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particular activity or satisfying one’s curiosity. Extrinsic motivation involves performing a behavior as a mean to an end, that is to receive an
extrinsic reward e.g. Good grades or to avoid punishment. Deci and Ryan 1985.
Further, they say that human motives can be placed on a continuum between self-determined intrinsic and controlled extrinsic forms of motivation.
Weiner 1994, states that a great deal of human motivation stems from the sociocultural context rather than from the individual. Covingtom 1998 islands’
people are highly motivated to behave in ways that enhance their sense of personal value and worth. When these perceptions are threatened, they struggle
desperately to protect them, which results in a number of unique patterns of face- saving behaviors in a school setting.
Using a frame of Hae suggested by Harmar 1991, it is possible to identify the teacher in a number of roles in this lesson: as controller in eliciting
nationality words; as corrector of pronunciation; as an organizer in giving instructions for pairwork initiating it, monitoring it, and organizing feedback; as
proper while students are working together; an as resources if students need help with words and structure during the periods Hedge, 2011:26 - 27.
Block 1994 collected data which suggested that teaching and learning were operating two different systems for describing and attributing purpose to the
task Hedge, 2011: 35. In particular, an activity which the teacher seemed to view as routine, as a way of surviving the first part of the lesson, was taken upseriously
by learners, who perceived it as valuable and in line with their need and who engaged with it to achieve useful outcomes. One issue arising from this study is
whether the teaching is more effective when teachers and learners share the same PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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purpose in approaching an activity and, if so, how shared perceptions can be achieved.
2.1.2.5 Learning Goals
The last component is the learning learning goals. It is important to include in this research because what we have in perception is not only describe
the way the student perceives the process of learning but also describe what the student hope to learn its self. The word learning is derived from the word learn +
ing . The word learnsmeans to get knowledge or skill in a new subject or activity,
while learning means the activity of obtaining knowledge. Dealing with the word meaning above, the word learning proposes an activity or process to have
knowledge and to gain knowledge or understanding of or skill in by study, instruction, or experience. Skinner, as cited by Barlow 1985 states that learning
is a process of progressive behavior adaptation, while Chaplin 1972 proposes two definitions of learning, namely learning is an acquisition of any relatively
permanent change in behavior as a result of practice and experience. Second, learning is the process of acquiring reposes as a result of spatial practice.
Another point worthy of consideration is some definitions proposed by
both experts who respectively explain the definition of learning. Hintzmen 1978 says that learning is a change in the organism due to experience which can affect
the organism’s behavior. Writing 1981 furthermore defines that learning is any permanent change in organism’s behavioral repertoire that occurs as a result of
experience. Both definitions denote that focus is not behavioral change, but the changes of the organism occur in all aspects; both psychological and physical.
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Even more important for consideration is definitely proposed Garry 1965. He explains that learning a process by which behavior is initiated or changed as a
result of experience or, more especially through training and practice. The definitions proposed previously aims to describe the goal of education as an
activity of obtaining knowledge which is also previously stated. All definitions which previously described in detail can be specified as the term defined by
Delores 1995 stating that good education is based on four pillars; learning to know, learning to do, learning to live and to gather, and learning to be.
2.1.3 Mixed Method
Mixed methods research is, generally speaking, an approach to knowledge theory and practice that attempts to consider multiple viewpoints, perspective,
positions, and standpoints always including the standpoint of qualitative and quantitative research Burke 113 112 – 133. Huey said that mixed methods
research is a systemic integration of quantitative and qualitative methods in a single study for the purpose of obtaining a fuller picture and deeper understanding
of a phenomenon. Mixed methods can integrate with, such as way that quantitative and qualitative methods retain their original structures and procedure
pure form nixed methods. Alternatively, these two methods can be adapted, altered, or synthesized to fit the research and consult situation of the study
method form mixed methods. John said that mixed method is a research design or methodolgy in which the resrachc collect, analyzes, an mixed integrate or
cinncext both quantitative and qualitative data in a single study or a multiphase program of inquiry.
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Al Hunter said mixed methods are a term that is usually used to designate combining qualitative and quantitative research methods in the same research
project. This method by Alhunter termed multivimethod research to indicate that different styles of research may be combined in the same approach
Rossman and Wilson 1985 as cited in Burke, Anthony, and Turner, Lisa A.2007 identified three reasons for combining quantitative and qualitative
research. First, combinations are used to enable confirmation or corroboration of each other through triangulation. Second, combinations are used to enable or to
develop analysis in order to provide richer data. Third, combination is used to initiate new modes of thinking of attending to the paradoxes that emerge from the
two data sourses.
2.2 Related Studies
The following are some researches about student’s perception. The first research is written by Gusmi Wena Selti entitles Students’ Perception on the
Implementation of Classroom Interactional Strategies in Online Microteaching Sessions at English Language Education Department of Islamic University of
Indonesia. This thesis considers the student perception in implementing classroom
interactional strategies in online microteaching section in English Language Education Department of Islamic University of Indonesia. This thesis in short
describes students’ perception during learning in online microteaching session class and describes some factors made studentssuccess and un-success joining this
class. The second researcher is Shomoossi, Amouzadeh, and Ketab 2008.
These researches present that study to investigate classroom interaction with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
