Students` and teachers` perseption on the effectiveness of teaching strategy in english class in SMA Kolese De Britto Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Benedikto, Angga. (2012). Students’ and Teachers’ Perception on The
Effectiveness of Teaching Strategy in English Class in SMA Kolese De Britto
Yogyakarta. Yogyakarta: Sanata Dharma University.
Teaching methods is one important element that cannot be ignored by a
teacher. The teaching methods are used by a teacher to achieve the learning
objectives in a class. In English class, the teaching methods used by the teacher
are different from those which are used in a math class or the other science
classes. English teachers have to use the appropriate method so that the learning
can be conducted effectively and the objectives will be achieved. However,
sometimes the students cannot see the aims or purposes from the teaching
methods used by the teacher in the class. Students often have negative perception
towards the way teacher teaches in the class, with their various reasons and
causes. Based on this problem, the researcher decided to conduct this research.
This research is aimed to seek student’s perception towards the teaching
methodologies used by the teacher in English class, which result is summarized
and presented in a thesis. This research is conducted to answer the a number of
problems, i.e. “What are the perceptions of English teachers of SMA Kolese De
Britto towards their own teaching?”, “What are the perceptions of students from

SMA Kolese De Britto towards the teachers’ strategies in English learning?”,
“How are the students’ perceptions and the teachers’ perception similar or
different?”, and “What information can be inferred from these similarities and
differences?”
The research reveals the idea that the English teacher of SMA Kolese De
Britto used combined teaching strategies based on various methods and
techniques. The teacher used the combined teaching strategy according to
character education, as it becomes the fundamental principle in Jesuit Education.
The goal is not only to teach the students with materials planned in a curriculum,
but also to develop their character and their mindset. Meanwhile, students of SMA
Kolese De Britto showed indifferent response to the teaching strategy in their
English lesson. The students expressed their thoughts that they wanted different
strategy to be used by the teacher in their learning process. The main cause of this
problem is the occurrence of satiation, where the students experienced a
continuous process for a long time.
To solve this problem and to improve the teaching learning process in
SMA Kolese De Britto, Community Language Learning and Experiential
Learning are suggested. Community Language Learning provides a non-stress
atmosphere in learning process. Meanwhile, Experiential Learning provides a
more challenging and real experience of learning that can boost up students

motivation to learn. Both methods can be used as options to make the teaching
learning process in English class in SMA Kolese De Britto more effective and
efficient.
Keywords: perception, students, teachers, teaching strategies.
vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Benedikto, Angga. (2012). Students’ and Teachers’ Perception on The
Effectiveness of Teaching Strategy in English Class in SMA Kolese De Britto
Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Metode pengajaran merupakan suatu elemen penting yang tidak bisa
diacuhkan oleh seorang guru. Metode pengajaran digunakan oleh guru untuk
mencapai tujuan pembelajaran di dalam kelas. Dalam kelas Bahasa Inggris,
metode pengajaran yang digunakan guru tentunya berbeda dari yang digunakan
di kelas matematika atau di kelas eksakta yang lain. Guru Bahasa Inggris harus
menggunakan metode yang tepat agar pembelajaran bisa berjalan efektif dan
tujuan pembelajaran bisa dicapai. Namun, terkadang siswa tidak bisa melihat
tujuan dari metode pengajaran yang digunakan guru di dalam kelas. Seringkali,

dengan berbagai macam sebab dan alasan, siswa memiliki persepsi yang negatif
terhadap cara pengajaran yang digunakan guru. Berdasarkan permasalah inilah,
penelitian ini dilakukan.
Penelitian ini bertujuan untuk mencari persepsi siswa terhadap metode
pengajaran yang digunakan guru dalam kelas Bahasa Inggris, yang kemudian
akan dirangkum ke dalam bentuk skripsi. Penelitian ini dilakukan untuk
menjawab beberapa permasalahan, yaitu “Apakah persepsi Guru Bahasa Inggris
SMA Kolese De Britto mengenai cara pengajaran mereka?”, “Apakah persepsi
siswa SMA Kolese De Britto mengenai cara pembelajaran dalam pelajaran
Bahasa Inggris?”, “Apakah persepsi guru dan siswa sama atau berbeda?” dan
“Informasi apa yang bisa diambil dari persamaan atau perbedaan ini?”
Penelitian ini mengungkapkan gambaran bahwa Guru Bahasa Inggris
SMA Kolese De Britto menggunakan strategi pengajaran gabungan, berdasarkan
bermacam-macam metode dan teknik. Strategi ini digunakan guru dengan
mengacu pada Pendidikan Karakter yang menjadi prinsip dasar Pendidikan
Jesuit. Selain untuk mengajarkan materi kepada anak, prinsip ini juga
mengembangkan karakter dan pola pikir anak. Sementara itu, siswa-siswa SMA
Kolese De Britto menunjukkan respon yang acuh-tak acuh terhadap strategi
pembelajaran yang digunakan guru di kelas. Para siswa menginginkan strategi
pembelajaran yang berbeda dalam proses pembelajaran. Penyebab utama dari

masalah ini adalah kejenuhan akan proses panjang yang terus menerus.
Community Language Learning dan Experiential Learning adalah pilihan
solusi untuk mengatasi masalah ini dan untuk meningkatkan proses pembelajaran
di SMA Kolese De Britto. Community Language Learning menawarkan
pembelajaran yang tanpa tekanan, sedangkan Experiential Learning menawarkan
pengalaman belajar yang lebih nyata dan menantang yang akan memotivasi siwa
untuk belajar. Kedua metode ini dapat digunakan untuk meningkatkan proses
pembelajaran di kelas Bahasa Inggris di SMA Kolese De Britto menjadi lebih
efektif dan efisien.
Kata kunci: persepsi, murid, guru, strategi pengajaran.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ AND TEACHERS’ PERCEPTION
ON THE EFFECTIVENESS OF TEACHING STRATEGY
IN ENGLISH CLASS IN SMA KOLESE DE BRITTO YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Angga Benedikto
Student Number: 081214116

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ AND TEACHERS’ PERCEPTION
ON THE EFFECTIVENESS OF TEACHING STRATEGY
IN ENGLISH CLASS IN SMA KOLESE DE BRITTO YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Angga Benedikto
Student Number: 081214116

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

“わたしはあくまで執事ですから” (Sebastian Michaelis – Black Butler)
“I am just a mere butler (to everyone).”

I dedicate this study to all beloved
people in my life, especially my ‘former’
students in SMA Kolese De Britto.
This stupid act is caused by you,
and this is my gift for you.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.

Yogyakarta, 7 November 2012
The Writer

Angga Benedikto
081214116

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Angga Benedikto

Nomor Mahasiswa

: 081214116

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ AND TEACHERS’ PERCEPTION ON THE
EFFECTIVENESS OF TEACHING STRATEGY IN ENGLISH CLASS IN
SMA KOLESE DE BRITTO YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya
memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan, mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk
pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 7 November 2012
Yang menyatakan

Angga Benedikto
vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Benedikto, Angga. (2012). Students’ and Teachers’ Perception on The
Effectiveness of Teaching Strategy in English Class in SMA Kolese De Britto
Yogyakarta. Yogyakarta: Sanata Dharma University.
Teaching methods is one important element that cannot be ignored by a
teacher. The teaching methods are used by a teacher to achieve the learning
objectives in a class. In English class, the teaching methods used by the teacher
are different from those which are used in a math class or the other science
classes. English teachers have to use the appropriate method so that the learning
can be conducted effectively and the objectives will be achieved. However,
sometimes the students cannot see the aims or purposes from the teaching

methods used by the teacher in the class. Students often have negative perception
towards the way teacher teaches in the class, with their various reasons and
causes. Based on this problem, the researcher decided to conduct this research.
This research is aimed to seek student’s perception towards the teaching
methodologies used by the teacher in English class, which result is summarized
and presented in a thesis. This research is conducted to answer the a number of
problems, i.e. “What are the perceptions of English teachers of SMA Kolese De
Britto towards their own teaching?”, “What are the perceptions of students from
SMA Kolese De Britto towards the teachers’ strategies in English learning?”,
“How are the students’ perceptions and the teachers’ perception similar or
different?”, and “What information can be inferred from these similarities and
differences?”
The research reveals the idea that the English teacher of SMA Kolese De
Britto used combined teaching strategies based on various methods and
techniques. The teacher used the combined teaching strategy according to
character education, as it becomes the fundamental principle in Jesuit Education.
The goal is not only to teach the students with materials planned in a curriculum,
but also to develop their character and their mindset. Meanwhile, students of SMA
Kolese De Britto showed indifferent response to the teaching strategy in their
English lesson. The students expressed their thoughts that they wanted different
strategy to be used by the teacher in their learning process. The main cause of this
problem is the occurrence of satiation, where the students experienced a
continuous process for a long time.
To solve this problem and to improve the teaching learning process in
SMA Kolese De Britto, Community Language Learning and Experiential
Learning are suggested. Community Language Learning provides a non-stress
atmosphere in learning process. Meanwhile, Experiential Learning provides a
more challenging and real experience of learning that can boost up students
motivation to learn. Both methods can be used as options to make the teaching
learning process in English class in SMA Kolese De Britto more effective and
efficient.
Keywords: perception, students, teachers, teaching strategies.
vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Benedikto, Angga. (2012). Students’ and Teachers’ Perception on The
Effectiveness of Teaching Strategy in English Class in SMA Kolese De Britto
Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Metode pengajaran merupakan suatu elemen penting yang tidak bisa
diacuhkan oleh seorang guru. Metode pengajaran digunakan oleh guru untuk
mencapai tujuan pembelajaran di dalam kelas. Dalam kelas Bahasa Inggris,
metode pengajaran yang digunakan guru tentunya berbeda dari yang digunakan
di kelas matematika atau di kelas eksakta yang lain. Guru Bahasa Inggris harus
menggunakan metode yang tepat agar pembelajaran bisa berjalan efektif dan
tujuan pembelajaran bisa dicapai. Namun, terkadang siswa tidak bisa melihat
tujuan dari metode pengajaran yang digunakan guru di dalam kelas. Seringkali,
dengan berbagai macam sebab dan alasan, siswa memiliki persepsi yang negatif
terhadap cara pengajaran yang digunakan guru. Berdasarkan permasalah inilah,
penelitian ini dilakukan.
Penelitian ini bertujuan untuk mencari persepsi siswa terhadap metode
pengajaran yang digunakan guru dalam kelas Bahasa Inggris, yang kemudian
akan dirangkum ke dalam bentuk skripsi. Penelitian ini dilakukan untuk
menjawab beberapa permasalahan, yaitu “Apakah persepsi Guru Bahasa Inggris
SMA Kolese De Britto mengenai cara pengajaran mereka?”, “Apakah persepsi
siswa SMA Kolese De Britto mengenai cara pembelajaran dalam pelajaran
Bahasa Inggris?”, “Apakah persepsi guru dan siswa sama atau berbeda?” dan
“Informasi apa yang bisa diambil dari persamaan atau perbedaan ini?”
Penelitian ini mengungkapkan gambaran bahwa Guru Bahasa Inggris
SMA Kolese De Britto menggunakan strategi pengajaran gabungan, berdasarkan
bermacam-macam metode dan teknik. Strategi ini digunakan guru dengan
mengacu pada Pendidikan Karakter yang menjadi prinsip dasar Pendidikan
Jesuit. Selain untuk mengajarkan materi kepada anak, prinsip ini juga
mengembangkan karakter dan pola pikir anak. Sementara itu, siswa-siswa SMA
Kolese De Britto menunjukkan respon yang acuh-tak acuh terhadap strategi
pembelajaran yang digunakan guru di kelas. Para siswa menginginkan strategi
pembelajaran yang berbeda dalam proses pembelajaran. Penyebab utama dari
masalah ini adalah kejenuhan akan proses panjang yang terus menerus.
Community Language Learning dan Experiential Learning adalah pilihan
solusi untuk mengatasi masalah ini dan untuk meningkatkan proses pembelajaran
di SMA Kolese De Britto. Community Language Learning menawarkan
pembelajaran yang tanpa tekanan, sedangkan Experiential Learning menawarkan
pengalaman belajar yang lebih nyata dan menantang yang akan memotivasi siwa
untuk belajar. Kedua metode ini dapat digunakan untuk meningkatkan proses
pembelajaran di kelas Bahasa Inggris di SMA Kolese De Britto menjadi lebih
efektif dan efisien.
Kata kunci: persepsi, murid, guru, strategi pengajaran.
viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS
First of all, I would like to show my deepest gratitude and my praise to
The Almighty God for His blessing and guidance so that I can finish this thesis.
Without Him, I would not be able to finish this thesis completely and satisfyingly.
He will be my only helper and my grip, who will teach me to be a man of wisdom
in my life.
My greatest thanks is for my advisor Carla Sih Prabandari, S.Pd.,
M.Hum. for her intelligent but wise guidance in my process of writing this thesis.
Even though I experienced having some problems in the writing process and
sometimes I showed lack of determination, she kept being patient until finally I
could finish this thesis completely.
My thankfulness goes for FX. Agus Hariyono, S.E., S.Pd., the principal
of SMA Kolese De Britto Yogyakarta, for his permission to conduct the research
for my thesis. Also I thank Ag. Triwinanta, S.Pd., Andreas Denny Setia
Utama, S.Pd., and P. Gandhi Prastowo, S.Pd., the English teachers of SMA
Kolese De Britto for giving guidance and suggestion and their willingness to be
my respondents. To the students in SMA Kolese De Britto Yogyakarta, I thank
them for their beautiful perception that was really helpful for my research. I will
never forget the chance to learn together with all of them.
I would give my best gratitude to all of PBI lecturers, especially for
Caecilia Tutyandari, S. Pd., M. Pd., and Gregorius Punto Aji S.Pd., M.Hum.,
who have given supports and guidance to me during my study in PBI. I would
also thank PBI staff, Mbak Dhanniek & Mbak Tari for their help in
administering the permission letter, and organizing what I need during my study
in PBI. It is also important for me to say “thank you” to all of librarians and staff
in Sanata Dharma Library for giving best services for me during my study,
especially in the time of writing my thesis. Lastly, I give my thanks to the last
lecturer, Dra. Lanny Anggawati, who had changed my viewpoint of life
completely and made me a leader for myself in working area, and also improve

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

my wisdom; my words of thanks will never be enough to show my gratitude to
her.
In my family, I would give the most sincere thanks to my mother, Imelda,
who had supported me and scolded me when I lacked of motivation to do my
thesis. My thanks also go to my little brother, Ade, who always makes me laugh
with his jokes, and will always be my ‘senior’ in playing online games: the thing I
always do with him whenever I feel unmotivated. To my Opung and Tulang who
always become the greatest family member to me.
For the light of my life, Hikari; I would like to thank her for giving me the
happiest 9 months in my life, and teaching me how to love. And to my best friend,
the real best friend in my life, Kristin, I would like to say “thank you” for the
most beautiful friendship I have ever had with her. To my greatest ‘partner in
crime’ in PBI, Setyo; I thank her for her crazy thoughts of life and also her
supports to me. To Romo, Elista, Nova, Lucky, and Ajeng, I thank them for the
greatest cooperation in my life in SPD.
My thanks also go for Yo, Hans, Elis, for being the friends of ‘my other
self’, and also to Pauline, Anggi, Andre, Detta, Iman, Prisca, Pita, Angeline,
and Liza, my family in “The Youth Generation”. To other people that I cannot
mention one by one, who has supported me in writing this thesis. The last but not
least, to my 9 angels (especially Kim Hyoyeon) in Girls’ Generation a.k.a.
SNSD (So Nyeo Si Dae), who gave me spirits and entertainment in my bad time,
especially their song “Chocolate Love”, which always accompanied me in typing
my thesis.

Angga Benedikto

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TABLE OF CONTENTS
Page
TITLE PAGE ......................................................................................

i

APPROVAL PAGES ...........................................................................

ii

MOTTO AND DEDICATION PAGE ..................................................

iv

STATEMENT OF WORK’S ORIGINALITY .....................................

v

PERNYATAAN PERSETUJUAN PUBLIKASI ......................................

vi

ABSTRACT ........................................................................................

vii

ABSTRAK ............................................................................................

viii

ACKNOWLEDGEMENTS .................................................................

ix

TABLE OF CONTENTS ...................................................................

xi

LIST OF TABLES ...............................................................................

xiv

LIST OF APPENDICES .....................................................................

xvi

CHAPTER I. INTRODUCTION
A. Research Background.............................................................

1

B. Research Problems ................................................................

3

C. Problem Limitation ...............................................................

3

D. Research Objectives ..............................................................

4

E. Research Benefits ..................................................................

4

F. Definition of Terms ...............................................................

6

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .........................................................

9

1. Review of Previous Study about Perception .......................

9

2. Perception Study as Survey Research .................................

11

a. Definition and Nature of Perception Studies ....................

11

b. Factors Influencing Perception .........................................

11

3. English Teaching Learning in Indonesian
High School .......................................................................

12

4. The Background and Principles of Jesuit Education ...........

14

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Jesuit education assists in the total formation of each individual
within the human community ..........................................

14

b. Jesuit education emphasizes activity on the part of the
students ...........................................................................

15

c. Jesuit education emphasizes activity on the part of the
students ...........................................................................

15

d. Jesuit education encourages life-long openness
to growth .........................................................................

15

5. Teaching Learning Strategies .............................................

15

a. Audio Lingual Method ....................................................

16

b. Task-Based Language Teaching ......................................

17

c. Cooperative Language Learning ......................................

18

d. Communicative Language Teaching ................................

19

e. Genre Based Teaching .....................................................

19

6. The characteristics of Asian High School learners in
learning EFL and How the Teachers Must Deal with it .......

21

7. Students motivation to learn English ..................................

23

B. Theoretical Framework ..........................................................

24

CHAPTER III. METHODOLOGY
A. Research Method ..................................................................

28

B. Research Setting ....................................................................

29

C. Research Participants/ Subjects ..............................................

30

D. Instruments and Data Gathering Technique ...........................

31

E. Data Analysis Technique .......................................................

35

F. Research Procedure ...............................................................

37

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Perception of SMA Kolese De Britto Yogyakarta English
Teachers towards Teaching Methodologies used in English Class

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B. The Perception of SMA Kolese De Britto Yogyakarta Students
towards teaching strategy used in English class .....................

50

C. The Comparison of Students’ Perception and Teachers’ Perception 75
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ..........................................................................

80

B. Recommendations .................................................................

83

REFERENCES ...................................................................................

91

APPENDICES ....................................................................................

95

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LIST OF TABLES
Table

Page

Table 3.1. The Blueprint of the Questionnaire for the Students. ............

33

Table 3.2. The Blueprint of the Interview Guideline for the Teacher. ...

34

Table 4.1. Students Personal Evaluation to English Class .....................

52

Table 4.2. Students Personal Evaluation towards English Class............

54

Table 4.3. Students’ Response from Grade X towards the Condition and
process in English Class (Part A) ........................................

56

Table 4.4. Students’ Response from Grade X towards the Condition and
process in English Class (Part B) ........................................

57

Table 4.5. Perception of Students Grade XI Science and Language
on The Condition and process in English Class (Part A) .....

60

Table 4.6. Perception of Students Grade XI Science and Language
on The Condition and process in English Class (Part B)......

61

Table 4.7. Perception of Students from XI Social on the Condition and
process in English Class. (Part A) .......................................

63

Table 4.8. Perception of Students from XI Social on the Condition and
process in English Class. (Part B) .......................................

64

Table 4.9. Students’ Achievement in English Class .............................

65

Table 4.10. Students Perception on Teaching Strategies Used in The
Class X Taught by Teacher 1. (Part A) ...............................

68

Table 4.11. Students Perception on Teaching Strategies Used in The
Class X Taught by Teacher 1. (Part B) ...............................

69

Table 4.12. Students’ Perception on Teaching Strategies Used in The
Class XI Science and XI Language Taught by Teacher 2 ....

71

Table 4.13. Students’ Perception on Teaching Strategies Used in The
Class XI Science and XI Language Taught by Teacher 2 ....

72

Table 4.14. Students’ Perception on Teaching Strategies Used in The
Class XI Social Taught by Teacher 3. (Part A)....................

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Table 4.15. Students’ Perception on Teaching Strategies Used in The
Class XI Social Taught by Teacher 3. (Part B) ....................

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LIST OF APPENDICES

Appendix

Page

Appendix 1. Permission Letter for the Head of SMA Kolese De Britto
Yogyakarta from Sanata Dharma University ...................

96

Appendix 2. Permission Letter to Conduct Research from SMA
Kolese De Britto Yogyakarta ..........................................

98

Appendix 3. Questionnaire for The Students .......................................

100

Appendix 4. Interview Guidelines for Teachers ...................................

106

Appendix 5. Questionnaire Recap for part 1 .........................................

108

Appendix 6. Questionnaire Recap for part 2 and 3 ...............................

111

Appendix 7. Interview Transcripts: Teacher 1 .....................................

119

Appendix 8. Interview Transcripts: Teacher 2 .....................................

128

Appendix 9. Interview Transcripts: Teacher 3 ......................................

133

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CHAPTER I
INTRODUCTION

In this chapter, the background and the research problem are discussed.
The research background shows the reason why the researcher decided to conduct
this study. The problem formulation defines the questions as the fundamental
guideline to conduct the study. There is also some additional information about
the limitations of the study, the objectives of the study, and also benefits of the
study. In the end of this chapter, a list of key terms is presented to clarify the
aspects being discussed and to avoid misunderstanding in relation to other topics.

A. Research Background
Learning foreign languages, especially English, might be difficult for
Indonesian students. The differences in culture and also in the second language
grammar cause the difficulties for the students in learning it. In Indonesian
education system, English is one of the foreign languages taught in senior high
school. Senior high school students also have the difficulties learning English. In
some cases students even feel nervous or stressful. It might affect their motivation
to learn English. A language teacher, in this case English teacher, needs the
suitable strategy to teach English. It is needed to provide a more effective yet
convenient situation for students to learn and encourage them to learn willingly.
However, there is still a possibility that the students do not understand that the
strategy the teacher uses to teach them is actually the suitable one, based on their

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2

needs. Students might feel that in the process of learning, the material is too hard
or the techniques used are boring. In fact, if the students follow what the teacher
facilitates in the learning, they should be able to learn the foreign language easily.
One real case about this problem was found in the researcher’s time of
Pratice Teaching (PPL - Praktik Pengalaman Lapangan) in SMA Kolese De
Britto. There, the researcher had to teach some classes of the first year (Class X).
During the observation period, the researcher found that the students were not
enthusiastic to follow the lesson. They seemed unmotivated to join the lesson.
They indeed followed the teacher’s instruction in doing their assignment.
However, their expressions (such as sighing and having gloomy facial expressions)
showed that they did not like to do so. This might lead them to have low
achievement since they did it unwillingly, not with their best. Furthermore, after
the researcher did the teaching practice, the feedbacks or comments from the
students on the researcher’s teaching mostly conveyed the idea that they did not
like the their English teachers and even asked the researcher to continue to teach
there.
This case triggered the researcher’s interest to investigate students’
perception on the teachers’ teaching strategies in English Lesson. Students’
perception on the teaching strategies in English class is beneficial especially for
teachers. By knowing students’ perception, teachers can adjust their teaching
strategy to suit students’ condition and fulfill their need in learning. This way,
teacher can help the students to achieve better achievement in the end of the
learning process. The researcher then decided to conduct research about this

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3

problem, which also involved the teachers’ perception as the comparison. What
are the real problems in the case of teaching-learning strategies? What do the
teachers think about the teaching strategies they have used? What is the students’
perception towards their teacher’s strategies? These kinds of questions become the
guidance for the researcher to investigate more about this problem.

B. Research Problems
Based on the background explained, three problems are formulated:
1. What are the perceptions of English teachers of SMA Kolese De Britto
towards their own teaching?
2. What are the perceptions of students from SMA Kolese De Britto towards the
teachers’ strategies in English learning?
3. What insight can be inferred from the similarities and differences between the
students’ perceptions and the teachers’ perception?

C. Problem Limitation
This study focuses on the area of SMA Kolese De Britto, involving the
students and the English teachers. This study will only discuss the perceptions,
both from the teachers and students, towards the strategies in the process of
English lesson. The connections made later in the discussion also focus on the
aspect of the teaching strategies, primarily about what activities are used to teach
what.

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4

D. Research Objectives
The study is expected to reveal some information about:
1. The perceptions of English teachers of SMA Kolese De Britto towards their
own teaching.
2. The perceptions of students of SMA Kolese De Britto towards the teachers’
strategies in English learning.
3. The insight that can be inferred from the similarities and differences between
the students’ perceptions and the teachers’ perception?

E. Research Benefits
This study about students’ perception hopefully will be beneficial in some
aspects of education. The researcher wants this research not to be only as a report
for thesis but also as a reference for other researchers or other educational
partakers. Hopefully, this study can be a basic reference to conduct further
researches so that the study about students’ perceptions towards teaching
strategies will not stop here.
Firstly, the researcher hopes that this study will be beneficial for the
English teachers in senior high school level. For the teachers in SMA Kolese De
Britto, hopefully this study will provide some solutions to the problems occurred
in teaching learning activities in the class. Teachers will know how the students
perceive their teaching strategies and thus will have some consideration to adjust
their teaching strategies in teaching English to the students. For English teachers
from other schools, hopefully this study can be used as a new reference of

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5

teaching method or strategies. This study hopefully will help the teacher
understand the students’ need in learning English and their perception on the
strategies better.
Secondly, in addition to the teachers, the researcher also hopes that this
study will be beneficial for the students. For the students in SMA Kolese De
Britto, as well as for the students in other schools, it is expected that this study
will help them understand the reason why the teacher uses certain strategies to
teach in a certain context in English class. This will evoke students’ understanding
and willingness to learn English.
Finally, for the academic purpose, the researcher hopes that further
research will be conducted as continuation of this study. The researcher suggests
that the suggestion to improve teaching and learning provided later in the study
will be implemented and then will be researched to see its effectiveness in the
class room.

F. Definitions of Terms
The terms explained below are the key terms frequently used in this study.
This part will explain the definition of the key terms to avoid misinterpretation
and to clarify the concepts used in this study. The definitions of terms contain the
definition and also the contextual concepts from some experts.
1.

Perception
Perception is one mental process in human’s mind. It is as the statement of

Kreitner and Kinicki (2008: 183) which say that perception is “a cognitive process

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6

that enables us to interpret and understand our surroundings”. Furthermore,
Robbins (2005: 134) says that perception is related to our sensory impressions in
cognitive way to give a representative meaning to our environment. Based on the
statements above, it can be accepted that perception is what a human believe
towards something in his environment. In this research, it is what the teachers and
the students believe or think about the teaching strategies used in English class.
2.

Students of SMA Kolese De Britto
Students in SMA Kolese De Britto, as commonly known, are all boys. The

researcher took them as respondents because of the fact that they are all boys.
Clark and Starr (1991) explain that “Every student is unique”. They have different
characteristics, needs, and preferences from one to each other. Teachers here in
SMA Kolese De Britto have to consider these aspects of student, especially the
fact that they are all boys, so that they can have an effective teaching and learning
activity in the class.
3.

English teachers of SMA Kolese De Britto.
There are four English teachers in SMA Kolese De Britto. Coincidentally,

all teachers are male. The researcher only took three teachers as respondents for
this research. The reason to this condition is explained in chapter III.
4.

Teaching Strategies
Teaching strategy is a set of plan that is used by a teacher to teach.

Teaching strategy can consist of some techniques. Anthony (1963, as cited in
Celce-Murcia, 2001, p. 5) says that strategy is a set of procedures that describe the
precise steps to teach a second or a foreign language. To make a good set of

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7

strategy, teachers need to consider both techniques and also students’ background
and situation and make a suitable set of strategies to teach English in class. It is
supported by the idea as defined in Borich’s Effective Teaching Methods (1996)
which explains that an effective teaching conduct produces desirable students’
outcomes in the form of high test score, increased problem-solving skills, and
improved learning skills.
5.

SMA Kolese De Britto
SMA Kolese De Britto (De Britto College) is a catholic school run by

Society of Jesus (The Jesuits). It is a homogenous school where the students are
all boys. The school is located in Laksda Adisucipto Street, no. 161, Yogyakarta.
(Taken from SMA Kolese De Britto website, retrieved from http://debritto.sch.id/)
6.

Audiolingual method
Richards and Rodgers (2001: 59) explain that audiolingual method focuses

greatly on listening skill. The learning covers the development of correct
pronunciation, stress, rhythm, and intonation through the use of dialogues and
drills.
7.

Task-Based Language Teaching
Richards and Rodgers (2001: 223) explain that Task-Based Language

Teaching focuses on using tasks as the main activity in the language learning. The
activity involves real communication and carries out meaningful task to promote
the language learning.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

8.

8

Cooperative Language Learning
Richards and Rodgers (2001: 193) explain that Cooperative Language

Learning intends to have the learners acquire the language being learned through
activities in pair or group and thus reduce their stress and increase their positive
classroom atmosphere. This method can be seen as a method which requires
interaction and cooperation among the students in order that they can learn
together without pressure and have more motivation.
9.

Communicative Language Teaching
Finnochiaro and Brumfit (1983), as cited in Richards and Rodgers (2001:

157), say that in Communicative Language Teaching, students are expected to
communicate, either in written or spoken way. The communication occurred
among the students will help them to master the language more easily. To help the
students learn through this method, the teachers themselves should be able to use
the target language fluently and appropriately (Celce-Murcia, 2001: 8).
10.

Genre Based Teaching
Derewianka (2003) explains that genre based teaching is one approach of

teaching that enables the students to create a particular meaning presented in a
whole text. Teacher is supposed to help students recognize the features, natures,
and characteristics of a particular kind of text. Through this, students are expected
to understand the goal, meaning, and choice of language elements that are
presented through the text.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter will discuss the literatures discussing the theories used as
foundation to this study. The answers to the research problems will be inferred by
relating the theories to the data obtained from the research. This chapter is divided
into two main parts. The first part is the theoretical description and the second part
is the theoretical framework.

A. Theoretical Description
This section talks about the theories directly relevant to this study. The
theories are provided in the form of brief explanation that can lead to the ideas
discussed for this research. This part also reviews a similar research study to see
the relevance to this research.
1.

Review of Previous Study about Perception
In this part, a report of collaborative researches titled Perceptions of the

Ideal Teacher” and the Teacher-in-Practice in the ASEAN (1986) will be
reviewed. This report contains the result of various researchers conducted mainly
in Philippines to investigate the perception about the ideal teachers in their
profession. The participants of these researches were teachers themselves, invited
from five countries of ASEAN, namely Indonesia, Malaysia, Philippines,
Thailand, and Singapore. The purpose of this report is to create the idea of
philosophical teacher education into the teachers’ way of thinking. These

9

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researches were conducted as survey research, which was supported by
documentary analysis revealing the relevant documents, national workshops, and
various policies of the countries (p. 3).
From the researches’ results, some ideas can be drawn. First, teaching
students is the primary activity of teachers in schools (p.6). Because of this fact, it
is later explained that teachers should have the ability or mastery of the area that
they teach (p. 16).
Second, teachers should have appropriate teaching strategies considering
the activities of the days (p. 33). The teachers should be able to use the rights
strategies in the class activity that the students will be able to learn effectively.
Teachers should also be able to adjust their teaching considering the environment
(either urban or rural areas) of the teaching.
Third, teachers should have the importance of teaching when they teach in
the class. The focus of the teacher’s teaching should be on helping students
develop self-directed, life-long learning skills, and encouraging them to think
critically, to make intelligent decision, and to think creatively and imaginatively.
(p. 52). To be able to attain those focuses is not an easy task; teachers should be
able to understand the situations and choose the right strategies to teach.
From the ideas sighted from the researches’ result, it can be seen that the
strategies used in teaching is very important. Teachers should know the right
strategies to teach the students considering the goals of the teaching learning
process, the characteristics of the students, and the environment of the teaching.

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11

Teachers should attempt to develop their teaching skills to be able to focus on the
goals of teaching.
2.

Perception Studies as Survey Research
This section explains the definition and nature of perception studies, along

with some factors that influence the study of perception. This discussion is used as
the fundamental idea to conduct the research and also as a guideline to answer the
problem formulations.
a.

Definition and Nature of Perception Studies
Kreitner and Kinicki (2008: 183) say that perception is “a cognitive

process that enables us to interpret and understand our surroundings”. Another
expert, Robbins (2005: 134) says that perception is related to our sensory
impressions in cognitive way to give a representative meaning to our environment.
This shows that perception is image of something that people have in their mind
which represents certain meaning from the environment. In other words,
perception can also be stated as what we see and believe about something.
Perception can be an idea or understanding about certain objects or processes.
This is also explained by Borger and Seaborne (1966: 105); they say that
perception is “an awareness of the environment, through which a person processes
incoming sensory data in a certain way to arrive at useful impression of his
surroundings.”
b. Factors Influencing Perception
Perception is influenced by some factors (Altman, Valenzi, and Hodgetts,
1985: 90). Four important factors are selection of stimuli, organization of stimuli,

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12

the situation, and self-concept. Selection of stimuli involves the process of
concentrating to a few numbers of stimuli, despite the fact that there might be
more stimuli that come to someone’s mind. Each person’s mind selects different
stimuli from others, and this becomes one reason why people develop different
perceptions towards the same thing. The selected stimuli are later brought to the
stage of organization of stimuli. Organization of stimuli is the stage when the
stimuli which come to the mind are processed and organized to form a meaning.
The stimuli are put meaningfully in a way based on previous experiences. The
process is also different from one individual to another, which causes different
perceptions among people.
The other two factors which influence perception are external factors (seen
from the mind and its process point of view). The situation is the condition around
one individual, including the experiences in the past. Situation around one
individual and also the previous experiences can affect the process of perceiving.
Meanwhile, self-concept is the way one individual perceive or feel about himself.
This also involves emotional aspect. Both situation and self-concept can affect the
process of selection of stimuli and also the organization.
3.

English Teaching Learning in Indonesian High School
English teaching learning in high school level needs some considerations,

which are mainly related with the teachers, especially in Indonesia. In general,
there are some ideas that teachers should considers in planning their teaching.
First, teacher must know beforehand what they are going to teach and make a plan
for that (Riddell, 2001: 16). Specifically in Indonesia, according to Djunaidi (1987:

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13

5) teachers have to consider some different language aspects, mainly related to
culture or grammar, which affects students’ learning of English. He also points
out that teachers have to direct the English teaching to grow the students’
awareness of nationalism and culture heritage of Indonesia. To adjust the common
English teaching learning to the context of Indonesia, and to develop a way of
better teaching, teachers have to assess their own teaching ability objectively. It is
similar with the idea that teachers who teach in high school should start from the
aims, i.e. the material to be taught (Phillips, 1971: 21). They should make a set of
teaching techniques so that the learners will understand the material. This is
because students need more than just a mere teaching. Wiggins (1958: 92) says
that “Senior High School youths in their personal lives, in their academic studies,
and in their career plans, need a great deal more than a formal academic
schooling.” The teachers should be able to consider this thing in their teaching and
develop suitable strategies in their teaching process. Moreover in Indonesia,
students tend to be more passive, compliant and unreflective learner
characteristics (Exley, 2005). It is caused by their anxiety to make mistakes in
their learning. Thus, teachers also need to consider the Indonesian learners’
characteristic and their needs in designing their teaching strategy.
It can be commonly seen that development takes time to progress, indeed.
Teachers have to do some developmental activities to increase their ability. “It
takes time to observe interaction in our own classrooms and to visit other teachers’
classes, as well as to write in a journal and to talk to others about teaching.”
(Gebhard, 1996: 14). Furthermore, Gebhard also says that teachers will be able to

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14

develop the teaching ability through the cycles of reflections to gain the new
knowledge to be implemented in the class (page 21).
4.

The Background and Principles of Jesuit Education
Jesuit education system is the fundamental principle that is applied as the

guideline for teaching in most catholic schools, especially those which are run by
Jesuits. Jesuit education in Indonesia, as well in the other place, refers to the
concepts and basic ideas conveyed in the document of International Commission
on The Apostolate of Jesuit Education, entitled The Characteristics of Jesuit
Education (1987).
In this book, the natures and characteristics, which become the foundations
of Jesuit Education is explained to the readers. Presented below are some general
points of Jesuit education. Points taken are those which are directly relevant to
this study.
a.

Jesuit education assists in the total formation of each individual within
the human community (pp. 17-19)
Jesuit education always tries to develop all talents of each individual as

God’s blessings to the fullest. This aim can be done by emphasizing the
competent and well-motivated teaching. Most concern goes to the teacher, which
means the teacher has the most responsibility on carrying out this purpose.
Teachers are expected to develop the imaginative, the affective, and the creative
dimensions of each student. All teaching strategies and instruments including
essays, drama, speeches, and debates are expected to be used to teach in an

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15

explorative way so that the students will be able to develop and organize
themselves to reach the goal.
b. Jesuit education insists on individual care and concern for each person
(pp 21-22).
Students in Jesuit school are led and guided to reach maturity in the
intellectual, affective, and spiritual areas. The teaching and guidance are
conducted in the adjustment to students’ ability and characteristics. To realize this,
the teacher needs to build personal relationship with the students. Teacher is
expected to be ready to share the joy and sorrows, care and concern to the
meaning of life with the students, and help them to develop their personal growth
and interpersonal relationships.
c.

Jesuit education emphasizes activity on the part of the students (p 22).
This principle exp