A Sarjana Pendidikan Thesis On THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES AT DOMBY KID’S HOPE 2 YOGYAKARTA

  THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES AT DOMBY KID’S HOPE 2 YOGYAKARTA

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

  By Silvia Krisnawati

  Student Number: 041214101

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

  THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH TEACHING-LEARNING ACTIVITIES AT DOMBY KID’S HOPE 2 YOGYAKARTA

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

  By Silvia Krisnawati

  Student Number: 041214101

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

  A Sarjana Pendidikan Thesis On

  

THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH

TEACHING-LEARNING ACTIVITIES AT DOMBY KID’S HOPE 2

YOGYAKARTA

  Prepared and Presented by Silvia Krisnawati

  Student Number: 041214101 Approved by: Dr. Retno Muljani, M. Pd.

  11 September 2008 Sponsor

  

THE FIFTH GRADE LEARNERS’ PERCEPTIONS ON THE ENGLISH

TEACHING-LEARNING ACTIVITIES AT DOMBY KID’S HOPE 2

YOGYAKARTA

  By Silvia Krisnawati

  Student Number: 041214101 Defended before the Board of Examiners on 24 September 2008, and Declared Acceptable

  

Board of Examiners

  Signature Chair person : A. Hardi Prasetyo, S.Pd., M.A. …………………… Secretary : Made Frida Yulia, S.Pd., M.Pd. …………………… Member : Dr. Retno Muljani, M.Pd. …………………… Member : V. Triprihatmini, S.Pd., M.Hum., M.A. …………………… Member : C. Tutyandari, S.Pd., M.Pd. ……………………

  Yogyakarta, 24 September 2008 Faculty of Teachers Training and Education

  Sanata Dharma University Dean, Drs. T. Sarkim, M.Ed., Ph.D.

  

STATEMENT OF WORK’S ORIGINALITY

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

  Yogyakarta, 24 September 2008 The Writer

  Silvia Krisnawati 041214101 I can do all things through Christ which strengtheneth me (Philippians 4:13)

  Which hope we have as an anchor of the soul, Both sure and stedfast, and which entereth into that within the veil

  (Hebrews 6:19) I dedicate this thesis to

  My Heavenly Father, My lovely parents, brother and sisters,

  All family, Partners and friends

LEMBAR PENYATA

  

ACKNOWLEGDEMENTS

  Finally, I could arrive at this great opportunity to write my gratitude to everyone behind me in finishing this thesis because I could not do this alone. The first and the most important are my adoration and thanks to Jesus

Christ who knows the best for me and also who always gives the best for me.

Hopefully I also glorify Him by this thesis.

  I thank very much Mrs. Dr. Retno Muljani, M.Pd. as my sponsor who helps me a lot during the process of writing this thesis. I really thank for her guidance, patience, and support. This was really a painful but also joyful process. I would also express my gratitude to Mr. Drs. Concilianus Laos Mbato, M.A. and Mr. Ant. Herujiyanto, M.A. as my Academic Advisors. Moreover, I would also thank Miss Ch. Lhaksmita Anandari, S.Pd., M.Ed. who was willing to read this thesis. I also thank Mr. Agustinus Hardi Prasetyo, S.Pd., M.A., Mr.

  

Paulus Kuswandono, S.Pd, M.Pd., Mrs. Caecillia Tutyandari, S.Pd., M.Pd.,

Mrs. V. Triprihatmini, S.Pd., M.Hum., Miss. Made Frida Yulia, S.Pd.,

M.Pd., Mrs. Laurentia Sumarnie, S.Pd., and all of the PBI lecturers and also

Mbak Dani and Mbak Tari.

  I thank my lovely parents, Purwanto, S.Tp and Suki Rahayu who always stand beside me and support me to achieve the best that I can do. I also thank Nia, Mas Wit, Mbak Nunik, Filbert, grandmothers and grandfathers, and all of my family.

  I would also express my gratitude to the big family of Domby Kid’s Hope

2 Yogyakarta for allowing me to conduct this research and helping me so much. I

  thank Mas Yusak, Mbak Indri, Mbak Isti, Mbak Tri, Mbak Hana, Ester, and all of the mentors and tutors, and especially for the learners there.

  I could finish this thesis also because of the support and prayer from all of my friends. I thank very much the family of Efata Student Fellowship, especially Asih, Tyas, Vivi, Bayu, Christo, Pikal, Robbie, Ezra, Yonas, Ester, Restu, Tri, and the long journey that we have together. Special thanks for my sisters in Jesus Christ: Wahyu, Nita, Tita, Nancy, Ria, Ika, Rini, Dewi, Kak Nina, and Kak Inggrit for the great moments and vision that we share together. I thank Mas Bayu and

  Ike who teach me a lot about life, care me, support me, and also pray for

  Mbak

  me. I also thank the big family of Komisi Pemuda GKJ Sidomulyo who also support me and pray for me. I would express my gratitude to Pak Levi, Devi, Vivi, Steven, Fenny, Mankgie and all members of PSKP 01. I would also thank Dedy for inspiring me, supporting me, and also praying for me.

  My gratitude also goes to all members of PBI 2004 for the unforgettable four-year journey. Special thanks for the Grass Roots (Tika, Novi, Riska, Indri, Albert, and Ahmet), “Everyday is Sunday” crew, PPL Stama (especially Ibam and Vina) , KKN 24 Siten, Canista, and Samirono Baru 30 (especially Kak Cindy). I thank Hana Dyah Merina, Dewi, Pius, Anas, and others who also support and pray for me.

  I also thank everyone who supports me but I can not mention them one by one in this page.

  Silvia Krisnawati 041214101

  TABLE OF CONTENTS TITLE PAGE

  …………………………………………………… i

  APPROVAL PAGES …………………………………………… ii

STATEMENT OF WORK’S ORIGINALITY …………………… iv

DEDICATION PAGE …………………………………………… v

ACKNOWLEDGEMENTS …………………………………………… vi

TABLE OF CONTENTS

  …………………………………………… viii

  

LIST OF TABLES …………………………………………………… xiii

LIST OF FIGURE ……………………………………………………... xiv

LIST OF CODING …………………………………………………… xv

ABSTRACT ……………………………………………………………. xvii

ABSTRAK ………………………………………………………………

  xix

CHAPTER I: INTRODUCTION ……………………………………

  1 A. Research Background ……………………………………………

  1 B. Problem Formulation ……………………………………………

  4 C. Research Objectives ……………………………………………

  4 D. Problem Limitation ……………………………………………

  5 E. Research Benefits ……………………………………………………

  5 F. Clarification of Terms ……………………………………………

  6

  CHAPTER II : LITERATURE REVIEW …………………………....

  9 A. Theoretical Description ……………………………………………

  9

1. Perception ……………………………………………………………

  9

  a. Definition of Perception ……………………………………

  10

  b. Perceptual Process and Teaching-Learning Activities ……………

  10

  c. Factors that Affect Someone’s Perception ……………………

  13

2. Young English Language Learners ……………………………

  15 a. Characteristics of Young Learners …………………………....

  16

b. Principles of Children Language Learning ……………………

  20

3. Psychology and the Language Learning Process ……………………

  21

  a. Age-Orientated Concepts and Psychology ……………………

  22

  b. Importance of Human Drives and Urges ……………………

  23

  c. Function of Psychology in Education ……………………………

  24

4. Domby Kid’s Hope 2’s Curriculum ……………………………

  25 B. Theoretical Framework ……………………………………………

  25 CHAPTER III: METHODOLOGY ……………………………

  28 A. Research Method ……………………………………………………

  28 B. Research Participants ……………………………………………

  29 C. Research Instruments ……………………………………………

  30 D. Data Gathering Techniques ……………………………………

  31 E. Data Analysis Techniques ……………………………………………

  33

CHAPTER IV: ANALYSIS ……………………………………. 37 A. Data Analysis ……………………………………………………. 37

1. Data ……………………………………………………………………. 37

  a. Summary of the learners’ needs ……………………………………. 38

  b. Summary of the learners’ perceptions ……………………………. 41

  c. Summary of the classroom observations ………………………………44

  d. Description of the general curriculum and the goal of the English teaching-learning activities at Domby Kid’s hope 2 ……………. 47

2. Findings ……………………………………………………………. 48

  a. Fifth grade learners’ needs in learning English at Domby Kid’s

  Hope 2 ……………………………………………………………. 48

  b. Fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 ……………………. 50 c. Suitability of the learners’ perceptions and their needs……………… 51

  d. Other findings ……………………………………………………. 52

C. Discussion ……………………………………………………………. 53

  1. Fifth grade learners’ needs in learning English at Domby Kid’s

  Hope 2 ……………………………………………………………. 53

  2. Fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 ……………………. 56

  3. Suitability of the learners’ perceptions and their needs……………… 60

  4. Other findings ……………………………………………………. 62

CHAPTER V: CONCLUSSION AND SUGESTION ……………. 64 A. Conclusions ……………………………………………………. 64

  1. Fifth grade learners’ needs in learning English at Domby Kid’s

  Hope 2 ……………………………………………………………. 64

  2. Fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 ……………………. 65

  3. Suitability of the learners’ perceptions and their needs……………… 66

B. Suggestions ……………………………………………………. 67

  1. For the curriculum designers ……………………………………. 68

  2. For the English tutors ……………………………………………. 68

C. Implications ……………………………………………………. 68

  

REFERENCES ……………………………………………………. 70

APPENDICES

  ……………………………………………………. 73

  

APPENDIX A: Interviews results with the learners ……………………. 74

APPENDIX B: Interviews results with the learners’ parents ……. 121

APPENDIX C: Observations note ……………………………………. 135

APPENDIX D: Interview results with the coordinator and secretary of

  Domby Kid’s Hope 2 ……………………………. 139

APPENDIX E: Interviews results with the English tutor ……………. 141

APPENDIX F: Domby Kid’s Hope 2 Profile ……………………. 142

APPNDIX G: Domby Kid’s Hope 2’s Curriculum ……………………. 146

APPENDIX H: The goal of the English teaching-learning activities at

  

APPENDIX I: Permission letter for Domby Kid’s Hope 2 ……………. 154

APPENDIX J: Permission letter for the Library of the Graduate

  Program USD …………………………………………….. 155

  LIST OF TABLES

Table 4.1 Data summary of the learners’ needs ……………………

  38 Table 4.2 Data summary of the learners’ perceptions ……………

  40 Table 4.3 Interview coding sample ……………………………………

  42 Table 4.4.1 Observation note data I ……………………………………

  44 Table 4.4.2 Observation note data II ……………………………………

  44 Table 4.4.3 Observation note data III ……………………………………

  45 Table 4.5 Findings of the learners’ needs ……………………………

  47 Table 4.6 Findings of the learners’ perceptions ……………………

  49 Table 4.7 Suitability of the learners’ perceptions and their needs ……

  50 Table 4.8 Other findings ……………………………………………

  51

  LIST OF FIGURE

  Figure 1. The perceptual process (Altman et al, 1985) ……………

  11

LIST OF CODING

  ACHI: Learners’ achievements in learning English BUSY: The parents busy with their works and seldom pay attention to their children EMOT: Emotion of the learners FACT: Factors that affect someone’s perceptions GROUP: The learners like to work in group

  INDE: Independent learning

  INDI: Indirect learning (the capacity of children for indirect learning) NEED: The learners’ wants desires, demands, expectations, motivations, and requirements in learning English at Domby Kid’s Hope 2 MATCH: The English teaching-learning activities carried out at Domby Kid’s

  Hope 2 match their needs in learning English

  PAREN: Involving parents PLAY: Play and fun (children’s instinct for play and fun) PROD: Product (learning outcome) PROC: Process (given learning situation and specific learning strategies) PRES: Presage (a factor that includes students’ belief about knowledge and learning conception, also includes learning context such as teachers and school attributes) READ: Reading

  SELF: Self-Concept SING: Singing SELEC: Selectivity (interest of the stimuli).

  SPEAK: Speaking SUPP: The English teaching-learning at Domby Kid’s Hope 2 supports the English teaching-learning activity at school

  VOCAB: Vocabulary WRITE: Writing

  

ABSTRACT

Krisnawati, Silvia. 2008. The Fifth Grade Learners Perceptions on the English

Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  Students’ perceptions on English teaching-learning activities are important since the students’ perceptions influence students’ motivation to learn English and behavior or attitudes in English learning activities. Students’ perceptions also influence further teaching-learning strategies (Wenden and Rubin, 1987).

  The study of perceptions plays an important role for an education process since by knowing the learners’ perceptions, the teacher or tutor could plan the appropriate teaching-learning activities. Therefore the researcher conducted this research. This study attempted to answer three research questions, namely (1) What are the fifth grade learners’ needs in learning English at Domby Kid’s Hope

2 Yogyakarta?, (2) What are the fifth grade learners’ perceptions on the English

  teaching-learning activities carried out at Domby Kid’s Hope 2 Yogyakarta?, and (3) How do the fifth grade learners’ perceptions match their needs?.

  This study adopted the qualitative method as proposed by Holliday (2002) since this research gathered non-numerical data about the learners’ perceptions on the English teaching-learning activities at Domby Kid’s Hope 2 and the learners’ needs in learning English. The researcher employed several class observations and also several interviews with the seventeen fifth grade learners at Domby Kid’s

  

Hope 2 , three learners’ parents, one English tutor, and the coordinator and

secretary of Domby Kid’s Hope 2 to answer the research problems.

  The data of this study revealed that the needs of the learners in learning English at Domby Kid’s Hope 2 was learning English to support their school achievements and learning English through playing or fun learning. The needs for the materials were the basic English materials, such as simple and contextual vocabulary, reading, writing, etc.

  There were two major data of the second research question. Firstly, the learners had positive perceptions on the English teaching-learning activities at

  

Domby Kid’s Hope 2 since the English teaching-learning activities at Domby

Kid’s Hope 2 supported the learners’ achievements at school. Secondly, the

  learners’ had negative perceptions on the processes of English teaching-learning. The learners stated that the English teaching-learning processes at Domby Kid’s Hope 2 were boring.

  The last research question aimed to find out how the learners’ perceptions matched their needs. The positive perceptions were shaped because the English teaching-learning activities at Domby Kid’s Hope 2 matched with the learners’ expectation. The learners expected to get benefits or knowledge of English in order to support their achievements at school. The negative perceptions were shaped related to the process of English teaching-learning at Domby Kid’s Hope was to make the children love English and brave to speak English. This goal was achieved by elaborating the school materials and other materials using creative and interesting teaching methods.

  Therefore, it could be concluded that the learners’ needs in learning English at Domby Kid’s Hope 2 were simple and common needs of children. For the learners at Domby Kid’s Hope 2, it was a great opportunity for them to learn English without paying at Domby Kid’s Hope 2. This condition led the learners to shape positive perceptions on the English teaching-learning activities as long as those activities were able to fulfill their needs in learning. The learners’ perceptions partly match with the learners’ needs since Domby Kid’s Hope 2 could not fulfill the learners’ needs of fun English learning.

  

ABSTRAK

Krisnawati, Silvia. 2008. The Fifth Grade Learners Perceptions on the English

Teaching–Learning Activities at Domby Kid’s Hope 2 Yogyakarta. Yogyakarta:

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Persepsi para siswa terhadap aktivitas belajar mengajar Bahasa inggris penting karena persepsi tersebut mempengaruhi motivasi para siswa untuk belajar Bahasa Inggris dan juga mempengaruhi perilaku atau sikap siswa dalam aktivitas belajar mengajar Bahasa Inggris. Persepsi siswa selanjutnya juga mempengaruhi strategi kegiatan belajar mengajar (Wenden, 1987).

  Studi tentang persepsi berperan penting untuk proses pendidikan karena dengan mengetahui persepsi siswa, guru atau tutor dapat merencanakan kegiatan belajar mengajar yang sesuai. Untuk itu peneliti melakukan penelitian ini. Studi ini bertujuan untuk menjawab tiga pertanyaan, yaitu (1) Apakah kebutuhan belajar Bahasa Inggris siswa kelas lima di Domby Kid’s Hope 2 Yogyakarta?, (2) Bagaimanakah persepsi siswa kelas lima terhadap pelaksanaan kegiatan belajar mengajar di Domby Kid’s Hope 2 Yogyakarta, dan (3) Bagaimana persepsi mereka terhadap kegiatan belajar mengajar Bahasa Inggris sesuai dengan pemenuhan kebutuhan mereka?.

  Studi ini ini termasuk dalam penelitian kualitatif seperti yang dinyatakan oleh Holliday (2002) karena penelitian ini mengumpulkan data yang bersifat bukan angka tentang tentang persepsi para siswa terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan kebutuhan siswa dalam belajar Bahasa Inggris. Peneliti menjawab tiga pertanyaan penelitian melalui melakukan beberapa observasi kelas dan juga beberapa interview dengan tujuh belas siswa kelas lima, tiga orang tua siswa, satu tutor Bahasa Inggris, koordinator dan sekretaris di Domby Kid’s Hope 2.

  Data dari studi ini mengungkapkan bahwa kebutuhan para siswa dalam belajar Bahasa Inggris di Domby Kid’s Hope 2 adalah belajar Bahasa Inggris untuk mendukung prestasi mereka di sekolah dan belajar Bahasa Inggris melalui bermain atau belajar yang menyenangkan. Kebutuhan materi adalah materi dasar Bahasa Inggris, seperti kosakata sederhana dan kontekstual, membaca, menulis, dll.

  Ada dua data utama untuk pertanyaan kedua. Pertama, mereka memiliki persepsi baik terhadap kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 karena kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 mendukung prestasi mereka di sekolah. Kedua, para siswa memiliki persepsi buruk berkaitan dengan proses belajar mengajar Bahasa Inggris. Para siswa menyatakan bahwa proses belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 membosankan.

  Pertanyaan terakhir bertujuan untuk menemukan bagaimana persepsi mereka sesuai dengan pemenuhan kebutuhan mereka. Persepsi positif terbentuk keuntungan atau ilmu pengetahuan tentang Bahasa Inggris untuk mendukung prestasi mereka di sekolah. Persepsi negatif muncul berkaitan dengan proses belajar mengajar di Domby Kid’s Hope 2. Kebutuhan dan persepsi siswa juga sesuai dengan tujuan umum dari kegiatan belajar mengajar Bahasa Inggris di Domby Kid’s Hope 2 dan sesuai dengan kurikulum umum dikarenakan tujuan dari kegiatan belajar mengajar Bahasa Inggris tersebut adalah untuk membuat siswa menyukai Bahasa Inggris dan berani untuk berbicara dalam Bahasa Inggris. Tujuan ini dicapai dengan menggabungkan materi dari sekolah dan materi lain dengan menggunakan metode pengajaran yang kreatif dan menarik.

  Oleh karena itu, dapat disimpulkan bahwa para siswa memiliki kebutuhan yang sederhana dan umum dalam belajar Bahasa Inggris. Bagi para siswa di Domby Kid’s Hope 2, belajar Bahasa Inggris tanpa membayar di Domby Kid’s Hope adalah kesempatan yang baik. Keadaan ini menyebabkan para siswa memiliki persepsi positif terhadap kegiatan belajar mengajar Bahasa Inggris selama kegiatan tersebut dapat memenuhi kebutuhan mereka dalam belajar. Persepsi para siswa tidak sepenuhnya sesuai dengan kebutuhan para siswa karena Domby Kis’s Hope 2 tidak dapat memenuhi kebutuhan siswa akan belajar Bahasa Inggris yang menyenangkan.

CHAPTER I INTRODUCTION This chapter presents the introduction of this study. This chapter is divided

  into seven sections, namely, the research background, problem formulation, research objectives, scope and limitation, research contribution, and clarification of terms.

A. Research Background

  The kind and amount of learning achieved by any learner in any area of learning are affected by many factors. Some of these factors come from the learner himself, others depend on the condition under which and the situations in which the learning takes place (Crow and Crow, 1956). One factor which comes from the learner himself is perception. Perception is the process by which individuals organize and interpret their sensory impressions in order to give meaning or sense to their environment (Robbins, 1997). Perception plays an important role in learning process since it influences someone’s behavior or attitudes and motivation to learn (Szilagyi and Wallace, 1980). People’s behavior is based on their perception of what reality is, not on reality itself.

  Since perception refers to the acquisition of specific knowledge about objects or events at any particular moment, it occurs whenever stimuli activate the senses. If someone believes that stimuli will bring his needs, this believes will also occurs when someone has a big expectation toward the stimuli. The differences in someone’s needs and expectations when experiencing something cause the differences of perceptions from one person to another (Bootzin, 1983).

  Students’ perceptions on English teaching-learning activities are important since the perceptions influence their motivation to learn English and behavior or attitudes in English learning activities. Moreover, students’ perceptions also influence further teaching-learning strategies (Wenden and Rubin, 1987). After knowing students’ perceptions on the English teaching-learning activities, teachers could plan more appropriate English teaching-learning activities.

  Perception is significantly influenced by needs and desires (Gibson et al, 1985). The term needs is not as simple as it might appear, and hence, the term is sometimes used to refer to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements (Brindley as cited by Richards, 2001). In many cases, learners’ language needs may be relatively easy to determine, particularly if learners learn language for specific purposes. In other cases, learners’ needs may not be direct and not easy to be determined.

  The researcher chooses Domby Kid’s Hope 2 Yogyakarta to conduct this research. Domby Kid’s Hope 2 is one of the Children Development Programs in Yogyakarta which is held under the support of Yayasan Pelita Bangsa Yogyakarta. Based on the profile of Domby Kid’s Hope 2 issued in February, 2008, Yayasan Pelita Bangsa Yogyakarta is an organization which concerns with educational and social field. The purpose of Domby Kid’s Hope 2 is to develop in the future. To develop children holistically, Domby Kid’s Hope 2 concerns in the four main major developments, they are intellectual, physical, socio- emotional, and spiritual (Domby Kid’s Hope 2 profile, 2008). English class is one of the course subjects which is carried out to support the goal of Domby Kid’s

  Hope 2 Yogyakarta.

  The subjects of this research are the fifth grade learners at Domby Kid’s

  

Hope 2 Yogyakarta who are approximately eleven years old. According to Piaget

  as cited by Watson and Lindgren (1973), the fifth grade learners belong to the formal operations stage, and they are able to handle abstract relationship, deal with hypothetical situations, understand and use probability, and deal with other complex problems involving logic and reasoning. It means that children at this stage have the ability to think more or less as adult including to form perceptions.

  Since students’ perceptions also influence further teaching-learning strategies (Wenden and Rubin, 1987), it is important to know the students’ perceptions on the English teaching learning activities carried out at Domby Kid’s

  

Hope 2 Yogyakarta. The English teaching-learning process there has been

  conducted since May 2007 without carefully considering the students’ perceptions on the English teaching-learning activities. Moreover, they have not had the definite English curriculum yet. The students’ perceptions on the English teaching-learning activities can be one supporting factor to construct an appropriate English curriculum for them.

  By conducting this research, the researcher understands the students’

  

Hope 2 . The perceptions are related to the fulfillment of the learners’ needs in

  learning English at Domby Kid’s Hope 2 Yogyakarta. The needs here refer to the learners’ wants, desires, demands, expectation, motivations, lacks, constraints, and requirements in learning English at Domby Kid’s Hope 2 (Brindley as cited by Richards, 2001). By understanding the learners’ perceptions, the researcher will be able to help the English tutors at Domby Kid’s Hope 2 Yogyakarta to give some suggestions for improving the English teaching at Domby Kid’s Hope 2.

B. Problem Formulation The problems of the research are formulated as follows.

  1. What are the fifth grade learners’ needs in learning English at Domby Kid’s

  Hope 2 Yogyakarta?

  2. What are the fifth grade learners’ perceptions on the English teaching- learning activities carried out at Domby Kid’s Hope 2 Yogyakarta?

  3. How do the fifth grade learners’ perceptions match their needs?

C. Research Objectives This research attempts to discover the following aspects.

  1. The fifth grade learners’ needs in learning English at Domby Kid’s Hope 2 Yogyakarta.

  2. The fifth grade learners’ perceptions on the English teaching-learning activities carried out at Domby Kid’s Hope 2 Yogyakarta.

  D. Problem Limitation

  The focus of the study is the fifth grade learners’ perceptions on the English teaching learning at Domby Kid’s Hope 2 Yogyakarta. Their perceptions will be matched with the fulfillment of their needs in learning English in order to enhance the effectiveness of the English instruction at Domby Kid’s Hope 2.

  The subjects are the fifth grade learners at Domby Kid’s Hope 2 Yogyakarta.

  E. Research Benefits The research contributions are described as follows.

  1. For the English tutors at Domby Kid’s Hope 2 and other Children Development Programs The tutors will know the students’ perceptions on the English class so that they can review their teaching learning activities that have been carried out.

  They can improve the teaching learning activities to be more effective after knowing the students perceptions on the English teaching-learning activities.

  By knowing the fifth grade learners’ needs in learning English at Domby

  Kid’s Hope 2 Yogyakarta, the English tutors also will be able to construct appropriate English curriculum.

  2. For the learners The learners can learn more effectively if the English teaching-learning activities match their needs

3. Other researchers

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

F. Clarification of Terms

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

  1. Perception Perception is defined as an individual’s process of organizing and interpreting impressions of the environment so that the impressions will be meaningful (Robbins, 1997). Gibson, et al (1997) define perception as a mental activity of organizing information from environment so that it makes sense. Moreover, Altman and Hodgetts (1985) define perception as a person’s way of selecting and grouping stimuli, so that the stimuli can be interpreted meaningfully. Perception is also defined as a conscious mental and cognitive process that enables people to interpret and understand their surrounding (Kreitner and Kinicki, 1992). In this study, perception refers to the students’ process of organizing and interpreting impressions or information about the English teaching-learning activities so that the impressions and information will be meaningful.

  2. Teaching-learning Activities The term teaching is used to refer to the activities carried out by materials

  1998). Krashen (1981) states that learning is seen as a conscious process while acquisition proceeds unconsciously. In this study, the term teaching- learning activities are defined as the activities carried out by the tutors to facilitate learners to master the English acquisition in the English class at

  Domby Kid’s Hope 2 Yogyakarta.

  3. Perception on teaching-learning activities Biggs as cited by Astutiningsih (2006) states that perception on learning deals with belief about knowledge which influences students’ approaches to learning. In this study, the perception on teaching-learning activities is defined as individual’s process of organizing and interpreting impressions of the activities carried out by the tutors to facilitate learners to precede English acquisition at Domby Kid’s Hope 2 Yogyakarta.

  4. Needs in learning English Needs refers to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements (Brindley, 1984). Oxford Advanced Learner’s dictionary (2002) defines needs as a basic necessities or requirements. In this study, needs in learning English is defined as the learners’ wants, desires, demands, expectation, motivation, and requirements in learning English at Domby Kid’s Hope 2 Yogyakarta synchronized with the needs of learning English at Domby Kid’s Hope 2 from other relevant parties (English tutor and learners’ parents).

5. Fifth grade learners

  According to Piaget (as cited by Berk, 1989), the fifth grade learners who are approximately eleven years old belong to the formal operations, Children in this stage are able to handle abstract relationship, deal with hypothetical situations, understand and use probability, and deal with other complex problems involving logic and reasoning. In this study, the fifth grade learners at Domby Kid’s Hope 2 Yogyakarta are students coming from various schools in Yogyakarta, especially those located around Terban and Cokrokusuman Yogyakarta.

  6. Domby Kid’s Hope 2 Domby Kid’s Hope 2 is one of the Children Development Programs in

  Yogyakarta. Domby Kid’s Hope 2 started the program in February, 2002 under the support of Yayasan Pelita Bangsa Yogyakarta. The targets of

  Domby Kid’s Hope 2’s program are the children from low economic class.

  They open programs for pre-school up to high school levels (children of 3 – 19 years old). The goal of the program is developing the intellectual, physical, socio-emotional, and spiritual of the children (Domby Kid’s Hope 2 profile, 2008).

CHAPTER II LITERATURE REVIEW This chapter discusses the theoretical description and the theoretical

  framework. The theoretical description discusses some theories related to the study, while the theoretical framework discusses major relevant theories which help the researcher to answer the research problems.

A. Theoretical Description

  The theoretical description consists of four parts: (1) Perception, (2) Young Learners, (3) Psychology and the Language Learning Process, and (4)

  

Domby Kid’s Hope 2 ’s Curriculum. Theory of perception is discussed because the

  focus of this study is related to the learners’ perception. The subjects of this study are young children, so the next discussion in this part is about young learners.

  Since this study deals with psychology, theories of psychology and language learning process are also discussed to help the researcher answer the research questions. The last discussion, then, is about Domby Kid’s Hope 2’s Curriculum.

1. Perception

  This part presents the theory of perception including the definition of perception, perceptual process and teaching-learning activities, and the factors that affect someone’s perception.

  a. Definition of Perception

  According to Borger and Seaborne (1966), perception is an awareness of environment, through which a person processes incoming sensory data in a certain way to arrive at useful impression of his surrounding. Mozkowitz and Orgel (1969) argue that perception is a global response to a stimulus or a set of stimuli.

  Moreover, Kreitner and Kinicki (1992) add that perception is mental and cognitive processes that enable people to interpret and understand the surroundings. Perception is also defined as processes of interpreting messages of our senses to provide order and meaning to the environment (Johns, 1996).

  There are other definitions of perception. According to Stenberg (1988), perception is the way human perceives the world. Hornby (1995) defines perception as the way of seeing, understanding, or interpreting something. Altman et al (1985) state that perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted.

  b. Perceptual Process and Teaching-Learning Activities

  In order to form perception, three steps are needed. The steps consist of having awareness or attention to the incoming stimulus, recognizing and interpreting the incoming stimuli into some messages, and translating or deciding the appropriate action or behavior to respond the message.

  The following is the diagram that shows how the perceptual process happens. sensors’ perception, behavioral stimuli selection of organization, and response stimuli interpretation of stimuli