4
3. What are the teacher’s perceptions on the implementation of Competency- Based Curriculum of English at the sixth grade of SD Negeri Serayu
Yogyakarta?
E. Objectives of the Study
Related to the questions mentioned in the problem formulation, there are two objectives presented in this thesis. The first objective is to describe the
implementation of Competency-Based Curriculum of English at the sixth grade of SD Negeri Serayu Yogyakarta. The second objective is to find out the perceptions
of students and teachers on the implementation of Competency-Based Curriculum to teach English to young learners. This research also provides some explanation
whenever the writer finds classroom problems in the implementation of Competency-Based Curriculum to teach English at the six grade of SD Negeri
Serayu Yogyakarta.
F. Benefits of the Study
This thesis is expected to give valuable contributions to the teachers, the curriculum writer, and also the next researchers dealing with teaching and
learning for young learners. 1.
Teachers This thesis is expected to give valuable contribution to the teachers
especially those who teach the young learners. It can make the teachers aware of the classroom difficulties. Also, it can help the teachers and give
some alternatives to overcome the difficulties which usually occur in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
teaching English to young learners. The teachers are expected to be able to handle the problems.
2. Curriculum writers
This thesis is supposed to give a valuable contribution to the curriculum writers. This thesis can be a consideration in making a new curriculum which
is appropriate for teaching Elementary School students. It can help the curriculum writer to decide what is suitable for Elementary School students.
3. Further researchers
Hopefully, this thesis can contribute something important and useful to the education field. This thesis is expected to be useful as a reference for the next
researchers to conduct an observation dealing with teaching English to young learners.
G. Definition of Terms
1. Sixth grade students of Elementary School
According to ‘Undang-Undang nomor 2 Sistem Pendidikan Nasional’ about
elementary education, elementary school refers to the first part of the nine- year system of the elementary education program which has the duration of
six years Soedijarto, 1992: 28. Whereas the regulation of the Republic of Indonesia states that those who are not less than six years old permitted to
join a basic education Depdikbud, 1994: 2. Therefore, based on the definition mentioned before, Elementary School
students are those who join a system of elementary education program which has the duration of six years.
6
2. Competency
It is stated in the fifth edition of Longman Dictionary of English Language and Culture 2002 that competency which is the same as competence means
an ability or skill to do what is needed. Webster’s New Explorer Dictionary and Thesaurus 1999 states that
competency is the same as competence as well. Competency, and also competence, is defined as an ability or skill.
According to Curriculum Centre Pusat Kurikulum, Balitbang Depdiknas, competency is “a basic knowledge and an ability that are reflected in the
attitude of thinking and acting” 2002: 1. This research studies the Competency-Based Curriculum. This curriculum is
based on the learners-centred which requires the students to achieve the competencies written in the curriculum.
3. Curriculum
According to Richard 2005: 8, a curriculum is a teaching guideline that covers all subjects in one situation.
A curriculum is a guideline for teaching learning process so that the aim of education can be achieved Suprapranata-Hatta, 2004:1.
This research aims at evaluating whether the curriculum is acceptable and applicable to the real class situation.
4. Competency-Based Curriculum
According to the Curriculum Centre Pusat Kurikulum, Balitbang Depdiknas
, this curriculum focuses on the competence to be formed by the students 2002: 8. The competency-based approach puts emphasis more on
7
the consideration that curriculum must contain learning materials that equip the graduates with various competencies that are needed in the field.
5. Competency-Based Learning
According to the Curriculum Centre Pusat Kurikulum, Balitbang Depdiknas
, Competency-Based English Learning is expected to function as a means to develop students’ personality, knowledge, technology and arts,
global concept and international communication capability 2002: 7-8. The Competency-Based Learning aims at generating optimal outputs that
prepare the graduates to have good skills, knowledge, and capabilities to compete with the others.
6. Perception
A perception is defined as the process whereby the external tokens of objects and phenomena are reflected in someone’s consciousness Leontive, 1981:
31. Through this definition, it means that someone is creating his or her perception when he or she is aware of experiencing an event or observing an
object. 7.
SD Negeri Serayu Yogyakarta This school was located at Jl. Juwadi 2 Kotabaru Yogyakarta. There were 15
classes in total and the sixth grade of SD Negeri Serayu Yogyakarta consisted of 3 classes. The number of the students was 393. The class C
which was observed consisted of 29 students. Furthermore, there were two English teachers at SD Negeri Serayu Yogyakarta who were responsible for
teaching English to all classes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
CHAPTER II LITERATURE REVIEW
In this chapter, the writer discusses some theories related to the research problems. This chapter is divided into two parts. The first part is about
theoretical description. The theoretical description discusses some related theories used in the research. The second part is about theoretical framework which
presents the discussion of how the theories are integrated in this research.
A. Theoretical Description 1.
Teaching and Learning English as a Foreign Language
In Indonesia, English is learnt after people learn their first or native language. For most people, learning a second or foreign language is more difficult
than learning their native language. Lado 1964: 38 states that, “Learning a foreign language is defined as acquiring the ability to use its structure within a
general vocabulary under essentially the conditions of normal communication among native speakers at conversational speed.” It means that when students learn
a foreign language, they have to learn its structures and general vocabularies, so they can have a conversation with the native speakers of the language.
As stated by Finocchiaro 1989: 17-18, there are five crucial factors that need to be considered in learning English as a foreign language. Age is one of
the crucial factors. It also becomes a measurement to determine whether the learners are the children who can imitate the teacher easily and prefer to learn
language through media games, song, pictures, etc, or they are adults whose PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
native language habits are more deeply established and can analyze the new language. Therefore, age is important in learning English as a foreign language to
select the appropriate methods and materials. Another factor is ability which measures whether or not the learners
have the ability to master a new language easily. In this case, each student has different level of ability of English, so everyone has different progress in learning
English. Aspirations and needs are also important to determine whether the learners need to learn English to find a job, do further studies, conduct a business,
or take a trip. Everyone learns English based on his or her objectives so that he or she has to know the goal first before deciding to study English.
Native language becomes the next crucial factor which finds out whether or not there are similarities between English and the native language of
the learners, especially in sounds, structure, and vocabulary. Sometimes, people find difficulties in learning a new language because of the accent and the culture.
The last factor is previous learning. This factor tries to find out whether the learners have studied any other foreign language or not. It aims at measuring the
learners’ background knowledge of English and how much English they already know.
Richards and Rodgers 1986: 72 state that there are three principles of language learning. The first is the communication principle, i.e. activities that
involve real communication promote learning. The second is the task principle, i.e. activities in which language is used for carrying out meaningful tasks promote
learning. The third is the meaningfulness principle, i.e. language that is meaningful to the learner supports the learning process.
10
Krashen and Terrel 1983: 26 state the theory on second language acquisition and second language learning. The theory claims that adults have two
distinctive ways of developing competence in second language. The first way is language acquisition that is by using language for real communication. Language
acquisition is a natural way to develop linguistic ability, and is subconscious process. Children, for example, are not necessarily aware that they are acquiring a
language. They are only aware that they are communicating. The second way to develop competence in a second language is by
language learning. Language learning is “knowing about” language, or “formal knowledge” of a language. While acquisition is subconscious, learning is
conscious. Learning refers to “explicit” knowledge of rules, being aware of them and being able to talk about them. This kind of knowledge is quite different from
language acquisition, which should be termed “implicit” Krashen-Terrel, 1983: 26.
There are some techniques in teaching English as foreign language that are better known by the teacher. Newton 1976: 337-340 stated, at least, eleven
techniques. The first one is that the teachers should create an atmosphere which encourages the students to speak English in the classroom because the students
need to be accustomed as soon as possible to the unfamiliar sounds of the new language. The second technique is to let the students do most talking because the
students are they who need to practice speaking, not the teacher, and in order to learn the language, they must use it.
The third technique is to correct the student errors by having students repeat the right form. This technique is needed because when a student makes an
11
error, either in pronunciation or in structure, the teacher should immediately produce the correct form and have the students repeat it after you do it several
times. Adequate English language habits are developed by listening to and imitating correct methods of English speech.
The fourth one is that the teachers should introduce one new structure at a time. The teachers should let the students hear the structure a number of times,
then have them repeat it many more times. They have to be sure that the students understand and are able to use the new structure correctly before the lesson goes
on to new material. Another technique stated by Newton 1976: 337-340 is that the
teachers should insist on plenty of repetition. In this case, an approach of repetition drills with interest and enthusiasm might be needed. The teachers have to strive to
obtain a good imitation not only of the words that constitute the structural pattern but also of its pronunciation and intonation as well. The next technique is that the
teachers should give plenty of substitution drill. The value of the substitution drill is that it trains the student to use a great variety of words within a limited number
of grammatical patterns, and hence be able to express in English a variety of concepts.
The seventh technique is that the teachers have to train the students to ask questions in English. The teachers should give plenty of drill on question
forms, and then have the students ask questions of each other. The eighth technique is that the teachers have to prepare for the class. They should divide the
semester’s work by the total number of teaching hours, and decide what they will teach in each class period. They do not have to forget to allow ample time for
12
review. The ninth technique is that the teachers should treat the textbook as a tool, not a tyrant. They use a textbook as a supplement to the teaching. Introduction of
new material and preliminary oral drill should come from the teachers, and textbook should be closed while new structures and vocabularies are practiced.
The teachers should be creative in the use of a textbook, employing its materials in a variety of ways.
The next technique is that the teachers should encourage the students and help them by praising their good performances and their progress Newton,
1976: 337-340. The teachers should ask the harder questions of the better students and give them compliments towards their good effort because it can make them do
their best. The last technique is that the teachers have to create and have a fun
atmosphere. They should let the English class be an enjoyable experience for them and the students. They might tell an occasional joke in English, simplifying
structure and vocabulary as necessary.
2. English for Young Learners
a The Elementary School Children
The elementary school children grow and develop during their six years in school. According to Cole 1956: 124, the elementary school children are
divided in two groups; the first three years are called the primary grade, and the last three years are called the intermediate grade. There are some characteristics,
which differentiate the primary and intermediate grades. As a teacher we have to know children’s characteristics, so we can train them appropriately.
13
The subjects of this research are the sixth grade of elementary school children. They are considered in the intermediate grade. According to Cole 1956:
132-137, the development characteristics found in this period cover the physical, intellectual, emotional, and social aspects.
1. Physical Characteristics
The last three years of elementary school are usually a period of slower growth in height but more marked growth in weight than the previous
period Cole, 1956: 132-137. Because of the increased size and strength of the muscles and the development of better nervous control, children in the
intermediate grade can do many things easily that were impossible at the earlier level. The children are now old enough to indulge in considerable
amounts of handwork and are usually passionately interested in building practically anything.
2. Intellectual Characteristics
The children in this period are interested in learning all kinds of things, and they want to know as many facts as possible about as many different things
as possible. During this period, the teacher should make arrangements for satisfying each pupil’s curiosity in as many fields as possible Cole, 1956:
132-137. 3.
Emotional Characteristics The children in this period have much better powers of inhibition than the
younger Cole, 1956: 132-137. Violent outbursts are much less frequent, and many of the most conspicuous fears of the earlier period have been
14
outgrown. The chief emotional attachment of children in this period is to each other rather than to the teacher.
4. Social Characteristics
Children in the intermediate grade from a social period characterized by a devotion to “chums” and “gangs”. Certainly no social unit has any closer
organization than the characteristic gang which first makes its appearance in the upper years of elementary school. The gang or club has many useful
social values. It can change pupils from selfish, irresponsible children into partially socialized human beings Cole, 1956: 132-137.
Children of this age are very active and dynamic, and all active and moving activities will attract their attention very much Kartono, 1979: 199. They
are interested in learning all things, including learning a second language. Furthermore, children cannot sit down and keep silent only. They are more
interested in the activities that require them to move and be active when they are doing those activities.
b Child Language Development
Based on the critical period hypothesis, it is stated that in this period of life, a language can be acquired more easily than the age after that period Brown,
1987: 43. The critical period is the period of time from birth to puberty. The critical period related to the first and second language acquisition.
In Language File 1987: 253-255, there are stated three theories which attempt to account for how children acquire a language. The first theory is the
15
imitation theory. This theory claims that children learn language by listening to the speech around them and reproducing what they hear. According to this theory,
language acquisition consists of memorizing the words and sentences of some languages. The theory stated the fact that children learn the language that is spoken
around them by parents and others, no matter what the language of their ancestors may have been.
The second theory is the reinforcement theory. This theory asserts that children learn to speak like adults because they are praised, rewarded, or otherwise
reinforced when they use the right forms and are corrected when they use wrong forms.
Another theory is the active construction of grammar theory. This theory holds that children actually invent the rules of grammar themselves. Their
inventions are based on the speech they hear around them. Children listen to the language around them and analyze it to determine the patterns that exist.
c Children’s Attitudes Towards Learning
Children have unique attitudes towards learning something. When they learn what they are curious about, they go faster, cover more territory than we
would everything of Faw, 1980, 255. Based on Faw, he remarks that children have their own way to learn a new thing. Children also have high curiosity about
everything. According to Chomsky and Bloomfield as cited in Faw, the children
are in favorable conditions to learn a language Faw, 1980: 256, because they are equipped by language acquisition device, which will enable them to acquire the
16
target language well. Students feel frustrated easily when they fail in learning a new language. It is shown by a low motivation and willingness to learn.
A high motivation and an appreciation to the learning process became crucial for acquiring a language in the beginning level so that students are willing
to continue their learning. In this case the teacher should consider the children’s emotional and intellectual developments. The teaching methods used should be
appropriate in terrifying perfect, but it will not hurt us to admit this fact.
3. Curriculum Development in Indonesia
Nunan states curriculum as a collaborative effort between teachers and learners, since learners are closely involved in the decision-making process
regarding the content of the curriculum and how it is taught Nunan, 1996: 2. Stenhouse defines the curriculum as an attempt to communicate the
essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice
Stenhouse, 1975: 4. Another theorist, Taylor 1979: 12, has a definition about curriculum.
He states that the curriculum is not merely courses of study or subjects to be studied, but all the activities deliberately planned for the pupil by the school.
Meanwhile, curriculum centre also describes a curriculum as a set of plans about goals, contents, subject lessons and ways that are used as a guidance of
the teaching learning activities to achieve a certain goal. The curriculum covers all subjects and guides what to do and what to achieve in the teaching learning
process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
a. 1994 Curriculum
The teaching learning process at elementary school in Indonesia used to be based on the 1994 curriculum. The 1994 curriculum implemented the
communicative approach in teaching English to the elementary school students. There are several points to be considered in teaching learning process Depdikbud,
1994: 1-2. In the process of teaching learning, the approach used in the activity should consider the students’ learning motivation as the main factor that is
determined by the meaningfulness of the materials. Also, the teachers should realize that meaningfulness of the materials
has very important roles in the students’ success. Materials and learning activities will become more meaningful if they are related to the students’ need, experiences,
interests, values, and their future life. Furthermore, the students are the main subjects, not the object in teaching learning process. Their characteristics and their
needs have to be considered in all decisions related to the teaching. English has started to be one of the subjects in elementary school since
1994. The 1994 Elementary Education Curriculum stated that: English is an important foreign language to be taught for the
absorption and development of scientific, technology and arts, also the international relationship development. English can be taught if it is
needed by the society in that area and supported by competent teacher to teach the subject. Therefore, English is considered as a non-
compulsory subject in elementary school and English can be taught started from the fourth grade.
Depdikbud, 1994.
It is clear that English is actually needed as an important foreign language. English will be taught to the fourth grade of elementary school as a non-
18
compulsory subject as long as it is supported by competent teachers. English can also be used to support the international relationship development.
b. Competency-Based Curriculum
Competency-Based Curriculum is a new curriculum of education in Indonesia which emphasizes the competence of the learners. It is worth it to be
discussed because high schools in Indonesia have started implementing this curriculum which is also called as 2004 curriculum nowadays even elementary
schools have implemented the Competency-Based Curriculum. Mulyasa 2002 states that in the Competency-Based Curriculum the
teachers are not the centre of the teaching learning process anymore, but the students take an important part in the teaching learning process. However, the head
master and the teachers also take important roles in supporting the success of the implementation of Competency-Based Curriculum even the teachers are very
influential to determine the success in teaching learning process Mulyasa, 2002. Another expert, Usman 1990 states that a teacher has four functions.
They are a demonstrator, a class manager, a facilitator or mediator and an evaluator. Based on the experts, it shows that the teachers play essential roles in
the teaching-learning process and in the success of the Competency-Based Curriculum implementation.
In the Competency-Based Curriculum, the speaking and writing competencies have to reveal things known by Indonesian speakers and writers and
applied to non-Indonesian listeners and readers. The reading competencies, in this curriculum, is hoped to obtain new information that happens in other countries.
19
According to the Curriculum Centre Pusat Kurikulum Balitbang Depdiknas 2002: 1, the theory of competency in Competency-Based Curriculum
is a statement about what students hope can be known, can be respected, or can be done by them in each level and school. It also describes the students’ development
that is achieved step by step and continuously to be competence. In this case, competency is not merely defined as the ability to perform
job technically, but also to involve the key competencies that are more intelligent and mental emotional needed in enhancing professionally.
According to Departemen Pendidikan Nasional 2002, English lesson has some aspects based on the Competency-Based Curriculum including:
1. Language skills which consist of listening, speaking, reading and writing. 2. Language competences which consist of actional competence, linguistics,
socio-cultural, strategy and discourse. 3. The development of positive behaviors towards English as a means of
communication. Meanwhile, Pusat Kurikulum Balitbang wrote the Competency-Based
Curriculum guideline as stated in Tables 1 and 2.
Table 1. A Competency-Based Curriculum Guideline for the 1
st
Semester of 6
th
Grade of Elementary School
Standard Competencies Basic Competencies
Listening 1. The students are able to
understand a simple instruction and information
in the context of responding a. The students are able to respond a simple
instruction with an action in the classroom and outside the class.
b. The students are able to respond a simple PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
and the language. instruction with an action in games.
c. The students are able to comprehend an oral story through pictures to help them.
Speaking 2. The students are able to
express a simple instruction and information.
a. The students are able to have a small conversation which involved actions such as
doing something, giving a command or giving a clue.
b. The students are able to have a small conversation to ask or give services or things
which involved actions such as asking for help, giving help, asking things and giving things.
c. The students are able to have a small conversation to ask or give information which
involved actions such as reminding, expressing likes or dislikes, asking an amount, asking
conditions, giving comments, giving opinions or suggesting.
d. The students are able to express politeness which involved expressions such as “Would you
please…” and “May I …”
Reading 3. The students are able to
comprehend a simple and descriptive text with
pictures. a. The students are able to read a short and simple
text loudly with the right intonation and correct pronunciation.
b. The students are able to comprehend a descriptive text with pictures.
Writing 4. The students are able to
write a short and simple passage.
a. The students are able to write a simple and functional text.
b. The students are able to write a simple greeting card.
Table 2. A Competency-Based Curriculum Guideline for the 2
nd
Semester of 6
th
Grade of Elementary School
Standard Competencies Basic Competencies
Listening 1. The students are able to
understand a simple instruction and information
a. The students are able to respond a simple instruction with an action in the classroom and
outside the class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
in the context of responding and the language
b. The students are able to respond a simple instruction with an action in games.
c. The students are able to comprehend an oral story through pictures to help them.
Speaking 2. The students are able to
express a simple instruction and information.
a. The students are able to have a small conversation which involved actions such as
doing something, giving a command or giving a clue.
b. The students are able to have a small conversation to ask or give services or things
which involved actions such as asking for help, giving help, asking things and giving things.
c. The students are able to have a small conversation to ask or give information which
involved actions such as expressing feeling, responding an expression, expressing
doubtfulness, asking and asking for explanation.
d. The students are able to express politeness which involved expressions such as “Would you
please…” and “May I …”
Reading 3. The students are able to
comprehend a simple and descriptive text with pictures.
a. The students are able to read a short and simple text loudly with the right intonation and correct
pronunciation. b. The students are able to comprehend a
descriptive text with pictures. c. The students are able to comprehend a simple
narrative text with pictures.
Writing 4. The students are able to write
a short and simple passage. a. The students are able to write a simple and
functional text. b. The students are able to write a simple greeting
card.
The direction of competencies development stated that standard competencies and basic competencies become a direction and basic to develop the
main materials, teaching learning activities and indicate the competencies achievements of the evaluation. The teachers should pay attention to the standard
22
process and standard evaluation in designing teaching learning process and evaluation.
c. The Differences between 1994 Curriculum and Competency-Based
Curriculum
Mulyasa 2002 stated the differences between 1994 Curriculum and Competency-Based Curriculum as seen in Table 3.
Table 3. The Differences between 1994 Curriculum and Competency-Based Curriculum
No 1994 Curriculum
Competency-Based Curriculum
1. Mastering material approach, emphasizing the understanding of
the content. Using competency approach, emphasizing
the understanding of the ability or certain competency in school related to the jobs
available in society.
2. Uniformity of the implementation of materials to every student.
Competency standard that considers the various abilities of the learners such as the
ability, the rate of learning as well as the culture.
3. Learners are seen as “carte blanche” that the teacher can draw
anything on it. Every learner is seen as a human with his
or her own ability and personality as well as his or her talent and capability, so the
function of schooling is to dig out those abilities.
4. The development of curriculum is done from the central government.
Government and society develop the curriculum, so the society also determines
what is actually needed by the students.
5. Subject being taught in school is sometimes imbalanced to the
facilities and the ability of the school or the needs of the
environment around the school. School is given a full authority to expand
its syllabus based on the needs of the students and society.
6. Teacher is the centre of teaching learning process.
Teacher is a facilitator whose duty is to create conducive atmosphere to the
students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
7. Sciences, skills and attitudes are developed through exercises such
as answering questions. Sciences, skills and attitudes are developed
based on the understanding that will shape individual competence.
8. Most of learning activities are done in the classroom.
Learning process is conducted to stimulate cooperation between school, society and
working world in making competency of the learners.
9. Evaluation is done nationally and does not touch the personality of
learners. The teacher does evaluation and the
evaluation focuses on the process and the learning outcome.
4. Perceptions
Many experts have defined what perception is. According to Leontive 1981: 31, perception is defined as the process whereby the external tokens of
objects and phenomena are reflected in someone’s consciousness. Based on this definition, Leontive conforms that someone is creating his or her perception when
he or she is aware of experiencing an event or observing an object. If he or she is not aware, he or she cannot shape his or her perception on something.
In this research, the perceptions are related to the study which is shown as follows:
TLP CBC implementation experience awareness perceptions
Figure 1. Perceptions in This Research
This research discusses the implementation of Competency-Based Curriculum at school. In this case, the students and the teachers as the actors in the
teaching learning process experience the implementation of Competency-Based Curriculum in class. When they experience the teaching learning process, they are
24
aware of it. Therefore, perceptions are shaped through their awareness of the Competency-Based curriculum implementation in the teaching learning process.
Warga 1983: 207 also states that perceptions are based on past experiences. It means that someone can also shape his or her perception after he or
she experienced something. When someone did not experience an event or observe an object, he or she cannot form perception.
Meanwhile, Cook 1994: 150 remarks that perception is the selection, organization and interpretation of sensory data. It shows that perception is
important process that helps people define their world and guide their behaviours. Kreitner 1989: 126 adds that perceptions will lead to the change of
attitudes, motivation and behaviours. This means that perceptions may create outcomes within individuals.
This research studies perceptions since perceptions are needed to evaluate the existing curriculum whether the curriculum is acceptable and
applicable to the real class situation. During the process of shaping the perceptions, an individual might be
influenced by some factors which possibly obstruct his or her perception. According to Winardi 1992: 47-48 and Warga 1983: 210-213, the factors
influencing perceptions which both researchers find them almost the same are stated as follows:
1. Stereotyping Stereotyping is a kind of judgment. Everyone will have different
perception from the others since each person has different point of view to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
stereotyping. Stereotyping can influence perceptions because of an individual’s restricted amount of information about what he or she has experienced and
observed. 2. Self-concept
An individual may think that he or she is qualified, intelligent, and patient. This belief on his or her qualification may take an important role as it
affects how an individual perceives what he or she is facing. The way how an individual sees and feels about himself or herself is called self-concept.
3. Situation Situation cannot be separated from perceptions since the habits
familiar with an individual and expectation desired by an individual affects his or her perception. For instance, when someone has been accustomed to one situation,
he or she will find some difficulties if he or she faces another situation which he or she never experiences.
4. Needs Needs influence perceptions. If an individual finds needs of what he or
she has experienced and observed, he or she must shape positive perception in his or her mind. However, when he or she does not have certain purposes of what he
or she has experienced and observed, he or she can shape the perception more naturally.
5. Emotion Emotion has significant influence on perceptions as strong emotion
tends to block out stimuli. It means that when an individual is angry, he or she PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
tends to send away the situation that is opposite to his or her emotion. An individual cannot feel two emotions at a time. Therefore, the dominant one will
exist.
B. Theoretical Framework
