Clarification of Terms INTRODUCTION

3. Other researchers Other researchers who intend to conduct similar research can use this research as one of their references.

F. Clarification of Terms

There are some terms which will be used throughout the study. They are as follows.

1. Perception

Perception is defined as an individual’s process of organizing and interpreting impressions of the environment so that the impressions will be meaningful Robbins, 1997. Gibson, et al 1997 define perception as a mental activity of organizing information from environment so that it makes sense. Moreover, Altman and Hodgetts 1985 define perception as a person’s way of selecting and grouping stimuli, so that the stimuli can be interpreted meaningfully. Perception is also defined as a conscious mental and cognitive process that enables people to interpret and understand their surrounding Kreitner and Kinicki, 1992. In this study, perception refers to the students’ process of organizing and interpreting impressions or information about the English teaching-learning activities so that the impressions and information will be meaningful. 2. Teaching-learning Activities The term teaching is used to refer to the activities carried out by materials developers or teachers to facilitate the learning of the language Tomlinson, 6 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 1998. Krashen 1981 states that learning is seen as a conscious process while acquisition proceeds unconsciously. In this study, the term teaching- learning activities are defined as the activities carried out by the tutors to facilitate learners to master the English acquisition in the English class at Domby Kid’s Hope 2 Yogyakarta. 3. Perception on teaching-learning activities Biggs as cited by Astutiningsih 2006 states that perception on learning deals with belief about knowledge which influences students’ approaches to learning. In this study, the perception on teaching-learning activities is defined as individual’s process of organizing and interpreting impressions of the activities carried out by the tutors to facilitate learners to precede English acquisition at Domby Kid’s Hope 2 Yogyakarta. 4. Needs in learning English Needs refers to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements Brindley, 1984. Oxford Advanced Learner’s dictionary 2002 defines needs as a basic necessities or requirements. In this study, needs in learning English is defined as the learners’ wants, desires, demands, expectation, motivation, and requirements in learning English at Domby Kid’s Hope 2 Yogyakarta synchronized with the needs of learning English at Domby Kid’s Hope 2 from other relevant parties English tutor and learners’ parents. 7 5. Fifth grade learners According to Piaget as cited by Berk, 1989, the fifth grade learners who are approximately eleven years old belong to the formal operations, Children in this stage are able to handle abstract relationship, deal with hypothetical situations, understand and use probability, and deal with other complex problems involving logic and reasoning. In this study, the fifth grade learners at Domby Kid’s Hope 2 Yogyakarta are students coming from various schools in Yogyakarta, especially those located around Terban and Cokrokusuman Yogyakarta. 6. Domby Kid’s Hope 2 Domby Kid’s Hope 2 is one of the Children Development Programs in Yogyakarta. Domby Kid’s Hope 2 started the program in February, 2002 under the support of Yayasan Pelita Bangsa Yogyakarta. The targets of Domby Kid’s Hope 2’s program are the children from low economic class. They open programs for pre-school up to high school levels children of 3 – 19 years old. The goal of the program is developing the intellectual, physical, socio-emotional, and spiritual of the children Domby Kid’s Hope 2 profile, 2008. 8

CHAPTER II LITERATURE REVIEW