perception. The environment is one of
influence that causes perception to occur.
In summary, the perception is an information processing in the human mind that
involves sense organ to observe, detect, relate, and interprets of certain objects as the
target. The process happens with full awareness of the person who perceives the matter.

8

Warming Up Activities in Teaching and Learning Process.
This part discusses about the warming up activities. This part includes the
definition of warming up activities, principles of warming up activities, the importance
of warming up activities, and some types of warming up activities.
Definition of warming up activities. Warming up is a small activities that
demand an active involvement at the beginning of lesson (Robertson & Acklam, 2000,
p.30). Additionally, according to Lassche (2005) warming up is a stage of ‘initial
orientation’ to language learning. Warming up activity helps students to increase
language skill and performance in the learning process (Lassche, 2005, p.83). Supported
by Kay (1995) cited in Velandia (2008), warming up is defined as the effective way to
help the students think in English, appraise previously introduced material. In short,
warming up is an appropriate activity to facilitate students to know a new topic.
Additionally, warming up activity has function in the learning process. Warming
up provides opportunities for preparation before learning process. It helps students to
feel relax, and make them interested and comfortable during learning process.
(Estalkhbijari & Khodareza, 2012).
Types of warming up activities. There is some warming up activities to
encourage students in the learning process. According to Jun (2000), there are fourth
types of warming up activities in practice. The first is reading story. Reading a short
story in normal speed one or two times attracts student’s keenness and interest in the
stories. The second type is a question and answer activity. This activity helps students
build their knowledge at the same time. They use vocabulary and structures that are

9

connected with a particular function. The third, the type of warming up activity is using
a picture or a humor story. This type of activity can do a great deal to arouse interest
among students. The fourth, the type of warming up is a game. Robertson and Acklam
(2000) provided an example of ball games to engage the students in the classroom as
warming up activity. The use of ball game can stimulate students to create a
conversation. Another example of the games is a chain Fairytale. This is a fun writing
warming up. Students can write the first sentence or two to start a fairytale. The other
students can continue to an end in which every student may have different and
unexpected ideas that can trigger a funny and charming atmosphere.
The implementation of warming up activities. According to Velandia (2008),
warming up has purpose for specific aspects. She described that warming up activity is
used as a preparation for classroom activities in the beginning of learning process. This
activity will help teachers to raise students’ interest and to draw their attention. The
activity should be interesting, so it can give motivation to the students. A warming up
activity is usually in a form of short activity as a preparation in the teaching and
learning process. It should be related with the lesson, because this preparation will
increase skill of students (Velandia, 2008, p.13). The implementation based on to eight
principles of warming up. The following diagram is principle of warming up activities.

10

Figure 1. Principle of Warming up Activities (Velandia, 2008)

The figure above indicates that to carry out warming up activities successfully
teachers should fulfill the certain principles. The principles are being conducted in the
beginning of the class, focusing on the student’s attention, and helping students begin
their study. In addition, warming up activities should be interesting and enjoyable, give
benefits to students to continue the class, have connection with the topic being learn,
and be presented in a short time.Be short, the warming activity should not become a
dominant activity in the learning process (Velandia, 2008).
The advantages of a warming up activity. A warming up activity has
advantages as it attends for the following purposes. Firstly, according to Velandia
(2008), warming up activity can raise student’s motivation. This motivation gives

11

encouragement for spirit in teaching and learning process. According to Garcia and
Martin (2004), the warming up activities can be conducted at a period of roughly five or
ten minutes. In such a period of time, it can be achieved to motivate students in the
learning process. In addition, Dornyei (2001) stated that the interest of the students can
be increased by raising or stimulating the students’ curiosity in the learning process
through warming up activity. This, interesting topic is one of ways to make students
interested in teaching and learning process. Secondly, warming up activities manage to
keep students’ attention, to help students focus as an individual and as a part of group in
the learning process. (Allwright, 1984). According to Walqui (2006), by focusing and
active the students’ attention, students can obtain optimal information from the lesson.
By then, they can obtain the objectives of the study.
Teacher can prepare students before engaging them in interactive tasks to
practice in the learning process. Estalkhbijari and Khodareza (2012: page) stated that
“warming up helps students to turn off the outside world and focus on the task at hand”.
The students will concentrate only on the lesson inside the classroom. So, they will be
focus and ready for lesson in the teaching and learning process. Warming up also helps
students to focus their attention and not distracted during learning process.
The disadvantages of a warming up. Warming up activity has disadvantages
in learning process. Some warming up activities have proven to be failed. Teacher and
students have different feelings in the organization of the teaching and learning process
because they have different assumption of the activities conducted in the classroom.
Therefore, the organization of learning process must be suitable in warming up.

12

Otherwise, the warming up activity is most likely will be failed. Another weakness is
different knowledge among the students. This gives influence for students to understand
the activities. Krashen (1982 cited in Tricomi, 1986) stated that students must get
language competence from warming up activities because the absence of this
knowledge will affect students’ understandings to grasp the meaning of the activities.
Furthermore, warming up activity is also seen as threat for the shy students if they are
doing assignment in front of the class.

Review of Related Studies
There are several researchers who had conducted studies about warming up
activities. The researcher summarizes some previous researches. Firstly, it is from
Velandia in 2008 entitled the role of warming up activities in Adolescent Students’
involvement during the English class. The purpose of this study was to illustrate how to
get students’ attention at the beginning of the class by means of enjoyable and short
activities as well as to observe how to engage with them in the steps to undertake the
classroom activities. The participants of this research were 68 whose ages ranged from
12 to 15 years old and did not participate a lot in class. The research used mix-method
mixing the quantitative and qualitative approaches. The qualitative approach data were
obtained through action research design and the data gathered through writing journals
and teacher field note. The quantitative data were obtained through distributing
questionnaire. The finding of research indicated that using warming up activities is an

13

effective way of helping students to begin the English class daily, and with warming up
students paid closer attention to the teacher.
Another study was conducted by Zahra Pakdel Estalkhbijari and
Mohammadreza Khodareza in August 2011 entitled the effects of warm-up tasks on the
Iranian EFL students' writing ability. The purpose of the research was to investigate the
effects of warming up tasks as classroom activities on foreign language written
production. In this study, the selected participants were randomly assigned into two
groups of 30 to form experimental and control groups of the study. The treatments on
warming up tasks could encourage the students to take part in the lesson.

Conceptual Framework
Warming up is a preparation before learning process. It helps students to feel
relax and make student feel interested in and comfortable for learning process. Some
lecturers can do these activities in the beginning of lesson. A warming up activity is a
stage of ‘initial orientation’ to language learning. A warming up activity helps students
improve their language skill and performance in the learning process. Due to the
important role of warming up activity, this study was carried out by focusing on the
types of warming up, implementation of warming up and also the advantages of
warming up activities in the teaching and learning process at EED UMY. The research
framework is presented in the chart below.

14

Figure 2. Conceptual Framework

15

Chapter Three
Methodology

This chapter proposes the methodology used to conduct this study. This chapter
includes design of the study, research setting and participant, data collection method
and data collection procedure, data analysis of this study, and also reliability and
validity.

Design of the Study
The aim of the study was to describe the students’ perception towards the
implementation of warming up activities in the teaching and learning process at English
Education Department UMY. The researcher has three research questions. Firts, what
the types of warming up activities are. Second, how the implementation of warming up
activities for students in teaching and learning process at English Education Department
is. Third, what the advantages and disadvantages of warming up at English Education
Department in the learning process are. To answer these questions, the researcher
designed this study using qualitative method. According to Cohen, Manion, and
Morrison (2007), qualitative method is organizing, accounting for and explaining the
data and making sense of data in terms of the participants, definitions of the situation,
noting patterns, themes, categories and regularities. The reason why the researcher
chose qualitative research design was that qualitative provides information based on

16

what participant have experienced. It is also easier to get the data. Moreover, the
researcher gets accurate the data trough interview.

Research Setting and Participants
Research setting. The research was conducted at English Education Department
UMY. The reason of the researcher to choose EED UMY as the setting of this study
was based on the personal observation that students at EED UMY did warming up in
the learning and teaching process. EED UMY helped the researcher to interview the
participant and made easy for the researcher to collect the data, because the researcher
was a student in EED UMY.
Research participants. The participants of this research were six students of
English Education Department UMY in batch 2013 consisting of three females and
three males. This study used random sampling. The researcher preferred to use simple
random sampling because this sampling offers each member of the population an equal
chance of being chosen (Cohen, Manion, & Morrison, 2011). The respondents should
be students of English Education Department in batch 2013 who have been studying for
five semesters. This was because the students had the experience of the learning and
teaching process in EED. The research used pennames. It was so to keep the participant
confidential.

17

Data Collection Method and Data Collection Procedure
Data collection method. To investigate students’ perception towards the
implementation of warming up activities in the teaching and learning process at EED
UMY, the researcher collected the data using interview. According to Kavle (1996 p. 11
as cited in Cohen, Manion & Morrison, 2007), interview is a way to see people as object
and data as somehow external to individuals, and towards regarding knowledge from
people, through conversation. To interview the respondents, the researcher utilized the
recorder and made a note taking of the information from respondents. The reseacher
took 10 minutes interview on each respondent to collect the data.
Data collection procedure. The data were collected from students of batch
2013 at EED. For collecting data, the researcher prepared some questions suitable to the
research problems. The researcher had contacted the research participants at EED and
told them the purpose of the research to get agreement. Then, the researcher discussed
with the participants to determine the place and the time. The researcher used
Indonesian Language to interview the participant. It made the participant easier to tell
their experiences in warming up activities in the class. The researcher used the audio
recording to record the interview. The researcher also used member checking, to check
the accuracy of the data participant.

Data Analysis
Data analysis is the process of bringing order, structure and meaning to this
mass of unstructured data. The researcher undertook the data analysis in fieldwork.

18

Looking for common themes in the data, making a start on coding, and developing
some early concepts were done in the analysis process. After conducting the interview,
the interview records were transcribed. In addition, the researcher took notes not only
the literal statements but also non-verbal and paralinguistic communication. Then, the
researcher analyzed the data by using coding. Coding is the process of organizing codes
then drawn together and put into subsets (Cohen, Manion, & Morrison, 2007).
According to Strauss and Corbin (2008), coding consists of three levels of
analyze: open coding, axial coding, and selective coding. The first step of the coding
process is comparing data and continually asking question. This process is identification
of different categories, properties, and dimensions within and among the data that can
be accomplished by a variety of techniques that examine parts or the whole document in
a systematic method (Strauss & Corbin, 2008). The second step is the axial coding. This
is the process after open coding. Thus, continue of asking question and making
comparisons, the inductive and deductive thinking process of relating subcategories to a
category are the main emphasis of the axial coding (Strauss & Corbin, 2008). The last
step is selective coding. It is the process of identifying and choosing the core category,
systematically connecting it to other categories, validating those similarities and
relationships and then completing categories that need further improvement and
development.

19

Reliability and Validity
Reliability. Reliability is a concept used for testing or evaluating quantitative
research, however, the idea is most often used in all kinds of research. According to
Seale (1999), to ensure reliability in qualitative research, examination of trustworthiness
is crucial. He stated that, “trustworthiness of a research report lies at the heart of issues
conventionally discussed as validity and reliability” (p. 266). In addition, the researcher
used member check as measuring instrument.
Validity. According to Winter (2001), the concept of validity is not a single,
fixed or universal concept but a contingent construct, grounded in the processes and
intentions of particular research methodologies and projects (p.1). In addition, according
to Creswell & Miller (2000), the validity is affected by the researcher’s perception of
validity in the study and his/her choice of paradigm assumption. As a result, many
researchers have developed their own concepts of validity and have often generated or
adopted what they consider to be more appropriate terms, such as, quality and
trustworthiness (Seale, 1999).
The researcher used validity and reliability. The instrument used in this study
was created based on expert judgment. Indeed, before the researcher interviewed the
participants, the interview question has been discussed with experts for its suitability
and quality in gaining data. Therefore, the researcher got validity of the data. The
researcher also did member checking. Member checking is process to check the data
from the participant. The purpose of member checking is to know the data suitability
with the information that the participants give to the researcher. In member checking,

20

the researcher showed the participants the transcribed interview data and asked them to
check for data correctness. The result of the interview was valid and reliable with the
answer of the question. The participants were giving accurate information.

21

Chapter Four
Findings and Discussion

This chapter focuses on presenting the findings and discussion of the research.
The researcher describes the data that has been gathered throughout the interview. In the
discussion, the researcher used some quotation of transcriptions from the coding and
relates it with the theory from literature review.

Findings
There are three reserach questions that will be discussed in details. The first
topic answers the first research question dealing with the types of warming up activities
applied at EED UMY. Second, the finding answers the second question dealing with the
implementation of warming up activities for students in teaching and learning process.
The third finding answers the last research question about advantages of warming up at
English Education Department UMY. The data from the interview was transcribed and
put into descriptive codes.
The types of warming up activities applied at EED UMY. The researcher
took the data through interview with six participants of English Education Department
batch 2013. The researcher found two findings related to the types of warming up
activities applied at EED UMY.

22

Finding1: Question and answer. Based on the interview, there were three
participants who said that the type of warming up actitivies in EED was question and
answer.
Participant 1 said that sometimes the lecturer gave their warming up with the
question and the students had to answer. The second participant and the third participant
also said the lecturer always gave question related to the subject matter and students had
to answer it.
“Sometimes, the lecturer gives warming up. And someti

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