THE PERCEPTION OF THE PROCESS STANDARD MODEL OF ENGLISH EDUCATION AT THE VOCATIONAL SCHOOL IN BANTUL A THESIS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PERCEPTION OF THE PROCESS STANDARD MODEL
OF ENGLISH EDUCATION AT THE VOCATIONAL SCHOOL
IN BANTUL
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M.Hum) Degree
in English Language Studies
by
Cokrowihasto
Student Number: 056332030
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PERCEPTION OF THE PROCESS STANDARD MODEL
OF ENGLISH EDUCATION AT THE VOCATIONAL SCHOOL
IN BANTUL
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M.Hum) Degree
in English Language Studies
by
Cokrowihasto
Student Number : 056332030
Approved by
Dr. J. Bismoko ___________________________ Advisor Yogyakarta, 30 September, 2011PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
THE PERCEPTION OF THE PROCESS STANDARD MODEL
OF ENGLISH EDUCATION AT THE VOCATIONAL SCHOOL
IN BANTUL
Presented by
Cokrowihasto
Student Number : 056332030
Defended before the Thesis Committee
and Declared Acceptable.
THESIS COMMITTEE
Chairperson : Dr. J. Bismoko _________________
Secretary : Dr. B.B. Dwijatmoko, M.A. _________________
Members : 1. F.X. Mukarto, Ph.D. _________________
: 2. Drs. Pius Nurwidasa Prihatin, M.Ed. _________________
Yogyakarta, 30 September 2011
The Graduate Program Director
Sanata Dharma University
Prof. Dr. Agustinus Supratiknya
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT O F ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are
the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if he took somebody else's ideas, phrases, or sentences without proper references.
Yogyakarta, 30 September, 2011 Cokrowihasto
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 : Cokrowihasto Nomor Mahasiswa : 056332030
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Perception of The Process Standard Model of English
Education at The Vocational School in Bantul
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 mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal : 30 September 2011 Yang menyatakan, Cokrowihasto
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all I would like to say thank you to Allah, that He always guides me. I believe that without His blessing I would not have finished this thesis and obtained the degree. May He always be with us.
I would like to express my utmost gratitude to my advisor, Dr. J. Bismoko who always patiently supported with his advice, motivation, guidance, suggestions, helps and encouragement during writing this thesis. He was inspiring me with his valuable advice, valuable knowledge and valuable perspective. I would like also to thank to F.X. Mukarto, Ph.D, who has helped me and given me a chance to finish this thesis. He also always gave me spirit to finish the thesis.
My gratefulness is also addressed to Dr. Pius Nurwidasa Prihatin, M.Ed, who gave me a lot of suggestions to make the betterment of this thesis.
I would also like to thank Dr. B.B. Dwijatmoko, M.A, Prof. Dr. Soepomo, Dr. Novita Dewi, M.S., M.A. (Hons) who had trained and given me a lot of knowledge and experiences in English.
My depth of gratitude is also due to Ibu Wita, Ibu Eva and their students who were willing to be the participants of my research. My gratitude is also to the principal of SMK 2 Sewon Bantul who was patiently and supportive in giving me information.
Finally, I am also very grateful to my principal of LPMP and all the staff for supporting me in finishing my thesis.
Last but not least, many thanks also go to my friends and colleagues as well as to my wife, Meiyun Wihadiyati, my sons, Dadan and Kaka, who always support me in doing this research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE …………………………………………………………… i
APPROVAL PAGE ii …………………………………………………….
DEFENSE APPROVAL PAGE iii ………………………………………..
STATEMENT OF ORIGINALITY ……………………………………. iv
ACKNOWLEDGEMENTS v …………………………………………….
TABLE OF CONTENTS………………………………………………. vi LIST OF TABLES
……………………………………………………… ix LIST OF APPENDICES……………………………………………….. x LIST OF ABBREVIATIONS
………………………………………….. xi ABSTRACT
……………………………………………………………. xii ABSTRAK
……………………………………………………………… xiii
CHAPTER I INTRODUCTION ……………………………………….. 1
A. BACKGROUND
1 ……………………………………………………
B. PROBLEM IDENTIFICATION …………………………………… 4
C. PROBLEM LIMITATION ………………………………………….. 5
D. STATEMENT OF RESEARCH QUESTION
5 ………………………
E. RESEARCH GOAL
5 …………………………………………………
F. RESEARCH BENEFIT S…………………………………………….. 5
CHAPTER II LITERATURE REVIEW ………………………………. 7
A.THEORETICAL REVIEW …………………………………………… 7 1.
Perception…………………………………………………………... 7
2. Process Standard Model …………………………………………… 10 3.
English Education………………………………………………….. 17
4. Vocational School ………………………………………………….. 20
B. FRAMEWORK OF PRE UNDERSTANDING……………………... 24
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III RESEARCH METHODOLOGY ………………………. 33
A. RESEARCH PLAN…………………………………………………. 33
1. Research Design …………………………………………………... 33
2. The Nature of Data……………………………………………….. 35
3. Setting …………………………………………………………….. 35
4. Participants of the Study ………………………………………….. 35
5. Types of Data and Data Sources ………………………………….. 36
6. Data Collection Methods …………………………………………. 37
7. Technique of Data Analysis ………………………………………. 46
8. Validation of Findings …………………………………………….. 47
9. The Reliability of Findings ………………………………………... 47
B. ACTUAL
IZATION OF RESEARCH………………………………. 47
1. Data Collecting Procedures ………………………………………… 47
2. Data Recording Procedures ………………………………………… 47
CHAPTER IV DESCRIPTION AND INTERPRETATION …………... 48
48 A. THE DESCRIPTION ………………………………………………..
1. The Description of Mrs. Rina’s Syllabus…………………………. 48
2. The Description o f Mrs. Lisa’s Syllabus………………………….. 48
3. The Descripti on of Mrs. Rina’s Lesson Plan……………………… 49
4. The Descriptio n of Mrs. Lisa’s Lesson Plan………………………. 49
5. The Description o f Mrs. Rina’s Classroom Observation
……………………………………………………….. 49
6. The Description o f Mrs. Lisa’s Classroom Observation
………………………………………………………... 50
51 B. THE DESCRIPTION AND INTERPRETATION…………………..
1. The Description and Interpretation of Mrs. Rina’s Perception of the Process Standard Model of English Education
……………………………………………… 51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. The Description and Interpretation of Mrs. Lisa’s Perception of The Process Standard Model of English Education
……………………………………………… 59
3. The Description and Interpretation of Mr. Hartono’s Perception of the Process Standard Model of English Education Done by Mrs. Rina and Mrs. Lisa………... 66
4. Description and Interpretation of Students’ Perception of the Process Standard Model of English Education Done by Mrs. Rina
……………………………………………….. 70
5. The Description and Interpretation of Students’ Perception of The Process Standard Model of English Education Done by Mrs. Lisa
……………………………………………….. 77
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
83 …….
A. CONCLUSIONS ……………………………………………………. 83
B. RECOMMENDATIONS……………………………………………. 84
BIBLIOGRAPHY ………………………………………………………. 87
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 1 The blueprints of components and indicators of the process standard of English education …………………………….. 37
Table 2 The blueprint of interview questions …………………........ 38
Table 3 The blueprint of observation class ………………………... 40
Table 4 The blueprint of a syllabus ………………………………... 43
Table 5 The blueprint of a lesson plan …………………………….. 45
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
………………… 145
…………………….. 189
…………………… 183 Appendix 16 The Lesson Plan of Mr. Lisa
………………………... 167 Appendix 15 The Lesson Plan of Mrs. Rina
……………………….. 155 Appendix 14 The Syllabus of Mrs. Lisa
Lisa’s Class Observation…………………………. 154 Appendix 13 The Syllabus of Mrs. Rina
Rina’s Class Observation………………………… 153 Appendix 12
Appendix 10 Interview with Mrs. Lisa’s students……………... 149 Appendix 11
LIST OF APPENDICES
Appendix 1 Wawancara dengan ibu Rina.……………………. 93 Appendix 2 Interview with Mrs. Rina
……………….. 137
Appendix 7 Wawancara dengan siswa ibu Rina
Appendix 6 Interview with the principal ……………………… 133
………………. 129
Appendix 5 Wawancara dengan Kepala Sekolah
Appendix 4 Interview with Mrs. Lisa …………………………. 120
………………………… 111
………………………… 102 Appendix 3 Wawancara dengan ibu Lisa
Appendix 8 Interview wi th Mrs. Rina’s students…………….. 142 Appendix 9 Wawancara dengan siswa ibu Lisa
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF ABBREVIATIONS
BSNP : Badan Standar Nasional Pendidikan BSE : Buku Sekolah Elektronik CD : Compact Disk
ISO : International Organization for Standardization
ICT : Information Communication and Technology
IT : Information Technology KKG : Kelompok Kerja Guru LCD : Liquid Crystal Display LPMP : Lembaga Penjaminan Mutu Pendidikan LKS : Lembar Kerja Siswa MDG : Millennium Development Goals MGMP : Musyawarah Guru Mata Pelajaran PISA : Programme for International Student Assessment RKB : Ruang Kelas Baru TIMSS : Trends in International Mathematics and Science Study
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Cokrowihasto. 2011. The Perception of the Process Standard Model of
English Education at the Vocational School in Bantul. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.
Teaching English at Vocational High Schools need to be planned well in order to achieve its objectives. Teachers should prepare all teaching and learning activities and make sure that the process standards meet the requirements of the School-Based Curriculum.
This research tries to describe and interpret the perception on the process standard model of English education at the vocational school. It attempts to answer the research question
‘What is the teachers’ perception on the process standard of English education at the vocational school in Bantul? ’ The setting of
the research was the Vocational High School in Bantul in which the English teachers applied the process standard in their teaching and learning activities. The data were collected through interview and documents. The research participants consisted of some English teachers, some students, and the headmaster. They were interviewed to get rich data. The teachers were observed during their teaching-learning activities. The documents related with teaching-learning process were collected to support this study. The regulation concerning with the process standard stated in Badan Standar Nasional Pendidikan/BSNP (The Board of National Education Standard). For it was a qualitative research, the report was in the form of descriptive and interpretive text.
The findings show that teachers perceive that the development of the syllabus is based on the content standard and the graduate competency standard. While the lesson plan partly pays attention to the gender difference, the previous ability, the intellectual step, interests, talents, learning motivation, potential, social abilities, emotion, learning styles, specific needs, speed learning, culture backgrounds, norms, values, and learners’ environment. The students need some books and other sources to help and motivate them. The teachers partly teach the lesson in a way that create interactive, inspiring, fun, and challenging activities. The teaching-learning processes always contain introduction, core and closing. The teacher-participants always try to make students get the same opportunity to do exploration, elaboration, and confirmation during the teaching-learning process. The supervision is still done by the curriculum vice principal. The supervision and the evaluation of the teaching-learning process are not done periodically by the headmaster and the supervisor.
There were some recommendations. The teaching-learning activities were to be improved to make students more active. Teachers should make some changes in making the syllabus to meet the need of the study program they taught. The design of the lesson plan should be different from one class to another class due their ability levels.
Hopefully, this research will have a positive and significant contribution to the English learning science, research participants, learning audiences, and researcher.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Cokrowihasto. 2011. The Perception of the Process Standard Model of
English Education at the Vocational School in Bantul. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.
Pengajaran Bahasa Inggris di Sekolah Menengah Kejuruan perlu direncanakan dengan baik untuk mencapai tujuannya. Para guru harus menyiapkan segala persiapan kegiatan belajar mengajar dan memastikan bahwa standar proses yang mereka gunakan telah memenuhi persyaratan Kurikulum Tingkat Satuan Pendidikan.
Penelitian ini mencoba untuk mendeskripsikan dan menginterpretasikan persepsi pada model tandar proses pendidikan bahasa Inggris di sekolah kejuruan.Penelitian ini mencoba untuk menj awab pertanyaan “Apa persepsi Guru pada standar proses bahasa Inggris di Sekolah Menengah Kejuruan di Bantul? Tempat dari penelitian ini adalah salah satu Sekolah Menengah Kejuruan di Bantul di mana guru bahasa Inggris mereka telah menerapkan standar proses dalam pengajaran dan proses belajar mengajar. Data akan dikumpulkan melalui wawancara dan dokumen. Responden dari penelitian ini adalah beberapa guru, beberapa siswa dan kepala sekolah. Mereka diwawancarai untuk mendapatkan data yang banyak. Guru diobservasi pada pembelajarannya. Dokumen yang terkait dengan juga dikumpulkan untuk mendukung penelitian ini. Aturan yang berkenaan dengan standar proses tertera pada Badan Standar Nasional Pendidikan. Karena penelitian ini adalah penelitian kualitatif maka uraian akan disampaikan dalam bentuk deskriptif interpretative.
Hasil dari penelitian ini adalah guru memberikan persepsi bahwa silabus dikembangkan didasarkan pada standar isi dan standar kompetensi lulusan. Sedangkan rencana pembelajaran belum sepenuhnya memperhatikan perbedaan gender, kemampuan awal, perkembangan intelektual, minat, bakat, motivasi belajar, latar belakang budaya, norma, nilai, dan lingkungan peserta didik. Siswa perlu penambahan buku dan sumber lainnya untuk membantu dan memotivasi siswa. Guru belum sepenuhnya mengajarkan pelajaran dengan menyenangkan, interaktif, inspiratif dan menantang. Pembelajaran berisi pendahuluan, inti dan penutup. Para guru telah mencoba untuk membuat siswa mendapatkan kesempatan yang sama untuk melakukan eksplorasi, elaborasi dan konfirmasi. Supervisi masih diwakilkan ke wakil kepala sekolah bagian kurikulum. Pengawasan dan evaluasi proses pembelajaran tidak dilakukan secara berkala dan berkesinambungan oleh kepala sekolah dan pengawas.
Rekomendasinya adalah kegiatan belajar ditingkatkan sehingga siswa menjadi aktif. Guru membuat semacam perubahan dalam membuat silabus sesuai dengan jurusan yang mereka ajarkan. Desain dari rencana pelajaran harus berbeda dari satu kelas ke kelas lainnya yang disesuaikan dengan kemampuan siswa.
Mudah-mudahan, penelitian ini akan memiliki kontribusi positif dan signifikan terhadap ilmu belajar bahasa Inggris, responden penelitian, pembaca, dan peneliti.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I INTRODUCTION In this chapter, I discuss the background of the research, problem
limitation, problem formulation, research goals, and research benefits. The background of the research discusses the underlying reason and urgency of the research. I present some basic reasons why the research needs to be carried out. The problem limitation focuses on main problems which have been narrowed from all existing issues. The problem formulation deals with research questions to be answered in the research. The research goals specify the goals of the research.
A. Background
Teachers are very important persons in any education area. They have a significant contribution to the development of education. According to Hunt (2008) a good teacher should have the positive way to guide students in learning. Second, he should have enough knowledge for his subject he teaches.
Third, he has the ability to convey the subject completely. Fourth, he should have the ability to master the methodology. Fifth, he should have the ability to motivate his students. And sixth, he should have the class management. They have to know how to teach and they should have good personality.
Schools in Indonesia now apply the school based curriculum (Kurikulum
Tingkat Satuan Pendidikan=KTSP). Teachers need a higher competence because
they are given the autonomy to teach in their own way. They should be able to achieve the based competency, standard competency and indicators. The Board of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
National Education Standard (Badan Standar Nasional Pendidikan=BSNP) has released 8 national education standards namely; 1) Educational content standards, 2) Graduate competency standard, 3) Process Standard, 4) Assessment standard, 5) Infrastructure Standard, 6) Teacher and staff educations standards, 7) Management Standard, 8) Budget standard.
Process standard is one aspect of the standards mentioned above. It is the standard that quite crucial to be applied. It is obvious that process standard is the application of the teaching learning process. Teachers should prepare the syllabus and lesson plans before conducting the teaching learning activities. Teachers should also get the assessments of the teaching learning process they have done due to the process standard.
In addition, some reports say that the implementation of the process standard in most schools in Indonesia has not significantly well applied. Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) show the result that some students of Indonesia are the winners of international Olympiad but in general, the schools, teachers, means and other things especially in education aspects are still under the standard th August 2010).
Nowadays, 88,8% schools in Indonesia haven’t covered the minimum education standard. 40.31% schools in Indonesia are under minimum standard.
48.89% schools in Indonesia are in the minimum education standard. So only 10,15% schools in Indonesia are in the national standard or may be above the national standard of education (Kompas, 23/3/2011).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
One of the standards in Indonesia is the process standard. Process standard is usually applied in ISO. In education it is applied by teachers. It is an important aspect that should be done by teachers before, while and after the process of learning. Process standard may include objectives, content, method and evaluation. Before the process of learning, the process standard may include objectives, content, method and evaluation. While the process of learning, the process standard may include objectives, content, method and evaluation. After the process of learning, the process standard may include evaluation of objectives, content, method and evaluation. The rules of the objectives of the teaching learning process should refer to the objectives stated in the process standard issued by BSNP. The content, the method, and evaluation should also refer to BSNP.
It seems that the application of process standard in Indonesia may be varied. In some cases the variation may be caused by the capacity of understanding of the process standard. On the other hand it may also be caused by the creativities of the schools or the creativities of the teachers themselves.
Similarly, it seems that the perception of process standard in Bantul may also be varied.
I am interested in conducting the research on the perception of the process standard in English education because it is one of the crucial aspects in teaching- learning processes. And by understanding the participants’ perception of the process standard the researcher knows the process standard applied in school.
The process standard that is one of the eight standards issued by BSNP is quite important because the errors or the lacks of the fulfillment of the process
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
standard will have the impact on of the students’ understanding. The students’ lack of understanding will influence the students’ achievement. I also realize that the process standard is difficult to achieve because teachers are asked to make a syllabus, lesson plans, and they should also present the materials in such a way in order to make their students understand. Teachers may face some problems concerning the naughty, low motivated, broken-hearted, and even intelligent students,.. etc.
Vocational schools in our country need much attention in managing them. English language that is one of the adaptive subjects needs much attention too. As known before that English is an international language, so it is important to give much attention to that subject. The application of English at vocational schools is different from English applied in other stage of schools for example Senior High School. The important thing about English subject which has to be paid much attention in vocational school is the materials used in teaching-learning activities . The materials should meet the needs of the departments or study programs found in the vocational school. They should be real and suitable for the students’ future work field.
B. Problem Identification
Process standard is one of eight standards of Indonesian national standard namely graduate competency standard, content standard, process standard, management standard, assessment standard, teacher and staff education standard, infrastructure standard, and finally budget standard.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Process standard that is one of the eight standards consist of the planning of the process of learning, the implementation of learning process, assessment of learning, and supervision of learning (BSNP 2007: 41).
C. Problem Limitation
The setting of the research is one of vocational schools in Bantul and the participants are English teachers of one vocational school. The focus of the research is the description and interpretation of process standard of English education at the vocational school in Bantul.
D. Statement of Research Question
What is the teachers’ perception of the process standard of English education at the vocational school in Bantul?
E. Research Goal
The research goal describes and interprets the perceptions of the process standard of English education. It focuses on the process standard model of English education at the vocational school.
F. Research Benefits Hopefully, there will be some parties that can take benefits from this research. They are:
1. The School This research provides feedback to the English process standard done in the school. So, the school knows the strengths and weaknesses of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
their English Teachers. Then, the school may revise or improve the process standard based on the feedback received.
2. The Teacher The teacher can use this research as a feedback and self evaluation to the teaching-learning process. So, the teacher can figure out whether the syllabus and lesson plan employed have met the needs of the students. This research can be a means to improve the syllabus and lesson plan employed by the teacher.
3. The Researcher First, the researcher may give clarification of the process standard.
Second, the researcher may predict the process standard. Eventually, the researcher may give feedback to the vocational school.
4. The Management The management may also have the benefit from this research. First, the management may control the process standard of English. Second, the management may use the result of the research for improving programs needed by the teachers and schools. Third, the management may improve the process standard of English education.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II LITERATURE REVIEW This chapter is concerned with theoretical review of the research, and
theoretical framework of the research. Theoretical review tries to contextualize the issue of process standard model in the current science and technology of English education. After reviewing the concepts or sub-concepts, I try to state the commentary, conclusion or perspective directly and indirectly related to the process standard model of English education.
A. THEORETICAL REVIEW
1. Perception
Ellis (2003) says that perception is not necessarily conscious but „noticing, which Schmidt defines as ‟availability for verbal report, requires focal awareness.
So Ellis wrote in his book “The Study of Second Language Acquisition” interpreted perception related to explicit and implicit knowledge. Perception may be perceived something that is implicitly and unconsciously received from the sensory but it can be checked through verbal report.
Thoha (1993) defines perception as a cognitive process in which a person views information and environment through listening, seeing, smelling, feeling and thinking.
Walgito (1991) argues that perception is an organizing process toward accepted stimulus done by an individual so that it becomes meaningful. In this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
respect, meaningful means that appearance is not merely the physical properties of the eyes but it is also the result of physiological processes.
Sadli (1986) defines a perception as an active process in which a person views stimuli together with his experiences, motivation and attitude. Knowledge of the identity of objects and features in the environment is obviously valuable. In the process of viewing objects of stimulus of course a person always tries to compare with what he has in his prior knowledge.
Baron and Byrne (2003) say that social perceptions are the processes used to understand other people. Other people have important role in our life. People often spend much time because they want to understand other people. What they want as an individual? Why do they behave like that? How they behave in a certain situation? Sometime the prediction of us is different from the reality.
Collier‟s Encyclopedia says that perception means the attempt to understand in what sense the human sensory systems can be said to yield knowledge. Common sense tells us that what we know about the world is a product of our sensory encounters with objects and events. We know about things because we have seen them, tasted them, or tried to lift them. Our acquisition of information by sensory means is sometimes direct, as when see the mailman arrive or hear the alarm clock ring, and sometimes indirect, as when we read about events in books and newspapers or listen to a friend describe what he saw on his vacation. However, beyond common sense there are a number of questions about what it means to perceive something, what it is we ate really perceiving, what
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
kind of knowledge perception yields, and what conditions are required for its existence. This conceptual or epistemological approach to the question distinguishes the physiology and psychology, of the same phenomena.
Harre and Lamb (1983) argue that perception as a term in psychology perception refers to the apparently direct and immediate knowledge of the world and also of our direct and immediate knowledge of the world, and also of our own bodies, by neural signals from the eyes, the ears, the nose, the tongue, and the many other sense organs which include the skin senses of touch and hot and cold and pain and also organs of balance in inner ear, and the unconscious monitoring of forces on the muscles and joints to signals the position of limbs.
Nitzel (1983) says that perception is the immediate response at the personalitic level to energetic inputs to sense organs. The receptors of sense organs translate the environmental input into a neural discharge going to central nervous system. The brain uses the input with its own organization which of course, varies from time to time. On this account, not only the input to the receptor but also the state and activity of the central nervous system must be taken into account in explaining perception.
I can summarize that perception is implicitly and unconsciously received from the sensory. It can be through listening, seeing, smelling, feeling and thinking. It is personalized, direct and immediate knowledge of the world. It includes experiences, motivation and attitude.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
So, through the perception the researcher may find out the teacher participants‟ comprehension and knowledge about the process standard.
2. Process Standard Model Brodbeck (1963) in Brady (1992) says that the term model is as a synonym for theory. So, a model often refers to some speculation about the connection between certain variables. Models are used to explain levels in curriculum, aspects of organizational practice or classroom interaction, and types of decision making. Furthermore, he argues that a model is curriculum elements that are objectives, content, method and evaluation (Brady, 1992: 69). While Tyler (1949) says that a model is based on four central questions, i.e., a) What educational purposes should the school seek to attain? b) What educational experiences can be provided that are likely to attain these purposes? c) How can these educational experiences be effectively organized? d) How can we determine whether these purposes are being attained?
According to Davenport (2005) the process standard is an external provider's set of activities and how they flow. Since companies have not reached consensus on just what comprises cost accounting or human resources benefits management, for example, it remains ambiguous what services should be performed between buyers and providers. Therefore, organizations need a set of standards for process activities so that they can communicate easily and efficiently when discussing outsourced processes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
These process activity and flow standards are beginning to emerge in a variety of businesses and industries. A second set of needed process evaluation approaches are process performance standards. Once companies in a particular industry achieve consensus about which activities and flows constitute a given process, they can begin to measure their own processes and compare their results with those of external providers. Finally, organizations need a set of process
management standards that indicate how well their processes are managed and measured and whether they're on course for continuous improvement.
Process standard in ISO (International Organization for Standardization ) is developed according to the following principles
a. Consensus
The views of all interests are taken into account: manufacturers, vendors and users, consumer groups, testing laboratories, governments, engineering professions and research organizations.
b. Industry wide Global solutions to satisfy industries and customers worldwide.
c.
Voluntary International standardization is market driven and therefore based on voluntary involvement of all interests in the market-place.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There are three main phases in the ISO standards development process as follows.
a. The need for a standard is usually expressed by an industry sector, which communicates this need to a national member body. The latter proposes the new work item to ISO as a whole. Once the need for an International Standard has been recognized and formally agreed, the first phase involves definition of the technical scope of the future standard. This phase is usually carried out in working groups which comprise technical experts from countries interested in the subject matter.
b. Once agreement has been reached on which technical aspects are to be covered in the standard, a second phase is entered during which countries negotiate the detailed specifications within the standard. This is the consensus-building phase.
c. The final phase comprises the formal approval of the resulting draft International Standard (the acceptance criteria stipulate approval by two- thirds of the ISO members that have participated actively in the standards development process, and approval by 75% of all members that vote), following which the agreed text is published as an ISO International Standard.
d. It is also possible to publishat different stages in the standardization process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
e. Most standards require periodic revision. Several factors combine to render a standard out of date: technological evolution, new methods and materials, new quality and safety requirements. To take account of these factors, ISO has established the general rule that all ISO standards should be reviewed at intervals of not more than five years. On occasion, it is necessary to revise a standard earlier.