Students perception of English remedial learning in vocational high school - USD Repository

  

STUDENTS’ PERCEPTION OF ENGLISH

REMEDIAL LEARNING

IN VOCATIONAL HIGH SCHOOL

  A THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Studies

  

by

YULIANA SRI WAHYUNDARI

056332028

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

  

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  STUDEN NTS’ PER RCEPTIO N OF ENG GLISH REMEDI

IAL LEAR RNING

  IN V

VOCATIO ONAL HIG GH SCHO OOL

  A THESIS Presented d in Partial F Fulfillment o of the Requir rements for the Degree of M Magister Hum maniora (M.H Hum) in E English Studi ies by Y YULIANA SRI WAHY YUNDARI 056332028 THE GR RADUATE PROGRAM M IN ENGL LISH LANG GUAGE STU UDIES SA ANATA DH HARMA UN NIVERSITY Y YOG GYAKART TA 2010 i ii

iii

STATEMENT OF ORIGINALITY

  

This is to certify that all ideas, statements, and sentences, unless otherwise stated, are

ideas, statements, and sentences of the writer. The writer understands the consequences

if taking the ideas, statements, and sentences without proper references.

  Yogyakarta, Yuliana Sri Wahyundari iv

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : YULIANA SRI WAHYUNDARI Nomor Mahasiswa : 056332028

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

  

STUDENTS’ PERCEPTION OF ENGLISH

REMEDIAL LEARNING

IN VOCATIONAL HIGH SCHOOL

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me- ngalihkan 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 royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Yogyakarta, 20 Januari 2011 Yang menyatakan

  (YULIANA SRI WAHYUNDARI)

  

ACKNOWLEDGEMENTS

There are many people to thank in the process of completing this thesis. First and

foremost, I thank my consultant, Ms. Novita Dewi, M.S., M.A (Hons)., Ph.D. for her

advice and help in writing this work. Without her advice and willingness to share ideas

and for allowing me to get materials, this thesis would have not been completed yet.

  I am most grateful to English Language Studies lecturers for the chance to

participate in their classes. Participating in their classes has indeed given me awareness

and real experience of learning.

  I wish to thank my classmates, Siti, Lupi, Pak Sigit, and Nur chotimah for her

detailed comments, ideas, and useful suggestions. I also thank my husband, Petrus Joko

Rabono, my sons; Hendy and Rayi, for the support. Likewise, my thanks also go to

mbak Leli for her help during my study in KBI.

  My apologies are due if I have unintentionally omitted anyone to whom acknowledgements should have been directed. v

  vi

TABLE OF CONTENTS

Page Title Page ................................................................................................................... i

  Approval Page ........................................................................................................... ii

Thesis Defense Approval .......................................................................................... iii

Statement of Originality ............................................................................................ iv Acknowledgment ..................................................................................................... v Table of Contents ..................................................................................................... vi

List of Table ………………………………………………………. ..................... . viii

List of Figure ……………………………………………………… ...................... . ix Abstract ……………………………………………………………. ...................... . x

  I. INTRODUCTION A.

  Background ………………………………………. .................................... . 1 B. Problem Identification ……………………………. .................................. . 8 C. Problem Delimitation and Limitation ………………. ................................ . 10 D. Problem Formulation ………………………………. ................................. . 11 E. Research Goals and Objectives …………………… ................................... . 11 F. Research Benefits ………………………………….. ................................. . 12 II.

  THEORETICAL REVIEW A.

  Theoretical Review …………………………………… ............................. . 13 1.

  Perception…………………………………………. ............................ . 13 2. Learning ………………………………………….. ............................. . 15 3. Motivation ……………………………. ……….. ................................ . 18 4. Remedial Learning ................................................................................ . 19 5. Diagnostic …………………………………………. ........................... . 22 6. Learning Disabilities ……………………………….. .......................... . 24 B. Theoretical framework ……………………………… ................................ . 25 III.

  RESEARCH METHODOLOGY A.

   Research Method ………………………………………. ..............................................  . 27  B.  Nature of Data ………………………………………… ............................. . 28 C.  Data Setting and Sources ………………………………… ................... ….. . 28 D.

   Data Gathering Instruments and Data Collecting ………. ........................... . 30 E.  Designing the Blueprint Interview ……………………. .............................. . 32 F.  Constructing Interview Questions …………………… ................................ . 33 G.

   Conducting In-depth Interview ………………………… ........................... . 35 H.  Research Procedure ………………………………………… ..................... . 36  IV.

  ANALYSIS A.

  Data Processing/ Analysis ………………………………….. .................... . 39 1.

  Processing Class observation Data …………………… ...................... . 39

  vii 2. Removing the Blueprint for Interview………………… ....................... . 42 3.

  Conducting In-depth Interview to gain the Interview Data ................... . 43 4.   Processing the Interview Data ………………………. ........................ . 44

  5. Constructing the Tentative of an Individual Student’s Personal Perception ………………………………………….. ............................................. . 47

  6. Conducting Individual Student’s Reflection ………………. ................ . 48 7.

  Analyzing How the Perception Affect to the English learning………… 48 B. Findings 1. The Profile of Harto’s Perception of Remedial Learning ............................ . 49 2. The Profile of Endys Perception of Remedial Learning .............................. . 49 3. The profile of Beti’s Perception of Remedial Learning ............................. . 50 C.

  Discussion 1. Harto’s Personal Perception of Remedial Learning .................................... . 49 2. Beti’s Personal Perception of Remedial Learning ...................................... . 54 3. Endy’s Personal Perception of Remedial Learning .................................... . 56 V.

  CONCLUSION A.

  Conclusion …………………………………………………… .................. . 60 B. Implication ……………………………………………………. ................. . 62 C. Recommendation ……………………………………………… ................ . 62

BIBLIOGRAPHY …………………………………………………………… ....... . 64

  APPENDICIES

Appendix 1 …………………………………………………………………… ...... . 66

Appendix 2 …………………………………………………………………… ...... . 68

Appendix 3 ……………………………………………………………………. ..... . 74

Appendix 4 …………………………………………………………………… ...... . 82

Appendix 5 ……………………………………………………………………. ..... . 88

Appendix 6…………………………………………………………………….. ..... . 96

Appendix 7 ……………………………………………………………………. ..... . 100

  viii LIST OF TABLES

Table 3.1 Blue prints of class observation ………………………31Table 3.2 Blueprint of components and indicators to construct Interview …………………………………………….. 32Table 3.3 The first interview questions ………………………... 33Table 3.4 The second interview questions …………………….. 34Table 4.1 Class observation data of Hart (A sample) …………. 40Table 4.2 The blueprint interview questions ………………….. 42 Table 4.3Table 4.4 Table 4.5Table 4.6 Table 4.7

  Part of category of the observation and interview data

of participant ……………………………………… 44

Part of the tentative profile of Harto's ……………… 47

The profile of Harto’s perception…………………... 49

The profile of Endy’s perception…………………… 49

The profile of Beti’s perception……………………. 50

  

LIST OF FIGURES

Figure 1.1 The learning system in Competency - Based Learning… 7Figure 2.1 The relationship between remedial learning and regular learning ……………………………………………… 25Figure 3.1 The component to do class observation ………………. 30Figure 3.3 The research procedure ………………………………. 38

  ix

  

ABSTRACT

Yuliana Sri Wahyundari. 2010. Students’ Perception of English Remedial Learning

in Vocational School Yogyakarta: English Language Studies, Graduate Program,

Sanata Dharma University.

  The study on the students’ perception of remedial learning program in

vocational school is to investigate feelings, thoughts, opinions and beliefs about

remedial teaching according to the students. This study attempts to address one research

question that is what students’ perception of English remedial teaching is. The

question’s answer was investigated through a sequence of classroom observations,

discussion, in-depth interviews, and reflections. This study is conducted in a vocational

school in Depok Yogyakarta.

  The research employs the progressive qualitative method which presents

students and researcher as constructing the social world through their descriptions and

interpretations of it. The nature of the data is observations and narratives. Through the

students’ narrative as the researcher’s participants, it is expected that the students build

their own beliefs about remedial teaching. Their beliefs about remedial teaching affect

to the success of language learning. The outcome of the students’ perception is attitude

which can improve the motivation in learning.

  The result of the study reveals that the beliefs of remedial teaching will develop

the students’ confidence on their ability to obtain the required competency. The

feedback and reflection process collaboratively conducted by the participant and the

researcher are important to highlight their thoughts, ideas of their beliefs on remedial

teaching practices.

  The researcher recommends to the educators to constantly respond to the

students’ difficulties in learning in order to treat them wisely. The teacher’s

professionalism could be shown through how well she/he handles any kinds of students.

  I also suggest to the English teacher to be more creative in designing the class

activity to eliminate the feeling of boring. The various activities may make the students

intentionally active to participate in the class activity. The activeness of the students in

the class will make them learn effectively. Handling professional remedial teaching

ensures the students the feeling of secure in learning, not stressful. x

  

ABSTRAK

Yuliana Sri Wahyundari. 2010. Students’ Perception of English Remedial Learning

in Vocational School .Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana,

Universitas Sanata Dharma.

  Penelitian mengenai persepsi siswa terhadap pengajaran remedy di sekolah

menengah kejuruan adalah untuk mengungkap perasaan, pendapat, anggapan dan

keyakinan yang dimiliki oleh para siswa. Penelitian dimaksudkan untuk menjawab

sebuah pertanyaan tentang apa persepsi siswa terhadap pengajaran remedy. Jawaban

atas pertanyaan tersebut di dapat melalui serangkain kegiatan mulai dari pengamatan,

wawancara dan refleksi. Penelitian ini diadakan di sebuah sekolah kejuruan di Depok

Yogyakarta.

  Penelitian ini mengetrapkan teori atau metode penelitian progressive qualitative

yang menampilkan para siswa sebagai objek penelitian dan peneliti secara bersama

sama membentuk dunia kemasyarakatan melalui penggambaran dan pemahaman

tentang dunia tersebut. Melalui anggapan dari siswa sebagai peserta penelitian

diharapkan mereka dapat membangun keyakinan dalam dirinya tentang pengajaran

remedy. Keyakinan yang mereka bangun akan berdampak pada keberhasilan dalam

belajar. Produk dari keyakinan siswa adalah suatu sikap yang akan memotivasi mereka

dalam belajar.

  Hasil dari penelitian ini menyatakan bahwa keyakinan terhadap pengajaran

remedy akan mengembangkan kepercayan siswa terhadap kemampuannya untuk

mencapai kompetensi yang diharapkan. Tanggapan dan refleksi secara bersama sama

dilakukan oleh peserta penelitian dan peneliti sangat penting untuk menegaskan

pendapat, anggapan dan keyakinan terhadap praktek pengajaran remedy.

  Peneliti menyarankan kepada para pendidik untuk secara terus menerus

merespon pada masalah kesulitan dalam belajar yang dimiliki oleh siswa sehingga

dapat memperlakukan siswa tersebut dengan bijaksana. Profesionalisme guru dapat

dilihat dari bagaimana dia menangani berbagai macam siswa.

  Saya juga menyarankan kepada guru bahasa inggris untuk mengembangkan

kreatifitasnya dalam merancang kegiatan di kelas untuk mengurangi perasaan bosan.

Berbagai macam aktivitas akan membuat para siswa dengan penuh perhatiam ambil

bagian secara aktif. Keaktifan siswa di kelas akan membuat siswa belajar secara efektif.

xi

CHAPTER I INTRODUCTION In order to provide the background of the research, this chapter will present the

  background of the study, the problem identification, research goals and objectives, and research benefits. Each will be explained briefly under the headings.

A. Background

  Learning English as a second language is a long and complex work. The learners should totally work hard to acquire it. Aspects of learner characteristic, linguistic, learning process, and the goal will influence the learners when they want to acquire the new language. It is not simple because there are so many variables involved in the process of acquisition (Brown, 2007). As a teacher, it is important to know who the learners are, their background and their experiences in learning language. Another factor that must be taken into account as a teacher is the teacher’s knowledge about the language and ability to explain it to the students.

  How the learning occurs, what decision should be made to measure the competency, and what strategy is suitable in the process of learning are questions that must be answered by the teacher to help the students to acquire the language. The last factor which influences the learner in learning a language is the goal. Why the learner wants to acquire the language is the most important factor in the success of learning. Without the goal the learner may not have motivation in learning.

  As far as we know, the most of vocational students have an obsession to get good jobs after graduating from the school. This is one of the reasons why parents send

    their children to vocational school. Having good career in a factory or a company could motivate the students in learning a foreign language. Strong motivation will contribute in the success of learning a language. Sometimes, in the process of learning, the students will lose their motivation. This condition may happen when they get some difficulties in learning; get problem in personal and social life or have a lot of assignment to do. In such condition, the teacher has a role to motivate the students.

  The statement that learning is not going to occur without learner or task, but it can occur without teacher is not true. In the school context, the role of the teacher is very important for the learners. Because the students usually still cannot study by their own. Brumfit (2001) has this to say: “but teachers also have a major influence on language learning. The quality of teacher is a determining factor in learners’ perceptions of the value of their task”. It is unavoidable that teachers; (1) structure the exposure to the language, (2) provide many opportunities for language use, and (3) mould the condition in which motivation to learn will develop. These three major roles of the teacher are emerged in the success of language learning.

  The teacher’s belief in language learning theories will also affect the learners’ success in language learning. There are three models which may influence for explaining the language acquisition; (1) the behaviorist model, when there is a steady input of language, the process of modeling and imitation repeats, practice is sustained and the behavior eventually becomes a habit; (2) the innate model which has two underlying assumptions. Firstly, human beings posses an innate mental capacity for language and this capacity are unique. It is a special language mechanism or organ by which we are hard-wired with possible syntactic ‘rules’ that are common to all

    language. Hence a minimal amount of exposure to his/ her first language will encourage the child to discover and apply these rules in their speech. The second assumption is that language development follows a biological and chronological program. The innate view of second language acquisition assumes an innate mental capacity for language learning that is different from other learning; (3) the interactionist model, that model has been influenced by the views of how language learners are often facilitated through similar strategies to the first language (Doyle, 2004).

  Those three models of language theories will give inputs on the choice of the approach and method the teacher uses in the classroom. Different theories of language and language learning influence the focus of the method; that is, they determine what a method sets out to achieve (Richard and Rodgers, 2001).

  He said about the methods as follows: Some methods focus primarily on oral skills and say that reading and writing skills are secondary and derive from transfer of oral skills. Some methods set out to teach general communication skills and give greater priority to the ability to express oneself meaningfully and make oneself understood than to grammatical accuracy or perfect pronunciation. Others place a greater emphasis on accurate grammar and pronunciation from the very beginning. Some methods set out to teach the basic grammar and vocabulary of a language. Others may define the objectives less in linguistic terms than in terms of learning behaviors, that is, in terms of the processes or abilities the learner is expected to acquire as a result of instruction, (Richard and Rodgers, 2001: p. 24).

  Concerning to the approaches and methods that has to be chosen by the teacher based on the belief of language learning, Richards and Rodgers (2001) classify them into three classifications: (1) the major trends in nineteenth are Grammar-Translation Method and Direct Method, (2) the alternative approaches and methods are Total

    Physical Response, The Silent Way, Community Language Learning, Suggestopedia, Whole Language, Multiple Intelligences, Neurolinguistic Programming, The Lexical Approach and Competency-Based Language Teaching, and (3) current approaches are Communicative Language teaching, The Natural Approach, Cooperative Language Learning, Content-Based Instruction, Task-Based Language Teaching.

  The approaches and methods are very important to consider in teaching to make the teaching and learning activity attractive, effective and efficient. Mastery learning or competency based education is an approach used in vocational school. The focus of Competency-Based Education is on the outcomes or outputs of learning in the development of language programs. It addresses what the learners are expected to do with the language; however they learn to do it, (Richards and Rodgers, 2001: p.141). The characteristics of Competency-Based Education are described by Schenck (1978: vi) as cited by Richards and Rodgers (2001):

  Competency-based education has much in common with such approaches to learning as performance-based instruction, mastery learning and individualized instruction. It is outcomes-based and is adaptive to the changing needs of students, teachers and the community ….. Competencies differ from other student goals and objectives in that they describe the student’s ability to apply basic and other skills in situations that are commonly encountered in everyday life. Thus Competency-based education is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situation.

  Competency-based language learning is an application of the principles of Competency-Based Education. It is an educational movement that has been introduced in several places of the world, since people need to face the demands of it. It provides learners with the essential tools to interact successfully in society, enhancing them to use their knowledge to solve different real life situations. Furthermore, Competency-

    Based Language Learning involves teachers’ great knowledge of student´s context, interests and needs and the development of different standards that enrich and lead the teaching-learning process, so that learners know exactly what they need to learn to be communicatively competent.

  In Indonesia, the ideology of Competency-Based Education has been applied in Vocational Curriculum 2004. This movement presents a pattern that is focused on the outputs to learning. It defines the goals and objectives to be reached in such a way, that students´ knowledge, skills and behaviors, can be easily measured. Besides, students develop the ability to use their knowledge in real life situations. In addition, Competency-Based Language Learning perceived as a powerful agent which can have a positive impact on teaching, since through the implementation of the standards, both teachers and students can have a clear direction of what is expected to be achieved at the end of a course. According to Richard, Competency-Based Language Learning is based on function and interaction of language, what means that language is taught taking into account the social context and the communicative needs of students. On the other hand, it is also based on the behaviorist view, since it shares the principle that learners can infer language form from language function, thus, Competency-based language learning competences designers know exactly the vocabulary and the structures that can be found in different situations and they strategically place them in the different teaching/learning units.

  When talking about the objectives and the syllabus that are going to be implemented in a course, Competency-Based Language Learning focuses on competencies. It provides teachers with the necessary tools and parameters to design

    their syllabuses and its objectives and enhances students to learn the language and to know how and when to use it in a determined moment of their lives. It is also important to mention that teachers play an essential role, since they are the ones who are going to provide students with the appropriate activities and learning materials which are related to their real lives, so that students can be communicatively competent in real situations. To achieve this, teachers must be excellent observers of the context that surround students and take into account the main needs they have to design matched syllabuses.

  Although the syllabus has been designed as good as possible, but it does not guarantee that the result will be as good as it is expected.

  The competency-based approach might be beneficial not only for the students but also the teacher. This approach is also as a powerful agent of change as it was elaborated by Docking in Richard and Rodgers:

  Competency-based approaches to teaching and assessment offer teachers an opportunity to revitalize their education and training programs. Not only will the quality of assessment improve, but the quality of teaching and the student learning will be enhance by the clear specification of expected outcomes and continuous feedback that competence-based assessment can offer. These beneficial effects have been observed at all levels and kinds of education and training from primary school to university, and from academic to workplace training. (Docking 1994; 15, as cited by Richard and Rodgers) Although the learners get benefit from this approach but they could not use the opportunity well. In this approach, all learners have to be competent in certain subject.

  If they could not pass the criteria they will be given a chance to learn again in the remedial learning. In this condition the learners are given more time to learn the same competency. After they could pass the grade of competent they could go learning to the

    next competency, and for those who cannot reach the grade they will have a remedial again until they really pass the grade. So, in the end of the course, all students are competent in all subjects. The following figure shows the system in Mastery learning or Competence-based learning:

  Learning Process ↓

  < KKM ← Assessment on one basic competency → ≥ KKM

  ↓ ↓

  Remedial Enrichment

  ↓ ↓

  Competent → → →The next basic competency ← ← ←

Figure 1.1 the learning system in Competency-based Learning (Vocational School Curriculum)

  The approach is beneficial a lot to the learners, but it seems that it does not work well as it is expected. The teacher should realize that all students cannot always be expected to achieve the grade level criteria successfully. There are some students who have problems with a certain competency. In this matter, the teacher needs to work with the students so that they can achieve the grade level criteria. Other students may be of average capacity but at times are incapable of achieving pass grade level criteria. The students who cannot pass the grade level of competency do not mean that they are slow

    learners or learners with disabilities. They may be smart students but at that time they are not motivated to learn and in this condition the teacher needs to be able to draw out these students and just get them motivated. Remedial help is sometimes used to get them motivated and to learn to the level of the others.

B. Problem Identification Teaching cannot be defined apart from learning. It is related closely to each other.

  The dictionary reveals that learning is acquiring or getting knowledge of a subject or skill by study, experience, or instruction; while teaching is guiding, facilitating learning, enabling the learner to learn, setting the conditions of learning. The objective of learning is to be competent in a certain subject or skill and teaching is helping the learner to obtain the objectives. In the process of involving in both learning and teaching, the teacher and the learner might have made some overlapping views which make the learner could not be able to obtain the objective.

  The overlapping may be result on some the different perceptions or views in language learning. The teacher’s beliefs and views about what language is how people learn a language and what teachers should do to help the pupils learn can heavily influence the way he/she teaches. Meanwhile for the learners, they may perceive the lesson differently. It is understandable, since learners have many aspects which may influence in acquiring the second language; social aspect, discourse aspect, psycholinguistic aspect, and individual differences (Ellis, 1997).

  Social aspect is the environment and the people around the students. The class, the school, friends, teachers and the society where the students live are social aspect.

  Discourse aspect is the condition where and how the language is used. The students’

    mental, the feeling of enjoy, anxiety and stress are aspect of psycholinguistic. Teachers sometimes expect the students too much and they forget that the students are not exactly at the same level. It means that every student has his/her own ability and characteristic, they have individual differences. Some students are not as fast as other students in the class; these students might need more time to understand a certain subject. Those kinds of students are usually called slow learners. Actually, they are not quite low in ability or slow in learning, but they may be in the condition of unmotivated. They may have problems so they could not concentrate in the lesson and fail to pass the grade level.

  The other reason why the students are underachievers is because of bad time management. Ironically, many of them are active students outside the class; they are active in extracurricular or even in students’ organization. These kinds of the students often leave the class and miss the lesson. Some other students are lazy enough to learn at home or to do homework. They never learn seriously. All of these students need help from the teacher. In the concept of Competency-based learning these kinds of the students may have corrective teaching and learning called remedial learning.

  In remedial learning, the teacher gives more time for the students to learn. In this case the teacher should explain again the competency the students have to achieve, give more tasks to practice and finally retest them to measure their competency. In this program, it is expected that the students will get better improvement in learning. But, this program is not easy to handle. The teacher and the students should find the appropriate time to held, it could be in the lesson period or outside the class or after school. It is almost impossible to held the remedial learning after school because the

    students have no leisure time anymore. If it is held during the lesson period, the teacher should give another activity for the students who are not involved in the remedial. It is usually called enrichment.

C. Problem Delimitation and Limitation

  As it is explained clearly that there are two groups of students; the fast students, they achieve the competency in the right time given; and the slow learners or underachievers. Both groups have to be handled correctly; the slow learners will send into the remedial learning, and the fast learners should be given enrichment. Because the researcher has limitation in knowledge and time to study the two cases, so the study will focus only on the remedial learning for it is considered more urgent and significant issue for teacher to improve the teaching and learning activity. This study is also as a tool to evaluate or critic the teacher in the teaching process.

  The remedial program is not easy to prepare. It needs more time and energy. Starting from diagnostic test to know the learner difficulties, planning the learning process and then testing them, are not easy to do. The choice of the remedial learning does not mean that enrichment is not important to study but it is merely because of the researcher’s limitation in ability and knowledge in handling the research. So, the researcher delimits the study in the remedial learning.

  This study is about how a group of students perceive the remedial learning they attended; through a class observation, in-depth interviews and reflection. It is expected that they are enable to share their idea, feeling and experience so that they get better understanding about remedial learning and encourage them to learn better than before so they will not involve in the remedial program anymore. On other words, the students

    who are considered as slow learners will not fail again to reach the past grade level in the following topic or competency. The qualitative progressive method will be used to describe and to interpret the students’ perception of remedial learning.

  D. Problem Formulation

  As it has been elaborated in the background that in the Competency-based education, the students who cannot get the pass grade level of a competency, they have to be in the remedial learning. This study is aimed to address the question of what the students’ perception of remedial learning is.

  E. Research Goals and Objectives

  The goals of this research are to describe and to interpret the students’ perceptions of remedial learning.

  Examining that the description and interpretation of remedial learning are varied, objectives become significant steps to follow:

  1. To describe the reason why the learners involved in the remedial learning.

  2. To describe the students’ improvement after dealing with the remedial learning.

  3. To describe the students’ expectation in remedial learning. Employing a sequence of analysis and interpretation, the study is expected to answer the stated procedural objectives.

   

F. Research Benefits

  Scientifically, this study may contribute to the development of language teaching and learning. Through this study, it may develop the new approach and method in teaching slow learners which is useful to minimize the possibility of the students to be underachievers.

  Practically, this study may help the researcher who is a teacher to practice the remedial teaching to encourage the slow learners successfully using appropriate technique and method.

   

CHAPTER II THEORETICAL REVIEW Some theories related to the topic will be presented end elaborated in this

  chapter. Theory of perception, learning, language learning, and competency based education, and remedial learning will be discussed in detail to support the study.

A. Theoretical Review

  It is true that perception is one of the many aspects of intelligent systems studied by cognitive scientist

1. Perception

  Perception is closely related to the mental image. It is related to the psychological factor. It takes important role in human’s life. Some definitions of perceptions are varied and many of them will be stated here.

  Atkinson (1983) defines that perception is the process by which people organize and interpret the patterns of stimuli in the environment. It does not accidently happen, it takes time. The empiricist maintained that someone learns the ways of perceiving through experiences with the objects in the world about us. It means that someone could perceive the stimuli, if he/she contact with the object many times, she/he must involve actively in the process then he/she could organize and interpret. If he/she ignores, it will be meaningless.

    Similar definition of perception is given by Bever as cited by Miller (1974), perception is common to the mental life of all human beings. It is the act of thinking, analyzing and organizing consciously. Gary (1965) agrees that perception is a complex mental process and it cannot be separated with attention. The relation both perception and attention are explained by Vernon (1971), he said although attention is difficult to define, but we are all perfectly aware that when we wish into perceive something clearly and correctly, we concentrate our attention upon it. And what people perceive in any given situation may vary according to the previous experiences.

  Leontive (1981) said that perception is the process whereby the external tokens of objects and phenomena in man’s consciousness. This process takes place with help of man’s sensory organs, and is completely by the creation of image of the perceived object and sub sequent operation with this image. Further, he declared that perception is not passive absorption of information. In order to perceive anything, someone must perform a specific activity, he must take active steps. From this idea, it’s clear enough, that someone could not perceive if he/she does not active to do it. And the most important thing is that he/she must do it consciously.

  It is clear from the preceding definition that perception is not always a simple, straight forward and unambiguous process, but is long and unique with many variations and interruptions. There are caused partly by the great complexity of the perceived field of view as constituted by our normal surroundings at any one moment, and even when he scans them deliberately, there is much that he tends to overlook or to perceive incompletely or inaccurately.

   

2. Learning

  Most people consider learning is the act of gathering or memorizing facts which is presented in the form of information or learning materials. This kind of people will easily be proud if the learners are able to mention or restate most of the materials presented in the book or explained by the teacher. Some other people view learning is practicing. For this kind of people they will feel satisfied if the learner could present their physical ability. To avoid the uncompleted perception of learning, some definitions will be presented as follows:

  Skinner as cited by Barlow (1985) defines learning is a process of progressive behavior adaptation. He believes that the behavior adaption process will optimally succeed if the learner is given the reinforcement. Similar definition is proposed by Chaplin (1972), according to him there are two definitions. First, learning is acquisition of any relatively permanent change in behavior as a result of practice and experience. Second, learning is a process of acquiring responses as a result of special practice.

  Hintzman (1978) explained that learning is a change in organism due to experience which can affect the organism’s behavior. Further, he declared that learning any experience in daily life enable called learning. The reason is in a certain situation the life experience may have had big influence in forming the organism’s personality.

  Wittig (1981) defines learning is any permanent change in organism’s behavioral repertoire that occurs as a result of experience. It is important to note that

    the focus is not on behavioral change but behavioral repertoire change. The changes of the organism occur in all aspect psychological and physical. The different view of learning is based on the belief that physical behavior does not indicate that there is a learning process, because learning cannot be observed directly.