Students` perception on the implementation of conversation extracurricular class at SMP ST.Paulus Pangudi Luhur Moyudan to increase students` speaking ability

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STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF
CONVERSATION EXTRACURRICULAR CLASS AT SMP ST.PAULUS
PANGUDI LUHUR MOYUDAN TO INCREASE STUDENTS’ SPEAKING
ABILITY

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

By
Asih Pratiwi
Student Number : 101214071

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, December 8th, 2014
The Writer

Asih Pratiwi

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Sanata Dharma:
Nama

: Asih Pratiwi

Nomor Mahasiswa

: 101214071

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF
CONVERSATION EXTRACURRICULAR CLASS AT SMP ST. PAULUS
PANGUDI LUHUR MOYUDAN TO INCREASE STUDENTS SPEAKING
ABILITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikanya di internet atau
media lain demi 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: 8 Desember 2014
Yang menyatakan

(Asih Pratiwi)

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ABSTRACT
Pratiwi, Asih. (2014). Students’ Perception on the Implementation of
Conversation Extracurricular Class at SMP St. Paulus Pangudi Luhur Moyudan
to Increase Students’ Speaking Ability. Yogyakarta. English Language Study
Program, Sanata Dharma University.

Teaching English as a foreign language is not easy. Since the English
language does not become the main language, the students have limited
opportunities to practice it. Many schools in Indonesia attempt to make some
activities which can improve the students’ ability to speak English. One of the
ways is by giving an extracurricular which provides enough opportunities for the
students to practice English Speaking. SMP Pangudi Luhur Moyudan also
facilitates the students by giving an extracurricular namely Conversation Class.
This Extracurricular becomes a compulsory extracurricular for the students. This
activity helps the students to improve English speaking ability. Because of that
reason, the researcher was inspired to analyze the students’ perception on the
implementation of Conversation Extracurricular to Increase Students Speaking
ability. There were three research questions in this study: (1) How is Conversation
extracurricular Class implemented? (2) What are the students’ perceptions on the
implementation of Conversation class to increase their speaking ability? (3) What
is the students’ suggestion to improve the implementation of Conversation Class?
Answering those three research questions,the researcher employed survey
research. There were 39 students from 7B class of SMP Pangudi Luhur Moyudan
who became the participants of the study. The data were obtained by using
questionnaire and interview. At the first, the researcher also conducted
observation to investigate the teaching learning activities in Conversation Class.

Therefore, the questionnaire consisted of 17 items of closed-ended questions and
4 items of open-ended questions. The researcher took 10 students and the teacher
of Conversation Class extracurricular to be interviewed in order to get further
informations towards the implementation of Conversation extracurricular Class.
The research result showed that the implementation of Conversation was
good and most of the students perceived positive perception on it. The students
noted that their speaking ability could really improve. The researcher also showed
the weaknesses on the implementation of Conversation Extracurricular Class.
The students gave suggestions for the further implementation of
Conversation Class. They suggested that the teacher needs to create creative
environment in the class by giving any media and games in teaching learning
activities. Besides, the students also suggested to arrange the duration of teaching
learning activities longer so that the students can have enough time to practice
English Speaking and finally the goal of language learning can be achieved.

Key words: perception, Conversation Extracurricular Class, speaking skill

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ABSTRAK
Pratiwi, Asih. (2014). Students’ Perception on the Implementation of
Conversation Extracurricular Class at SMP St. Paulus Pangudi Luhur
Moyudan to Increase Students’ Speaking Ability. Yogyakarta. Program Studi
Bahasa Inggris, Universitas Sanata Dharma.
Mengajar pelajaran Bahasa Inggris untuk siswa-siswi Indonesia sebagai
bahasa asing tidaklah mudah. Mereka tidak memiliki kesempatan yang cukup
untuk berlatih berbicara menggunakan Bahasa Inggris karena Bahasa Inggris
bukanlah bahasa utama mereka dalam kehidupan sehari-hari. Sekolah-sekolah di
Indonesia mengupayakan kegiatan-kegiatan yang dapat membantu siswa untuk
meningkatkan kemampuan Bahasa Inggris mereka. Salah satunya adalah dengan
mengadakan ekstrakurikuler yang dapat memberi kesempatan kepada siswa untuk
berlatih berbahasa Inggris. SMP Pangudi Luhur Moyudan juga menyediakan
ekstrakurikuler tersebut yang bernama Conversation Class. Ekstrakurikuler

Conversation Class menjadi ekstrakurikuler wajib untuk siswa. Ekstrakurikuler
tersebut bertujuan untuk membantu siswa meningkatkan kemampuan berbicara
Bahasa Inggris mereka. Karena hal tersebut, peneliti tertarik untuk meneliti dan
menganalisa persepsi siswa dalam pengimplementasian kegiatan Conversation
Class. Ada tiga rumusan masalah dalam penelitian tersebut : (1) Bagaimanakah
penerapan ekstrakurikuler Conversation Class? (2) Bagaimanakah persepsi siswa
terhadap penerapan ekstrakurikuler Conversation Class untuk meningkatkan
kemampuan siswa untuk Berbahasa Inggris? (3) Apa sajakah saran-saran siswa
untuk peningkatan penerapan Conversation Class?
Untuk menjawab ketiga rumusan masalah tersebut, peneliti menggunakan
survey research. Ada 39 siswa SMP Pangudi Luhur dari kelas 7B dari yang
menjadi responden. Data didapatkan dengan menggunakan kuisioner dan
wawancara. Sebelumnya, peneliti juga melakukan observasi untuk mendapatkan
informasi tentang kegiatan ekstrakurikuler Conversation Class. Kuisioner tersebut
berisi 17 pernyataan tipe tertutup dan 4 pertanyaan tipe terbuka. Peneliti juga
mewawancarai 10 siswa dan Guru ekstrakurikuler Conversation Class untuk
mendapatkan informasi yang lebih dalam tentang penerapan kegiatan tersebut.
Hasil dari penelitian menunjukkan bahwa penerapan ekstrakurikuler
Conversation Class sudah bagus dan siswa menerima persepsi yang positif. Siswa
menyatakan bahwa kemampuan berbahasa Inggris mereka meningkat. Peneliti

juga menyajikan kekurangan dari penerapan kegiatan ektrakurikuler Bahasa
Inggris.
Siswa-siswa juga memberikan saran-saran agar Guru dapat menciptakan
suasana kelas yang kreatif dengan memberikan permainan dan penggunaan
media dalam pembelajaran tersebut. Selain itu, siswa-siswa juga menyarankan
untuk menambah waktu untuk kegiatan ekstrakurikuler Conversation Class
sehingga mereka memiliki waktu yang lebih untuk berlatih berbahasa inggris
sehingga tujuan dari pembelajaran tersebut dapat tercapai.
Kata kunci: perception, Conversation Extracurricular Class, speaking ability
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ACKNOWLEGDMENTS
First of all, I would like to express my deepest gratitude to God for

everything He has given into my life. I thank Him for always blessing, helping
and guiding me during the completion of my thesis. I also thank Mother Mary for
always listening my prayers. She always gave me strength to keep on trying
during this challenging process. Her blessing really works in the whole of my life.
I would like to express my gratitude to my sponsor, Ag. Hardi Prasetyo,
S.Pd.,M.A , who always helped, guided, motivated and supported me patiently in
finishing this thesis. His advices, corrections and suggestions are very precious for
me finish this thesis. I would like to thank my academic advisor Drs. Barli Bram,
M. Ed., Ph. D for giving the best help during I studied in Sanata Dharma
University.
I also want to present my gratitude to Ms. C. Candrarini, S.Pd, as the
English teacher of Conversation extracurricular class who allowed me to conduct
the research in her class. I would like to thank the students of SMP Pangudi Luhur
Moyudan especially, VII B students for being cooperative as the respondents of
my thesis.
I would like to dedicate my greatest appreciation and gratitude to my
beloved parents, Marsudi and A.L Suprapti. I thanked them for their best love,
patience, support, understanding and prayers in finishing my thesis. I also thanked
to my beloved brother Aditya Dwi Prasetya for his helping he has given to me.
With lots of love, I also thanked to my grandmother and my big family. I thank
them for their support, understanding and encouragement that I received from

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them so far. My gratitude also goes to my beloved grandfather and Mbak Rini (in
memoriam). Finally I could bring your dreams into reality, I believe that you two
always accompanying me.
My great thankfulness also goes to Samuel Rosadi Tri Anggoro for his
best love, great support and encouragement. I thank him for the precious time he
has given to me and also his patience to understand me whenever I feel so
depressed during this challenging process.
My sincere thanks addressed to my dearest friend Bita Ginuk, Duma
Bathuk, Nande Gondrong, Vincent Encik, Brigit Gomes and also Emanuel Gevi
Resanto for their best support, understanding, encouragement, helping, joke,
laugh, love, cry and time that we have spent together. I thank them for the
beautiful moment we have spent together.
I would also like to thank “teman-teman seperjuangan anak buah Pak
Prast”(Heni, Kak Arnis, Mbak Yuyun, Chika, Epi, Vivi, Ocheng, Tito) and also
“teman dolan” (Rini). I thank them for their help during study in this campus.
Further, I would like to thanks my best friends: Ekhul, Seli, Dian, Puput,
Meilia, Ajeng, and Aya. I thank them for giving me laugh, entertainment and their
best support.
I would like also to thank all people that I cold not be mentioned one by
one. I thank them for everything they gave into my life so that I could reach this
achievement.

Asih Pratiwi
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TABLES OF CONTENTS
Page
TITLE PAGE................................................................................................

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

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STATEMENTS OF WORK’S ORIGINALITY ..........................................

iv

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

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

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

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

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

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

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

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

1

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

4

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

4

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

5

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

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F. Definitons of Terms ..........................................................

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

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

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CHAPTER III. RESEARCH METODOLOGY
A. Research Method .................................................................

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

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C. Research Participants ..........................................................

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

25

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

28

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

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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Implementation of Extracurricular Class .....................

31

B. The Students’ Perception on the Implementation of
Conversation Extracurricular Class ......................................

35

C. Students’ Suggestion on the Implementation of Conversation
Extracurricullar Class ........................................................... 54

CHAPTER V. CONCLUSIONS AND RECOMENDATIONS
A. Conclusions ........................................................................

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

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

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

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LIST OF TABLES

Table 4.1

The Questionairre Result of the Students’ Perception about the
Implementation of Conversation Extracurricular Class in General
...................................................................................................

36

Table 4.2

The Questionnaire Result of the Students’ Perception about the
Implementation of Conversation Extracurricular Class towards the
Material Which Have Been Taught ........................................
43

Table 4.3

The Questionnaire Result of the Students’ Perception about the
Implementation of Conversation Extracurricular Class towards the
Media which was Used in Teaching Learning Activities ........ 47

Table 4.4

The Questionnaire Result of the Students’ Perception about the
Implementation of Conversation Extracurricular Class towards the
Feedback of the Students Performances .................................. 50

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LIST OF APPENDICES
Appendix ...........................................................................................................
A. The letter of permission ................................................................................ 65
B. The observation check list ............................................................................. 67
C. The questionnaire form ................................................................................. 70
D. The interview form ........................................................................................ 74
E. The observation results ...................................................................................77
F. The Questionnaire result ................................................................................ 80
G. The interview result ........................................................................................ 87
H. Blue Print ........................................................................................................ 95
I. The Table of Questionnaire Result …………………………………………. 101
J. The Result of Open-Ended Question ………………………………………. 105

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CHAPTER 1
INTRODUCTION
This research investigates the students’ perception on the implementation
of Conversation Extracurricular Class to increase students’ speaking ability. This
chapter presents about the research background, the research problems, the
problem limitation, the research objectives, the research benefits and also the
definitions of terms.
A. Research Background
Teaching English as a foreign language for Indonesian students is quite
challenging for the teacher. Since English is not implemented in daily activities
the students are not accustomed to hearing any conversation in English so that it
makes them face difficulties in learning English. Whereas, English is very
important in our daily life because it is one of international languages. According
to Brown (2007) English is a language that is used for international
communication in transportation, commerce, tourism, technology, diplomacy
among nonnative speakers around the world (p. 136). Thereby, based on the
reality it is hoped that Indonesian students should be able to speak English
fluently.
Indonesian students who learn English as the foreign language have a
limited opportunity to use the target language. Commonly they use English only
during the teaching learning activity in the class. Furthermore, outside the class

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they use English rarely because their daily life environment does not suppose
them to speak the target language. This kind of condition makes the students find
difficulties to improve their speaking skill which is needed in their future.
On the other hands, to achieve the expectation that the students can master
English as the international language, most of the schools in Indonesia strive some
challenging activities to encourage the student’s ability in speaking English. One
of the ways is by giving English speaking extracurricular for the students. English
speaking extracurricular is expected to help the students in mastering English
actively. Thus they will able to communicate in English as the international
language.
In this research, the researcher endeavors to investigate the students’
perception towards the implementation of English Conversation Extracurricular to
increase the students’ speaking ability. In SMP Pangudi Luhur Moyudan,
Conversation Extracurricular becomes a compulsory extracurricular for the
students. As we know that extracurricular is an optional activity for students, they
are free to choose an extracurricular based on what they like and need. In 2009,
Vermaas, Dijl, and Houdt state “Extracurricular activities refer to any activities
that take place outside of the regular (compulsory) school curriculum. The
activities are voluntary, and the students do not receive grades.” (p. 2) Based on
the researcher’s experience when the researcher did the internship program in
SMP Pangudi Luhur Moyudan, this school requires the 7th up to 9th grade
students to join Conversation Extracurricular program. Related to the meaning of
extracurricular, SMP Pangudi Luhur Moyudan establishes their own policy and

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determines this activity as the mandatory extracurricular for students. Vermaas et
al. (2002) noted :
This seems to contradict the definition of extra-curricular activities
being voluntary, but can be interpreted as an obligation for all students to
participate in an extracurricular activity of their choice. It is clear that the
schools promote participation in these activities due to the merits involved.
As stated above, since conversation being a compulsory extracurricular, it
is expected that the student’s are able to improve their ability to speak English.
Moreover it is hoped the students have a positive attendance and motivation.
Thus, students can enhance and fulfill the main goal of the implementation of
English Conversation Extracurricular that is speak English fluently.
In this study, the researcher attempts to find out the student’s perception
towards

the

implementation

of

this

program to

increase the

student’s

speaking ability. Szilagyi and Wallace, (1980:70) stated that perception plays in
an important part in learning process since it influences someone’s behavior or
attitudes and motivation to learn. Student’s perception holds an important effect
on teaching learning activities of Conversation Extracurricular. Perception will
affect the student’s attitude towards the implementation of this activity. Besides,
Altman, Valenzi, and Hodgetss (1985: 84-86) explain that the way people
perceive on something, whether in a positive or negative way, influences their
behavioral responses. Thereby, if the students have a good perception and
responses towards the implementation of conversation extracurricular it will give
positive effect for them, which will increase their speaking ability. In contrast,
when the students have negative perceptions and responses towards the

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implementation of Conversation Extracurricular, it can hamper the students in
increasing their speaking ability.
Through this research the researcher intended to know and analyze the
students’ perception on the implementation of Conversation Extracurricular Class
to increase students’ speaking ability. Then after analyzing the students’
perception on the implementation of Conversation Extracurricular class, there will
be provided the students’ suggestion towards the implementation of Conversation
Extracurricular Class to increase students’ speaking ability.

B. Research Problems
Based on the background above, the writer formulates the problems as
follows:
1. How is Conversation Extracurricular Class implemented?
2. What is the students’ perception on the implementation of
Conversation Extracurricular Class to increase their speaking ability?
3. What is the students’ suggestion to improve the implementation of
Conversation Extracurricular Class?

C. Problem Limitation
The researcher limits the study to identify the students’ perception in SMP
St. Paulus Pangudi Luhur Moyudan towards the implementation of English
Conversation Extracurricular to increase students’ speaking ability. Among the
four branches of skills, here the researcher decided to choose speaking skill. Then

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the researcher tries to find out the students’ perception towards the
implementation of Conversation Extracurricular in terms of increasing student’s
ability in speaking skill since it becomes compulsory for the students. In this study
the researcher does not teach English Conversation Class or in English regular
class.

D. Research Objectives
According to the research problems, the aims of this research are:
1. To identify the implementation of Conversation Extracurricular
2. To identify the students’ perception on the implementation of
Conversation Class for increasing students’ ability in Speaking
C l a ss
3. To

identify

the

students’

suggestion

to

improve

the

implementation of Conversation Class

E. Research Benefits
This research will give benefits for the English teacher who teaches
“English Conversation” class, the other researchers and for English Language
Education Study Program :
1.

For the teacher
This research provides the information about the student’s perception and

also suggestion towards the implementation of Conversation Extracurricular. By
providing this kind of information and suggestion, it is expected that the teacher

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can design and develop a new technique in implementing Conversation
Extracurricular based on the students’ suggestion so that it can really improve the
students’ speaking ability.
2.

For other researchers
This research helps the future researchers who are interested to conduct the

same research on the implementation of Conversation Extracurricular class to
improve students’ speaking ability. For example for the other researchers who are
interested to find out the relations of the implementation of Conversation
Extracurricular Class to increase students’ self confidents in English speaking.
3. For English Language Education Study Program (PBI)
This research is one of contributions from English Language Education
Study Program Sanata Dharma University to help one of education institutes in
implementing the better extracurricular in this case Conversation Extracurricular
Class to improve students’ speaking skill in SMP Pangudi Luhur Moyudan.

F. Definition of Terms
1. English Conversation Extracurricular
English Conversation is a program which is held in SMP Pangudi Luhur
Moyudan. This program is a compulsory program for the students but it belongs
as the extracurricular class. The purpose of this program is helping the students to
improve their ability in English speaking. In this study, the term extracurricular is
what Rumjati (2006) states that it is a program – additional program-caried out by
the school outside the regular school time. Regarding to this meaning, it can

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conclude that Conversation Extracurricular is one of the activities that take place
outside the regular school subject but it is still be organized by the school.

2. Speaking skill
In this study, speaking is the productive aural/oral skill. It consists of
producing of systematic verbal utterances to covey meaning (Nunan, 2003, p. 48).
In speaking the students can convey their feelings or thought orally. The aim of
Conversation extracurricular class is helping the students to improve their
speaking skill. Related to this topic it can be concluded that speaking skill is an
ability to produce words or sentences which contain meaning so that it can be
understood by people.
3. Perception
According to Szilagy and Wallace (1980:71), perception is defined as a
process by which individuals attend to incoming stimuli, organize, and then
interpret such stimuli into a message that in turn indicates an appropriate action or
behavior. It means that each person will give different responses and meaning
when doing something. In this study, perception deals with the students’ opinion,
thoughts and feeling on the implementation of Conversation Extracurricular Class.
Therefore, the result of the students’ perception can be seen from their behavior. If
the students perceive the positive perception their behavior will also be positive.
On the other hands, negative perception will lead the students to have negative
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CHAPTER II
LITERATURE REVIEW
This chapter consists of two parts, namely theoretical description and
theoretical framework. The theoretical description provides: (1) perception, (2)
factors influencing perception, (3) speaking. While, the theoretical framework
consists of summary from the theories that will be used to solve the problem of
this study.
A. Theoretical Description
In this part, the researcher discusses some theories related to the study.
Besides, the researcher will review the description of perception and the
perceptual process, the nature of teaching speaking, the principles of teaching
speaking and also the good characteristic of teaching speaking skill.
1.Perception
There are some definitions of perception which are stated by the experts.
Kreitner and Kinicki (2008) state perception is a cognitive process that enables us
to interpret and understand our surroundings. Therefore according to Altman,
Valenzi and Hodgetts (1985), perception is how someone views the reality. The
process of perception makes people understand and cope with the environment in
which they live. Besides, Gibson, Invancevic, Donnely & Konopaske R. (2009)
add that perception is a process of organizing and interpreting various stimuli. By
organized and interpreted stimuli which have been created, it creates meaning to
the environment. (p. 98)

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From those definitions, perception can be defined as a condition of person
to interpret particular things which happened. People have different ways to react
towards particular things that they feel. It happens because people have different
ways to respond, to understand what they see or feel, and therefore to create the
meaning of what they have been felt. Thus, the ability to respond what they felt is
called as perception.
2. The Perceptual Process
Before we go further about the discussion of perception, it is important to
know the perceptual process of perception. The following figure clearly explains
on how someone forms perception. There are four processes that are needed to
form perception.
2.1 The Perceptual Process
Stimuli

Sensors’
selection of
stimuli

Perception,
Organization and
interpretation of
stimuli

Behavioral
response

Figure 2.1 (Altmant et all., 1985: 86)
At the first, perception comes from the stimuli. When people have the
stimuli, it will be selected in the brain. The result of selecting stimuli is in the
form of information. Therefore, the information which has come from the brain

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will be organized and interpreted and finally it will be translated into meaning.
Thereby, perception is the result of translation information which is organized and
interpreted into meaning and finally it becomes behavioral response. Hence, if
someone has positive perception they will create positive behavior also.
3. Factors Influencing Perception
Gibson et al. (2009, p.98-101) explains the perceptual process in a form of
diagram. The experts define the perceptual process in six factors which influence
perception (a) stereotyping (b) selectivity (c) self-concept (d) situation (e) needs
(f) emotion.
a. Stereotyping
Gibson et al.
oversimplified,

and

(2009) defines a stereotype as “an over generalized,
self-perpetuating

belief

about

people’s

personal

characteristics.” Another definition of stereotype is told by Altzman et al. (1985)
stated that stereotyping is the process of categorizing people or things based on a
limited amount of information. A stereotype is an individual’s set of beliefs about
the characteristics or attributes of a group (Kreitner & Kinicki, 2008, p. 191).
B.Selectivity
The second factor is selectivity. Selectivity is an ability to filter certain
amount of particular things whether the things is should be received or ignored.
This factor makes people perceive something in different and various views point.
Gibson et al. (2009) stated that selectivity is selection of certain information

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which makes someone comfortable. He or she may ignore the negative
information.
c. Self Concept
The third factor is about self concept. Self concept is the way to look and
perceive them selves. People who can perceive themselves is having a positive
ways to perceive certain particular things happen in their environment. This thing
is very important in influencing someone’s perception. According to Gibson et al.
(2009), someone who has good self concept (understands his or her self) is easier
to see others accurately.
d. Situation
The fourth factor is about situation. This thing also influences someone’s
perception to perceive something. A certain particular thing and people
experiences can affect something that people perceive. According to Gibson et al.
(2009) situation truly influences perceptual accuracy and here situation is about
time and people around.
e. Needs
The fifth factor is about needs. Need becomes a factor that influence
someone’s perception. According to Gibson et al. (2009) perception is
significantly influenced by needs and desires. Regarding to this meaning, it is
clearly stated that someone’s perception is influenced by which people want.
Someone will do anything if they feel they need to do it. This kind of things is
automatically happens.

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f. Emotion
The last factor is about emotion. Emotion also holds an important thing
that influences someone’s perception. Emotion is kind of filter to look beyond
whether the things contributes beneficial things or not. Therefore, if the things can
give beneficial impact, someone will perceive a positive perception towards the
things they get. There are some definitions of perception and how the perception
is created. The following discussion will explain about the good characteristic of
teaching speaking as the foreign language.

4. Teaching Speaking
Before going further about the discussion of speaking, it is important to
know the meaning of speaking in general. Speaking is one of aspects in language
teaching to fulfill communicative competence. As stated by Goh and Burns (2012,
p. 52-53) the aim of teaching speaking is to help learners to be better in combining
various skills and processes during language production. On the other hands, it
also helps the learner speech suffer from problems such as the fluencies and lack
of grammatical accuracy and complexity. Therefore, according to Hymes (1979)
as cited by Goh and Burns (2012, p. 51), an individual’s communicative
competence is his or her ability to use language effectively in actual
communication. Individuals with a high level of communicative competence
produce utterances that are grammatically accurate, easy for listener to process,
and contextually appropriate and acceptable. As Nunan (2003) stated in his book,
“Speaking is the productive aural/ oral skill. It consists of producing systematic

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verbal utterances to convey meaning.” (p. 48) It is clearly stated that speaking is
an ability to convey the meaning of something to the person.
a. The Nature of Teaching Speaking
The nature of teaching speaking can be achieved by distinguishing
between the spoken and written language. According to Brown and Yule as
quoted by Nunan (1989: 26-27) written language is characterized as well formed
sentence which are integrated into highly structured paragraph. On the other hand,
spoken language consists of short, often fragmentary utterances, in range of
pronunciation. It is a skill that generally has to be learnt and practice.
Brown and Yule (1983) listed some types of questions that should be
considered by teachers who are concerned with teaching the spoken language:
1) What are the appropriate forms of spoken language to teach?
2) From the point of view of pronunciation, what is a reasonable model?
3) How important is pronunciation?
4) Is it any more important than teaching appropriate handwriting in the
foreign language?
5) From the point of view of the structure taught, is it all right to teach the
spoken language as if it were exactly like the written language, but a
few “spoken expression” throw in?

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6) Is it appropriate to teach the same structures to all foreign language
students, no matter what their age is or their intentions in learning the
spoken language?
7) Are those structures which are described in standard grammars the
structures which our students should be expected to produce when they
speak English?
8) How is it possible to give students any sort of meaningful practice in
producing spoken English? Brown and Yule (1983)
Those are some questions that should be considered by the teacher who are
concerned with the teaching of speaking language. On the following discussion,
the researcher will provide principles of teaching speaking class.
b. The Principle of Teaching Speaking Class
As stated above, teaching speaking should consider five important things.
Thus, as the facilitator the teacher should hold those five principles in order to
enhance the student’s ability in speaking English. According to Baily (1994) as
cited by Nunan (2003: 54-56), there are five principles for teaching speaking.
1) Be aware of the differences between second language and foreign language
learning context.
In teaching speaking, it is important to know whether the language is used
for second language or foreign language. Those two things have different
situations. A foreign language is where the target language is not the language of

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communication in the society. Here, learning language is very challenging
because the students have very few opportunities to use the target language in the
real situation of life. A second language context is one where the target language
is the language of communication in society. Related to the fact, after
understanding the different between the foreign and second language for the
students, the teachers are challenge to prepare the proper material whether it is for
the foreign or the second language learners.
2)

Give

students

practice

with

both

of

fluency

and

accuracy.

Here, students will achieve the best progress of good speaking by having
extensive opportunities. In this case, the teacher should provide opportunities for
the students to develop their fluency and accuracy. According to Richards (2012),
accuracy (“being grammatical”) is clearly an important facet of speaking
competence. Accuracy alone, however, is insufficient. Competent second
language speakers must also be able to use speech skillfully to achieve their
communicative goals. Besides, the teacher should also realize that some mistakes
are natural things and it commonly happens in learning new language.
3) Provide opportunities for students to talk by using group work or pair work,
and limiting teacher talk.
It is important for teacher to limit their talking rates in the classroom. By
giving pair work or group work activities, it can be used to increase the amount of
time that learners get to speak during the lesson.
4)

Plan

speaking

t a s ks

that

involve

negotiation

for

meaning.

Learners make progress of learning by communicating in the target

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language. In this phase the learners try to understand what someone has said and
confirmed that someone has understood the meaning. This thing is called as
negotiating for meaning.
5) Design classroom activities that involve guidance and practice in both
transactional and interactional speaking.
Interactional speech is communicating with someone for social a purpose.
Whereas transactional speech involves communicating to get something done,
including the exchange of goods and/or services.
While having those five principles of teaching speaking, media and
teaching strategies are important to be used in learning activities in the class.
Murcia noted, “English Foreign Learner’s (EFL) teachers need to be particularly
adept at organizing class activities that are authentic, motivated and varied. If the
necessary technology is available, showing movies or recorded television
programs and playing audiotapes of programs can be enjoyable for students ...”
(p.110).
Thus, to encourage the students’ willingness to speak English the teacher
can provide opportunities to have authentic practice and interact with the native
speakers, as Murcia (2001) suggested “the teacher can invite native English
speakers to the class to give speeches, talks or presentations” (p. 111). Besides,
the teacher can create the other interesting teaching strategies by asking the
students to go a place where they can meet and interact with the native speakers.
Therefore, to experience the authentic practice, the students can be assigned to
find native speakers to interact with.

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On the other hands, according to Riddle (2003) speaking is no different
from any other kind of classroom activity, it needs planning and proper execution.
The role of the teacher is as important with speaking as it is with teaching
grammar, but the role is very different. The role of the teacher could be
considered in three stages: before,during and after. Moreover, Riddle (2003)
added before the lesson the teacher should know the aim of the lesson.Thus,
during the activity the teacher should involve in the activities. The teacher needs
to ensure that everyone has understood, speaks mostly use English and the
students do not have any problems. The last, after the activity the teacher needs to
get some feedbacks from the class.
c. Characteristic of Good Speaking Class
Speaking skill should be mastered by the learners. The good and
appropriate speaking class can help the students to achieve the goals teaching
speaking. According to Brown (2007), there are “seven characteristics of
Communicative Language Teaching Approach” (p.46-47) which can be used as
the characteristic of a good and appropriate speaking class. Those characteristics
are:
a. Overall goals
Communicative Language Teaching suggests a focus on all of the
components (grammatical, discourse, functional, sociolinguistic and strategic) of
communicative competence. The goals has tight correlation the organizational

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aspects of language (grammatical, discourse) with the pragmatic aspects of
language (functional, sociolinguistic, strategic).
b. Relationship of form and function
Language techniques are designed to engage learners in pragmatic,
authentic, functional use of language for meaningful purposes. Organizational
language forms are not the central focus, but remain as important components of
language that enable the learner to accomplish those purposes.
c. Fluency and accuracy
A focus on students’ “flow” of comprehension and production and a focus
on the formal accuracy of production are seen as complementary principles
underlying communicative techniques.
d. Focus on a real world context
Students in a communicative class ultimately have to use the language,
productively and receptively, in unrehearsed context outside the classroom.
Classroom tasks must equip the students with the skills necessary for
communication in those contexts.
e. Autonomy and strategic involvement
Students get the opportunities to focus on their own learning process
through raising their awareness of their own style of learning (strengths,
weaknesses and preferences) and through the development of appropriate
strategies for production and comprehension. The awareness and the action will

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help to develop autonomous learners of continuing to learn the language beyond
the classroom and the course.
f. Teacher roles
The role of the teacher is as the facilitator and guide, not an all-knowing
font of knowledge. The teacher is an empathetic “coach” who values the students’
linguistic development.
g. Student roles
Students in a Communicative Language Teaching class are active
participants in their own learning process. Learner-centered, cooperative,
collaborative learning is emphasized, but not at the expense of appropriate
teacher-centered activity.
Those are some of the characteristics of teaching speaking. Those
characteristics can be used for the guidance of the good and appropriate speaking
class so that the goal of the learning process can be achieved.
5. Conversation as the extracurricular
Conversation is a name of English extracurricular which is held in SMP
Pangudi Luhur Moyudan. The aim of this program is to help the students to speak
English fluently. This program is held once a week and the class activity takes
around 75 minutes. Moreover, this extracurricular becomes the compulsory
extracurricular for students. Conversing in a second language means knowing
how to maintain interaction and focus on meaning, use conversational grammar,

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introduce, develop, and change topics, take turns, apply conversational, and adapt
styles (Gebhard, 1996, p.169). Therefore, extracurricular is what Rumjati (2006)
states that it is a program – additional program-carried out by the school outside
the regular school time.
6. Junior High School Student’s Characteristic
Here, the researcher also provides the characteristic of junior high school
students in order to know and recognize the behavior of early adolescent.
According to journal entitled “Adolescence: Healthy Lifestyle”, there are five
characteristic of early adolescence.
a. Physical Characteristic
Physical characteristic discusses physic or body. In this phase, students
have some changes related to their body. Students need opportunities to construct
social interaction. There is also happen wide diversity in sexual development, so
that a program is needed that reflects the range of needs and interest of the
students. Therefore, the students also need physical activity and also time for
relaxing their bodies and having fun.
b. Emotional Characteristic
In this phase, there are some specific characteristics of students’ emotions.
This phase is prominently displayed by the students. Intense emotion is clearly
shown in their lives. Commonly in new situation the students feel of uncertainty
and inadequacy, even fear of any rejection. Besides, there is a maturing of new

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sexual emotional responses happened which accompanied the development of
reflective thinking. Sometimes they also tend to be critical in terms of defining
their self identity.
c. Intellectual Characteristic
In this phase student’s curiosity have increase. Here, the learning process
should provide opportunity to analyze the things that happens around them in
order to enhance the skill of critical analysis and decision making. The student
also should be exposed to the learning situation so that they can learn to solve
their problem.
d. Social Characteristic
In this phase, the students are looking for their self identity. They tend
doing anything based on the peer’s environment and trying to be accepted in their
peers. Commonly they also have some idols, like actress or hero which reflects
them selves. In learning activity, they tend to work in group and more productive
when they work with their friends.
e. Moral Characteristic
In this phase,the students try to think maturely. They need opportunity to
examine values and understand the things around them. Besides, they also need
the opportunity to consider and resolve dilemmas of a social as well as a personal
nature. Giving concrete expression to concern for others both in the school and in
the whole community is also important.

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In conclusion, Junior High School students is in the phase of early
adolescent. The information about Junior High School students’ above explained
some characteristics that influences students’ perception. The discussion about the
early adolescent here helped the researcher to recognize their characteristic which
become the students’ behaviour.
B. Theoretical Framework
There are three research problems which are stated in the previous chapter
in this study in order to discuss the students; perception on the implementation of
Conversation Extracurricular Class to improve students’ speaking ability. The first
research problem is about how Conversation Extracurricular is implemented to
improve students’ speaking ability. To answer this question, the researcher uses
the theories of teaching speaking from Nunan (2003) and Goh & Burns (2012);
the nature of teaching speaking from Brown and Yule as quoted by Nunan (1983);
the five principles of teaching English from Nunan (2003) and Murcia (2001) and
the last is a theory from Brown (2007) about Communicative Language Teaching
Approach which are employed as the basic of good characteristics of teaching
speaking class.
The second and the third research problems are about students’ perception
on the implementation of