Mixed Method Literature Reviews

22 reference to gender and technology. The result of this study was the interaction patterns are gender-related only to some extent. Also, the interaction pattern in the laboratory classes is similar to, but not the same as, the whole-class discussion patterns proposed in earlier literature. However, the main difference between the two is that the teacher’s role in controlling and confirming the volunteer’s contribution to the discussion is markedly visible. The third researcher is J.F and Williams 2007, in his research focus on the patterns of idea development across the two types as well as highlight some of the difficulties inherent in these two forms of online interaction and it also show the fundamental differences in the way that asynchronous and synchronous discussions develop as well as offering suggestions that could be implemented to improve the effectiveness of both as communication media in an educational context. The fourth researcher is Pour 2012. In his research focus on to investigate the ways through which teacher talk can create opportunities for learning in an EFL classroom. In addition, it identified how the teacher talk can lead to more and more learner involvement in an EFL context. The study also determined the types of the teacher talk, which can decrease learning a foreign language. The last researcher is Merc 2015 his research focus on distance EFL teacher trainees, experienced a certain degree of foreign language teaching anxiety. It finds that the microteaching practice in the program is useful for student teacher despite some problems. Implications for the present and future distance teacher training programs chiefly focus on more guidance and support 23 ofthe student teachers. Therefore, this research will be focused on students’ perceptions of student perception through English language learning studies in which the research is conducted inSMA YPPK Santo Thomas Kaimana, SMA Negeri 1 Kaimana and SMA YAPIS Yayasan Pendidikan Islam Kaimana.

2.3 Theoretical Framework

Perception as mentioned above involves at least four dimensions, namely object, a view, action and expectation, so that, the student perception oflearning English is a student perception of those dimension which is constructed as the following figure. Figure 2.1 Diagram of Theoretical Framework Students Perception what student knows about object the student know the english learning situation context external how student views the english learning the student views the enlgish learning internal factor what the student does with the english learning the student study the english speaking, listening, reading, writing what the student expect on english learning the student expect the best process and context improvement