ANALYSIS OF THE STUDENTS PERCEPTION TOWARD READING STRATEGIES (A STUDY OF THE 4th SEMESTER STUDENTS OF IAIN SALATIGA IN THE ACADEMIC YEAR OF (2017/2018) - Test Repository
Judul Skripsi : ANALYSIS OF THE STUDENTS PERCEPTION TOWARD
READING STRATEGIES (A STUDY OF THE 4th SEMESTER STUDENTS OF IAIN SALATIGA IN THE ACADEMIC YEAR OF (2017/2018)
Abstrak : Muhamad Misbah Nurohman. 2018.
“Analysis of Students Perception toward th
Reading Strategies (A Study of the 4 Semester Students of IAIN Salatiga in The
Academic Year of 2017/2018 )” IAIN Salatiga.A Graduating Paper of English Education Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies.
This researched is aimed to analysis of student’s perception toward Academic Reading. The objective of the research is (1) To know the reading strategies of graduate level EFL leaners in academic reading, (2) To know the reading strategies vary with
th
regard to male and female students, This research was conducted in the 4 semester students of IAIN Salatiga in the academic year 2018/2019. The data was gathered from the SORS questionnaire. The result of the study shows that the quantitative data revealed that IAIN Salatiga students perceive some strategies as more important than other. For instance, the highest score statements was “I think about whether the content of the text fits my reading purpose” whereas the lowest scored was “when text becomes difficult, I do read too slowly for my study needs” These findings suggest that learners read for a purpose. Students prefer reading aloud when text become difficult. Both genders have differences in reading strategies. Only male students answered strongly agree in the questionnaire. Instead there are thirteen female students answer strongly agree. No one female IAIN Salatiga students answered NI (no idea) from the questionnaire but eight males students answer no idea..
Keyword:
Academic Reading, Students perception, Mokhtari and Sheorey’s SORS (Survey of Reading Strategies)
Pengarang : a. Nama : Muhamad Misbah Nurohman
b. E-mail Pembimbing : a. Nama : Norwanto, Ph.D.
b. E-mail
Fakultas : Fakultas Tarbiyah dan Ilmu Keguruan Jurusan : Pendidikan Bahasa Inggris Jumlah hlm : 47 Halaman
ANALYSIS OF THE STUDENTS PERCEPTION
TOWARD READING STRATEGIES (A STUDY OF THE
4th SEMESTER STUDENTS OF IAIN SALATIGA IN
THE ACADEMIC YEAR OF 2017/2018)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree ofSarjana Pendidikan (S.Pd) in English
Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga Arranged By: MUHAMAD MISBAH NUROHMAN NIM. 11311024
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
ANALYSIS OF THE STUDENTS PERCEPTION
TOWARD READING STRATEGIES (A STUDY OF THE
4th SEMESTER STUDENTS OF IAIN SALATIGA IN
THE ACADEMIC YEAR OF 2017/2018)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree ofSarjana Pendidikan (S.Pd) in English
Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga Arranged By: MUHAMAD MISBAH NUROHMAN NIM. 11311024
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
MOTTO
LIVE, ENJOY, BE GRATEFUL FOR YOUR LIFE,
THEN YOU WILL HAVE HAPPINESSS.
DEDICATION
This paper is dedicated to My beloved
family and to everyone who helped
accomplished this paper
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb,Alhamdulillah the researcher would like to express his sincere thanks to Allah SWT, who has given health, blessing, inspiration, and protection so that this graduating paper could be finished.
This graduating paper is submitted in partial fulfillment of the requirement for the degree of sarjana pendidikan (S.Pd) at English Eduation Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2018. This graduating paper would not have been completed without support, guidance, and help from individual and institution. The researcher would like to express her sincere thanks to:
1. Dr. Rahmat Hariyadi, M.Pd, as Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd., as the dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) of Salatiga.
4. Norwanto, Ph.D., as the counselor, thanks for advice, support, suggestion, direction and guidance from the beginning until the end of this research.
Thanks for your payience and care.
5. All the lecturers in English Education Department of teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga.
Thanks for all guidance, knowledge, support, motivation, advice, attention, insight, values and etc.
6. My beloved mother, father, brother , my sister in law, my nephew, Fahmi Sidiq and Syukron Mawahib. Thanks for everything (trust, support, encouragement and all of your prayer for me)
7. To my best friends, Said Nidhom, Rahmad Azhari, Darussalam, Ahmad Fariq, Herman Zuhdi, Mohamad Hasan, Dwi Hantoro.
8. Thanks to all my buddy who has help me and supported me to finished my study.
ABSTRACK
Muhamad Misbah Nurohman. 2018.“Analysis of Students Perception toward th
Reading Strategies (A Study of the 4 Semester Students of IAIN Salatiga in The
Academic Year of 2017/2018 )” IAIN Salatiga.A Graduating Paper of English Education Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies.
This researched is aimed to analysis of student’s perception toward Academic Reading. The objective of the research is (1) To know the reading strategies of graduate level EFL leaners in academic reading, (2) To know the reading strategies vary with
th
regard to male and female students, This research was conducted in the 4 semester students of IAIN Salatiga in the academic year 2018/2019. The data was gathered from the SORS questionnaire. The result of the study shows that the quantitative data revealed that IAIN Salatiga students perceive some strategies as more important than other. For inst ance, the highest score statements was “I think about whether the content of the text fits my reading purpose” whereas the lowest scored was “when text becomes difficult, I do read too slowly for my study needs” These findings suggest that learners read for a purpose. Students prefer reading aloud when text become difficult. Both genders have differences in reading strategies. Only male students answered strongly agree in the questionnaire. Instead there are thirteen female students answer strongly agree. No one female IAIN Salatiga students answered NI (no idea) from the questionnaire but eight males students answer no idea..
Keyword:
Academic Reading, Students perception, Mokhtari and Sheorey’s SORS (Survey of Reading Strategies)
TABLE OF CONTENTS
Table
Page
COVER................................................................................................ i LOGO .................................................................................................. ii TITLE ................................................................................................. iii ATTENTIVE CONSELOR NOTES..................................................... iv CERTIFICATION PAGE .................................................................... v DECLARATION ................................................................................. vi MOTTO ............................................................................................... vii DEDICATION ..................................................................................... viii ACKNOWLEDGMENT ...................................................................... ix ABSTRACT ........................................................................................ xi TABLE OF CONTENTS ..................................................................... xii
CHAPTHER I INTRODUCTION
A. Background of the Study .................................................................. 1
B. Research Problem ............................................................................ 5
C. Purpose of the Research ................................................................... 5
D. Benefit of the Study ......................................................................... 5
E. Definition of the Keys Term ............................................................ 6
F. Limitation of the Study .................................................................... 7
G. Review of Previous Researches ........................................................ 8
H. Organization of the Paper ................................................................. 11
CHAPTER II THEORITICAL FRAMEWORK A. Reading .......................................................................................... 12
1. Definition of Reading ................................................................. 12
2. Purpose of Reading .................................................................... 13
B. Reading Strategies .......................................................................... 15
C. Perspective of Perception ............................................................... 17
CHAPTER III METODHOLOGY OF RESEARCH A. Research Setting ............................................................................. 21
1. Research Location .................................................................... 21
2. Profil Institution ....................................................................... 21
B. Research Methodology .................................................................. 22
1. Research Approach ................................................................. 22
2. Research Variables .................................................................. 23
3. Population and Sample ............................................................ 24
a. Population ......................................................................... 24
b. Sample and Sampling ........................................................ 25
4. Method of Data Collection ...................................................... 28
C. Technique of Data Analysis .......................................................... 30
D. Instrument ..................................................................................... 32
E. Data Analysis ................................................................................ 35
CHAPTER IV DATA ANAYSIS A. Finding ......................................................................................... 36
1. The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies ................................................... 36
2. Reading Strategies Vary With Regard to Male and Female Students ............................................................................... 40
CHAPTER V CLOSURE A. Conclusion .................................................................................... 42
1. The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies ...................................................... 42
2. Reading Strategies Vary With Regard to Male and Female Students .................................................................................. 43
3. Suggestion............................................................................... 43
REFERENCES
CHAPTER I INTRODUCTION A. Background of the Study There are four language skills in English, they are listening, speaking,
reading and writing. Reading is one of the language skills that must be mastered by students.Reading becomes the receptive aspects to acquire knowledge.
Learners get information and insight by reading (text and context) so reading is very important for the learner. Because of that, the role of teachers who teach in English is to make their students enable easily in reading comprehension. Therefore, the main goal of teaching reading especially for Junior High School students are to enable students to read books, articles, or any other written text in English and producing various short functional and monologue texts, such as narrative, procedure, descriptive, recount and report. “Reading isa complex information processing skill in which there are interact with the text in order to create meaningfull discourse not just from the words and sentences but also from the ideas, memories, and knowledge are used by those words and sentences” (Cziko,Greenleaf, Hurwitz, &Schoenbach, 2000).
According to (Foertsch,1998) three basic definitions of reading skill have driven literacy programs in the United States. The first definition, “learning to read means learning to pronounce words”. The second definition, “learning to read means learning to identify words and get their meaning”. The third definition, learning to read means learning to bring meaning to a text in order to get meaning from it.The definitions of reading are more than just word recognition and mastery of phonemic decoding. Contemporary definitions include “or” can be replaced “by” the dynamic, reciprocal interactions among reader, text, and the context of the reader’s priorliteracy schema (Ulmer, Timothy, Bercaw, Gilbert, Holleman, & Hunting, 2002). “Reading is the pr ocess through which the dynamic interaction of thereare’s background knowledge, the information inferred by the written language, and the reading situation context are constructing meaning” (Dutcher, 1990).
Reading is activity to comprehend information of text. “Successful reading comprehension is a complete grasp of meaning in a text in which dynamic and growing appreciation of interrelationships in the text is required” (Yang,2002). Furthermore, “reading comprehension depends on factors such as the lev els of readers proficiency, types of texts and task demands” (Anderson,
1991). With regard to the successful reading comprehension, learning and information service (wolverhampton, 2013) at the University of Wolverhampton, statesthat “by reading effectively you will learn to question and survey the text you are reading to gain a better understanding of your subject. by improving your reading skills you can reduce unnecessary reading time and this will enable you to read in a more focused manner.”
Irvin (1 990) states “some characteristics of an effective reader and in effective reader and divides these characteristics into three groups: before reading, during reading, and after reading, as do most others scholars and experts”.
Table 1.1 Characteristics of Proficient Readers (Irvin, 1990)
Proficient Readers (Good Readers) Ineffective Readers (Poor Readers)
Before Reading- Build up their background - Start reading without knowledge on the subject thinking about the subject before they begin to read
- Know their purpose for - Do not know why they are reading reading
- Focus their complete attention on reading
During Reading
- Give their complete attention - Do not know whether they to the reading task understand or do not
- Keep a constant check on unstersndand their own understanding - Do not monitor their own
- Monitor their reading comprehension comprehension and do it so - Seldom use any of the fix-up often it becomes automatic strategies
- Stop only to use a fix-up strategy when they do not understand
After Reading
- Decide if they have achieved - Do not know what they have their goal for reading read
- Evaluate comprehension of - Do not follow reading with what was read comprehension self-check.
- Summarize the major ideas
- Seek additional information from outside sources
The purpose of this quantitative research is to collect data about the strategies of university
- – level students during the reading of academic materials in English, in order to measure the types and frequencies of the various reading strategies as well as to determine any differences observed in regard to gender.The data of the study were collected from the students of IAIN SALATIGA in the academic year 2017/2018. These learners were Graduate Education students enrolled in each of the skills courses, including writing, speaking, reading, and listening.
B. Research problem
The research problem of the study were as follows :
1. What The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies?
2. Do these reading strategies vary with regard to male and female students? C.
Purpose of the research
1. To know The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies.
2. To know the reading strategies vary with regard to male and female students.
D. Benefits of the study
Though this quantitative research, the writer hopes that it can give advantages for ;
1. The lecturer a.
This research will improve the lecturer’s motivation to teach the student with a better strategy.
b. The result will help lecturers to understanding the carracteristic of EFL learner.
2. The students
a. To motivate the students in order to actively involved in learning process b. To attract students to read englist text.
c. To develop reading skill EFL students
d. To attract students participation and the individual responsibility
e. To train students confidence
3. The university
a. The result of this research can create the innovation for the school to develop the teaching learning process with interesting and appropriate learning strategy in order to improve students reading comprehension.
b. The application of this strategy can create good quality for students output.
E. Definition of key terms
1. Perception This section discuss about the definition of perception. “Perception
(noun) is the ability to see, hear, or become aware of something through the senses.
‘the normal limits to human perception”
or apprehending by means of thesenss or of the mind cognition understanding” . “Perception can be defined as our recognition and interpretation of sensory information. Perception also includes how we respond to the information.
We can think of perception as a process where we take in sensory information from our environment and use that information in order to interact with our environment. Perception allows us to take the sensory information in and make it into something meaningful
2. Reading Strategies Reading is the active process of understanding print and graphic texts.
Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can be taught explicitly while students are learning subject-specific content through authentic reading tasks.
F. Limitation of the study
In order to make focus in this research, the writer will limit the study as follows:
1. The research is limited in the application of “mokhtari and sheorey’s SORS (Survey of Reading Strategies)” strategy.
2. The research is limited in academic reading and perception of students.
3. The research is carried out to 4th semester students of IAIN Salatiga in the Academic year of 2017/2018.
G. Review of previouse research
In this graduating papers proposal, the writer will take three previous research comparisons. The first research conducted by Oktay Akarsu and Leyla Harputlu (2014). A questionnaire comprised of 37 statements was administered to the participants. Out of these 37 several were randomly selected for an interview. For the quantitative data collection,
Mokhtari and Sheorey’s (2002) SORS instrument was modified and applied. The participants of the study consisted of 69 male and 75 female graduate students, numbering 144 in all and consisting of six fewer males than females. Participants of this study are from the School of Foreign Languages of Atatürk University, located in the east part of Turkey. In this study, data were collected using a modified version of Mokhtari and Sheorey’s (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used individually. Rather, students engage effective reading strategies according to individual preference.
The influences of gender, age, and academic discipline on effective reading strategies were investigated and significant differences were evaluated.
Suggestions are offered following the summary of results.
The second research was conducted by Rosalina Domínguez Angel (2014). The present study involved the participation of thirty-two students divided into two groups. Both groups of learners were in their 6th semester of undergraduate studies in Applied Linguistics at the State University of Tlaxcala, Mexico. Outcomes derived from a task on intensive reading carried out by university students. The main goal is to analyze the frequency of use and the success of idiom solving strategies used by the subjects while reading. Additionally, our interest is to compare the above outcomes and the reading time scores of a group of trained learners with the results obtained by untrained learners. The results provide evidence to confirm three hypotheses posed in relation to (a) differences in the use of inferring from context, (b) the times that unknown words were ignored, and (c) the reading time related to the retention of words between trained and untrained university level learners
The third research was conducted by Kate Tzu-Ching Chen and Sabina Chia-Li, Chen (2015). The participants consisted of 1,259 students from 34 high schools in Taiwan. Among them, 533 of them were male and 726 were female. A cluster sampling technique was used because we cannot get a complete list of the members of a population and the entire population is divided into classes. As a result, one class of third-year students from each participating school was sampled in this research. Only third-year high school students were recruited for this study because they had experienced reading- oriented teaching for two years. Compulsory textbooks based on the requirements of the examination system were provided by The Ministry of Education. The purpose of this study was to explore the use of English as a Foreign Language (EFL) reading strategies used by high school students. The participants were 1,259 students from 34 high schools in Taiwan. The Survey of Reading Strategies (SORS) by Mokhtari and Reichard (2002) was used as the instrument to collect data on the participants
’ usage of reading strategies. The results indicated a high awareness of reading strategy use among EFL high school students. Students had a preference for global reading strategies, followed by problem-solving strategies and support strategies. Female students used EFL reading strategies significantly more frequently than male students.
Implications for the use of EFL reading strategies were also discussed.
From all three graduating paper that witer used for references, it can be concluded that there are some differences those research and the writer’s, such as the first by leyla harputlu she conducted the research by applying “perceptions of EFL students toward Academic Reading” the two studies are almost the same but it's just a different place Oktay Akarsu and Leyla Harputlu do research in turkey and the authors do this research in indonesia H.
Organization of the Paper
Chapter I discusses about the background of the research, research problem, purpose of the research, benefit of the research, statistical hypothesis, research methodology, definition of key terms, limitation of the research, review of previous research. In the end of this chapter, the writer informs organization of the paper.
Chapter II presents some theoretical foundation of the students’ mastery on segmental and suprasegmental features toward pronunciation ability and possible the correlation both of them.
Chapter III presents research setting, research methodology which presents the discussion on research approach, variables of the research, population, sample, technique of collecting the data, technique data analyzing, and the instrument which are used to collect data, data analyzing method and the statistical hypothesis of the students’ mastery on segmental and suprasegmental features toward pronunciation ability.
Chapter IV concerns with research findings and data analysis. This chapter covers data presentation and discussions of the findings. To find the correlation between the students’ mastery on segmental and suprasegmental features toward pronunciation ability. In the end of this chapter, the writer presents the research summary.
Chapter V presents closure which contains conclusions and suggestions. The last terms of this research are a bibliography and appendices.
CHAPTER II THEORITICAL FRAMEWORK A. Reading 1. Definition of Reading Many experts define reading with different meaning. According to Urquant in Grabe (2009: 14), “reading is the process of receiving and interpreting information encoded in language from medium of print”. Spears (2006: 2), “the reading process begins with decoding words that
is, deciphering the letters that make up individual words. But reading is more than merely processing letters and sounds ”.
Hittleman in Dallman (1972: 22) points out that reading is a verbal process interrelated with thinking and with all other communication abilities such as listening, speaking and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page of the ideas and information intended by the author.
Dechant (1982: 5) considers that “reading always involves an interaction between the writer and reader”. It is the culminating act of the communication process, initiated by the thoughts of the writer and expressed thoughts of the writer and expressed through the symbol on the page. Goodman in Dechant, (1982: 11) notes that reading is a selective process, involving partial use of available minimal language cues (graphic, semantic, and syntactic).
2. Purposes of Reading
According to Mahmoed (1992: 103-104), there are least five main purposes for comprehensive reading. All these purposes require necessary skills in order to be accomplished efficiently. These purposes include:
a. Reading for Specific Information Reading for specific information is a common form of reading used to discover specific or limited information. Reading for this purpose involves looking for specific information and finding it quickly. Looking up a word in the dictionary or a number in the telephone book is the example of reading for specific information.
b. Reading for Application Reading for application is used to accomplish a special task.
This type of reading may consist of reading a cake recipe or following instruction to make or fix something c. Reading for Pleasure and Entertainment
Individuals read for many pleasurable reasons. This includes reading popular magazines, newspaper, novels, and other similar material. It is a slower form of reading, which allows the reader to envision the scenery and contemplate the background and characters with enjoyment and appreciation. This form of reading calls for total involvement of the reader.
d. Reading for Ideas This type of reading requires paying special attention to main ideas, concepts and the nature of the presented information. The reader skims through major topics, headings, illustrations, and conclusions in order to obtain a general idea of the content. Reading for idea I enhanced though familiarity with the overall field of study, related topics, facts, and discussions.
e. Reading for Understanding Reading for understanding requires comprehension of the relationship between the information introduced and overall knowledge of the subject. It requires understanding the relationship of topics to sentences, paragraphs and the main ideas.
f. Reading for Information The materials of reading for information like newspapers are designed to be read quickly in order to find facts. Most newspaper sentences are no more than fifteen words; paragraphs, no longer than three sentences. The text appears in narrow columns so the reader's eye can quickly move down the page. Typically, readers do not read every word, but skim the page for key facts.
g. Reading for main points in general The main points could include information like why the text was written, what the purpose of the writer was, how the text is organized and what the main arguments are. For example: reading for an exam.
h. Reading for selected main points Reading for selected main points looks for information about a specific area or answers to certain questions. For example: reading for a thesis.
3. Reading Strategies
Reading strategies are deliberate, goal-directed actions to understand and construct meanings of a text. For Cohen (1990) reading strategies are the “mental processes that readers consciously choose to use in accomplishing reading tasks”. As defined by Aarnoutse and Schellings (2003) reading strategies are the cognitive activities which readers can undertake before, during and after the reading of a text in order to adequately comprehend the text and prevent, identify or solve any problems which may occur during this process. Reading strategies are specific heuristics, methods or procedures which readers more or less apply intentionally to adequately process and understand the information presented in a text.
Based on the definitions available in the literature, reading strategies can be defined as the specific techniques readers employ to complete reading tasks successfully. Reading strategies are what readers do to comprehend and/or construct meaning; what they do when they come across problems in comprehending; and what they do to memorize and consolidate their comprehension (Block, 1986, 1992; Macaro, 2001; Macaro & Erler, 2008; Singhal, 2001; Zhang, 2001). Six defining attributes that differentiate strategies from other human actions have been recognized in literature (Alexander, Graham & Harris, 1998). Strategies are understood as procedural, purposeful, willful, effortful, facilitative and essential.
Reading strategies are the procedures readers often employ when they are engaged in performing well/ill-structured reading tasks (procedural). To deploy strategic behavior, the reader must intentionally decide upon a course of action that would assist them in performing a reading task (purposeful). Additionally, the reader must actually embark upon a particular strategy (willful), which requires an additional commitment of time and mental resources on the part of the reader (effortful). Reading strategies are shown to enhance performance of the reader on a reading task (facilitative). Strategic procedures are indispensable (essential) for acquiring and organizing information, and for regulating one's reading performance (see Alexander, Graham & Harris, 1998 for a detailed discussion of these attributes).
Research on second language reading indicates that readers employ a variety of strategies to assist themselves with the acquisition, storage, and retrieval of information (Rigney, 1978). Research into reading identified strategies such as planning, previewing, predicting, skimming, scanning, recognizing difficult words, guessing, rereading, translating, taking notes, highlighting key information, commenting, summarizing, paraphrasing, separating main ideas from supporting ideas, visualizing, thinking aloud, associating, adjusting speed of reading, checking understanding of the text, making inferences, and checking guesses and predictions (Barnett, 1988; Brantmeier, 2005). The above list is by no means complete, and future research into reading may continue to add strategies to it.
B. Perspective of Perception
Perception is a word that is closely related to human psychology, it has been defined in various ways, from a layman's perspective, the perception is defined as the conscious act of a person's environment through physical sensation, which demonstrates the ability of individuals to understand.
Meanwhile, in the opinion of experts, “the perception is defined in accordance with the opinions and views of someone ” (Unumeri, 2009: 18)
To be the source from Nelson and Fast (1997:83-84), "perception is the process of interpreting the information about other pcople". The point is that human opinion of others depending on the amount of information available and the extent to which they can interpret the information that has been obtained by right. In other words, some people may have the same information that others have in certain situations, however, a person or group has different conclusions because of individual differences in the capacity to interpret the information .
According to Rao and Narayan (1998 describes the main characteristics of the above definition However, they emphasize that perceptions are among the "important cognitive factor of human behavior" or psychological mechanism that allows people to understand their environment.
In their own language "perception is the process by which people select, organize, and interpret sensory stimuli become meaningful information about their work environment." They argue that perception is the most important determinant of human behavior.
Adediwura and Tayo ( elaborate the theories of perception by collecting some experts' explanation. First, they define “perception as the way individual judge or evaluate others in everyday life”. In cognitive dimension, they see that
“perception is the process by which people attach meaning to experiences ”. It means that perception appears after people attend to certain stimuli in their sensory memories.
However, “perception is critical because it influences the information in working memory. Background knowledge in the form of schemas affects perception and subsequent learning
”. Even, rescarch finding approves this claim that background knowledge resulting from experience strongly influence perception. Meanwhile, experts strengthen the definition of perception as the process by which we try to understand other people. Attempt to get information about temporary causes of others behaviors (Adediwura and Tayo, 2007:
For further, (Adediwura and Tayo, 2007) show the process of having perception. They explain that “every impression that comes in from outside, be a sentence, something we hear, an object or vision, no sooner enters our consciousness than it is drafted off in some certain directions or others, making a connection with other materials already there and finally producing a reaction.
From this, it is clear that perception is the reaction elicited when an impression is perceived from without after making a connection with other materials in the consciousness (memory)
” (Adediwura & Tayo, 2007:. From this point of view, it could be concluded that perception cannot be done in a vacuum, it depends on some background information that will think out a reaction. Perception may be energized by both the present and past experience, the individual attitude at a particular moment, the physical state of the sense organ, the human interest, the level of interest, and the interpretation of the perception (Adediwura and Tayo, 2007: 166).
Students' perception can be understood as the students' ability to justify their own opinions and distingish it from research heing presented in the class (McGoldrick and Caffrey, 2009:2). From a few statements from experts above, it can be concluded that the perception is an excitatory stimulus preceded sensor of the senses and delivered to the human brain consciously or unconsciously.
Perception is subjective, depending on one's perspective on a particular object. So that the relative perception is influenced by factors originating from within themselves issued with their own thoughts from someone. According to Walgito (2003: 54-55), the perception is influenced by factors that have been classified, among others: a. External factors, namely the stimulus and traits that stand out in the neighborhood behind the objects that constitute a determination or unity subtle, among others: social and environmental.
b. Internal factors, i.e. factors related to the ability of self that comes from a relationship with facets, mental, intelligence, and bodily.
(Setiyana, 2012), mentions the perception influenced by functional and structural factors.
a. Functional factors or personal factors are factors relating to the individual's understanding of the impact of the stimuli generated, or can be referred to the benefits of stimuli generated.
b. Structural factors or situational factors are external factors that affect an individual's understanding of the existing stimuli. From the explanation above, the researcher concludes that those two experts have the same theories. The differences of these are: according to David Krech and Richard. S. Critchfield, internal and external factors are included in functional and structural factors.
CHAPTER III RESEARCH METHODOLOGY A. Research Setting 1. Research Location This research was conducted in State Institute for Islamic Studies
(IAIN Salatiga), which is located in Jalan lingkar Salatiga Km. 02 Sidorejo, Salatiga, Central Java, Indonesia. IAIN Salatiga the only Islamic higher education in Salatiga. The students come from different schools. There was also foreign lecturers coming from United States to teach the students of IAIN Salatiga.
2. Profile of Instution
through educational framework. By upholding Islamic values, IAIN Salatiga proves that religion is a dimension that should be preserved and will be beneficial for the profesional development. Furthermore, IAIN Salatiga shows that learning religion does not even give a bad effect for the science development at all. In fact, religion is the powerful motivator for the development of the way of thinking and acting.
a. Vision Become the reference of Indonesian Islamic studies for realizing the dignified peacefully society in 2030.
b. Mission
1. Establishing education in various Islamic discipline based on the Indonesian values.
2. Conducting research in various Islamic discipline for strengthening Indonesian values.
3. Conducting community service based on research strengthening
4. Developing a campus culture that reflects Islamic Indonesian values.
5. Organizing the management of high education in professional accountable.
Source:
B. Research Methodology 1. Research Approach
According to Arikunto (2010: 20) the approach in this research is a quantitative approach, because this research is presented with figures.
Kothari (2004 : 20) believes that quantitative research is based on the measurement of the quantity or amount. It is applicable to phenomena that can be expressed in term of quantity. This research is suitable when the variables that mixed up is really complex, and cannot be done by experiment method or which its variety cannot be arranged.From the definitions, the writer takes a point that quantitative approach is an approach which the results of research using of statistic numbers.
Research variables
Research often concerns relationships between variables (a variable can be considered as a construct, operationalized construct or particular property in which the researcher is interested). An independent variable is an input variable, that which causes, in part or in total, a particular outcome; it is a stimulus that influences a response, an antecedent or a factor which may be modified (e.g. under experimental or other conditions) to affect an outcome. A dependent variable, on the other hand, is the outcome variable, that which is caused, in total or in part, by the input, antecedent variable. It is the effect, consequence of, or response to, an independent variable. This is a fundamental concept in many statistics (Cohen, et al, 2007: 504).
3. Population and Sample
a) Population
Sugiyono (2010:117) defines that population is the generalization areas that consist of an object or subject that has quality and certain characteristics that carried out by researcher to learn and to draw the conclusions. Population is totally of research subject (Arikunto, 2010: 123). According to Sugiyono, (2009 : 61), population is the generalization areas that consist of an subject that has quality and certain characteristic that carried out by researcher to learn and to draw conclusions.