T1 112010057 Full text

PGSD-BI Students’ Perceptions towards English as a
Medium of Instruction in Mathematics Classes
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Fitri Utami Sri Rejeki
112010057

ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2014. Fitri Utami Sri Rejeki and Anita Kurniawati H., M. Hum.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga.
Fitri Utami Sri Rejeki:

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Table of Contents
Approval ................................................................................................................. i
Publication Agreement Declaration .................................................................... ii
Copyright Statement ............................................................................................ iii
Abstact.....................................................................................................................1

Introduction ............................................................................................................1
Literature Review...................................................................................................3
Definition of Language and Perception ............................................................3
Language ...........................................................................................................3
Perception .........................................................................................................4
Studies about Students’ Perceptions toward EMI ...........................................5
The Study ................................................................................................................6
Context of the Study ...........................................................................................6
Participants ..........................................................................................................7
Instrument of Data Collection............................................................................8
Data Collection Procedures ................................................................................8
Data analysis ........................................................................................................9
Finding and Discussion ..........................................................................................9
EMI was Necessary to Prepare Teacher for Teaching International School 9
The Affect of EMI into Participants’ Grade and Skills .................................11
Students’ Difficulties when Using EMI in Mathematics Class .....................12
Students’ Action to Adapt in Mathematics Class that Using EMI ...............14
Conclusion.............................................................................................................15
Limitation and Further Research ......................................................................17
Acknowledgement ...............................................................................................18

References .............................................................................................................19

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PGSD_BI Students’ Perceptions towards EMI in Mathematics
Classes
Fitri Utami Sri Rejeki
Abstract
Knowing and understanding the language of instruction in class is important for the
students to get the point of the lesson. This study is aimed to investigate the students’ perceptions
toward the use of English as Medium of Instruction (EMI) in Mathematics class. The study used
both qualitative and quantitative research. The participants of this study are chosen from 70
students from department Pendidikan Guru Sekolah Dasar Bertaraf Internasional (PGSD-BI),
Fakultas Keguruan dan Ilmu Pendidikan (FKIP) of Satya Wacana Christian University, Salatiga,
Central Java. The students were investigate by filling the open ended and close ended
questionnaires. The findings reveal that EMI is needed to prepare teachers at international
schools. Moreover, the students admitted that their grades were better when learning
mathematics using EMI. However, they still get difficulties in learning English, so they prefer
Indonesian as medium of instruction in mathematics class.
Keywords: Instruction, mathematics class, EMI

Introduction
English now is used as a medium of instruction in some tertiary education levels. Marsh
(2006) said that in 2006, English was applied into the curriculum of education in some countries
from preschool to higher education. Graddol (1997) as cited from Yu-Yin Chang (2010) had
already pointed out that “one of the most significant educational trends world-wide is the
teaching of a growing number of courses in universities through the medium of English”.
Because of the trend of English, most of universities use EMI in class. According to Graddol
(1997) cited from Yu-Yin Chang (2010), one of the most significant educational trends world
wide is a growing of courses in universities through medium of English.

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This trend also happens in Satya Wacana Christian University. One of the faculties is
FKIP. In addition one of the departments that use EMI is PGSD. PGSD of FKIP is department
that prepares the students to become elementary schools’ teachers. There are four programs in
this department; those are PGSD Reguler, PGSD Bertaraf International (PGSD-BI), PGSD
Pendidikan Jarak Jauh berbasis ICT, and PGSD Pendidikan Sarjana S1 Kependidikan Guru
dalam Jabatan. The focus of this study is in PGSD Bertaraf International (PGSD-BI). This
program is prepared to create elementary schools teachers who are able to teach in English
because of the need of international schools. In order to make the students of this program

familiar with English, the faculty uses EMI including mathematics subject.
However, there are many obstacles that students face in teaching and learning process
that uses EMI such as limited vocabulary, unconfident with their skills in English, not all
students have a good competence in mastering English, etc. Van Lier (2006) considered that the
task is very hard and double understanding especially for non-native speakers of English because
at one end there is a high demand on developing students’ language competence while at the
other end mastery of content subject is very important. Knowing that there are some obstacles
that students face, the researcher considers that it might be become a problem in class because
not all students can accept the material easily when the teacher uses EMI in class. The problem
might be affecting their way on doing the assignments. Marie (2013) pointed out that teaching
and learning process, language used is crucial for the learners’ knowledge and understanding
acquisition, the development of their skills, and also for their ability to demonstrate their
acquired knowledge effectively in assignments and examinations.
Knowing the background and the problems above, this paper is aimed to investigate
PGSD students’ perceptions towards the use of EMI in Mathematics class. The author wanted to

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investigate based on this research question: “What are the students’ perceptions towards EMI in
class?”

This study tried to provide the knowledge on several of PGSD students’ attitude toward
EMI in class, this research would be significantly contributed to the EMI field and the result will
help the educational policy maker to raise the awareness of using EMI.
Literature Review
Definition of Language and Perception
Language
The role of language is not only as a means in communication, but also as a vehicle to
help learners to broaden and deepen their understanding of important ideas because language is
the primary vehicle for learning, giving instruction, and increasing intelectual development
(Kersaint, et al., 2009 pg.46). Since we know the role of language, it is necessary for students to
have proficiency in English since the language becomes the medium of instruction because
language plays an important role in communication and thinking, it is also a tool to exchange
ideas among people (Aziz, 2003; Sawari, et al., 2013). That is why the students need to have
English proficiency, they will use the language to communicate and understand the subject
concept from the teacher that use EMI.
When EMI is used in class, it does not mean that it is used for English subject only.
English also can be used in all subjects including Mathematics subjects. The language in
mathematics is inherently complex as it combines common everyday words with technical
mathematics vocabulary and has its own syntax, sematics, and discourse features (Kersaint, et
al., 2009 pg.40). Teachers and students should pay more attention in subjects that using EMI, so

the students will be able to catch the point of the subject. The learners will have problems to
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develop educationally if they can not understand the language used as the medium of instruction
well enough (Brock Utne and Alidou, 2011; Heugh, 2000; Webb, 2004Wolff, 2011) cited from
Marie (2013). The use of English will just put the students in difficulties to acquire highly
scientific information (Airey, 2009 and Klaassen, 2001) cited from Suviniitty (2012).
However, it depends on how the students’ perceptions accepting the language to deliver
the material. If the students give a good response to the language used, it might be easy to get
their understanding and vice versa, if the students feel to be forced accepting the language use,
might be it will difficult for them to catch the point.
Perception
Perception refers to the ability picking out something through senses (seeing, hearing,
touching or smelling), the sensory stimulus of the body system consciously registers an activity
or event in the human memory (http://www.ask.com). In other words, it is a different
interpretation emerges depending on what the senses perceive. In other words perception is how
people think and regard toward something, it probably different one another because people
sometimes have different thoughts about the same thing.
Based on theory book about perception (2006); there are 2 processes in perception,
bottom up and top down processes. Bottom up process is a process that described by sensory

physical things like color, spots, text. Then, top down process is a process that relies on
knowledge, beliefs, goals, and expectations to guide perceptual exploration and interpretation.
The example for these processes is when the non native students are given mathematics
assessment which is written in English, the first thing that they see is a lot of words that they are
not familiar with (bottom up). After seeing and reading the instruction (top up process is begun
in this session), probably the students find dome difficult words that make them difficult to solve
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the mathematics problem. By this occurrence, the students perceive that English is difficult
because they do not know English well; mathematics is difficult because they can not solve the
problem, or they perceive that mathematics using EMI is difficult.
Studies about Students’ Perceptions toward EMI
There are several studies that have been conducted about students’ perceptions and
perceptions toward EMI, including Şahika Tarhan (2003); Yu-Ying Chang (2010); Frank van
Splunder (2010); and Sawari, Nairusula, and Johari (2013)..
In her study, Şahika Tarhan (2003) involved 2353 participants that was consist of 982
students, 383 teachers, and 988 parents. One of her purposes of the study was to describe the
students’, parents’, and teacher’s perception of EMI. The result was mentioned that most of the
students definitely against EMI. One of the reasons was related to difficulties in learning, the
other reason is most of the participants believed that EMI would reduce success rate of students

in exam.
Yu-Ying Chang (2010) conducted her study to examine the students’ reactions to their
EMI subject courses. To gain a specific result, she used interviews and questionnaire instruments
in her study. In addition, the result of her study found that most of the students did not show the
negative perception toward the course that use EMI in it, although the students did not think that
they had a high level of English comprehension. The students also agreed that English
instruction helped them to improve their English language proficiency.
Frank van Splunder (2010) set up a broad questionnaire addressing to all faculties and
departments, but his focus was in a certain group, which was the Faculty of Political and Social
Science with three main departments: Political Science, Sociology, and Communication Studies.

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The finding of the research shows that the students give a negative perception toward EMI. They
prefer Dutch as medium of instruction in class rather than English, the reasons are it’ll easier and
more confident studying in native language. In addition, the students express ideological
concerns to protect Dutch and English is hardly seen as a threat.
In order to answer their research question about students’ experiences regarding learning
science and mathematics with English language as a medium instruction and three other subquestions that related to students’ attitude toward EMI; Sawari, Nairusula, and Johari (2013), to
get much variety information for the study, they conducted interviews with two male students

and two female students from different level whom are 16 years old and 19 years old. They are
from urban area. Based on the finding of the study, most of interviewed students have positive
perception of learning science and mathematics using EMI; they believe that it is better to
implement EMI in teaching and learning because they perceive that they have not faced any
difficulties when learning use EMI.
In conclusion based on the studies about students’ perceptions toward EMI above, there
were more students who gave positive perceptions toward EMI. It can be seen from Yu-Ying
Chang (2010) and Sawari, Nairusula, and Johari (2013); studies. The studies showed that
although the students didn’t have enough proficiency in English comprehension, they regarded
that English was important and it was better to implement EMI in teaching and learning because
by EMI, it will help them to improve their English language proficiency.
The Study
Context of the Study
The setting of the study was in PGSD for International Program, FKIP in Satya Wacana
Christian University. It was located in a small town of Salatiga, Central Java, Indonesia. All of
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the subjects in the international program used EMI. The activities used English such as
classroom discussion, presentation and group works.
In addition, the focus of the study was the using of EMI in Mathematics class since the

objective of the course is to make the students familiar with mathematics terms in English
because the students’ language background is not English. The researcher thought that
mathematics was not an easy subject and also developing English language proficiency was not
easy. So, the researcher wanted to know the students’ perceptions about learning mathematics
using EMI.
Participants
In the aim to get the valid data, the participants of this study were 70 students of
Mathematics class in PGSD, FKIP, Satya Wacana Christian University, Salatiga, Central Java,
Indonesia. The researcher took 75% 0f PGSD students because the 40 students (C group) had
become participants for piloting. All of the students were Indonesian students that were taking
Mathematics course in the second semester in the year 2013-2014.
This study would use purposive sampling technique (Blackledge, 2001, p.57) or known
as judgmental sampling because the limited mount of participants. The technique would be
conducted because the limited students of PGSD-BI that amount of 110 students. In fact the
researcher had asked a class (40 students) of them to participate in piloting. Besides, it is because
the students in PGSD had experienced learning mathematics using EMI from the first year in the
Department.

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Instrument of Data Collection
As a means to collect the data, the researcher intended to distribute questionnaire because
the researcher thought that it would be easier to get analyze the data from 70 participants. The
questions of course were about participants’ perceptions towards EMI, the effect based on their
opinion, and their action to overcome the problems that they face when using EMI in
Mathematics Class.
The questionnaire was including both of close-ended and open-ended questionnaires in it
because the researcher wanted to give chances to the participant to give their explanations why
they chose a particular point. Since the researcher used open-ended and close-ended
questionnaires, there would be several statements given with scale like strongly agree, agree,
disagree, and strongly disagree that would be given to respond the statements and also there
would be blank space to write their explanations why they chose the particular scale.
The questionnaire was presented in Indonesian to make it the easier for the participants to
understand the statements.
Data Collection Procedure
The researcher went through some steps to collect the data; before the researcher
distributed the questionnaires, the researcher asked permission by sending letter to the
administration office of PGSD and made an appointment with the teacher that would taught in
particular class to distribute the questionnaire, then the researcher collected the data from the
students. Before the researcher asked the students to fill the questionnaires individually, the
researcher explained about the questionnaire briefly. After that the researcher gave time to the

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participants filling the questionnaires. After finished filling the questionnaire, the researcher took
back the questionnaire to be analyzed.
Data Analysis
In this research, the researcher used both the qualitative and quantitative type to analyze
the data (see appendix 1). The close-ended questions were analyzed in tabulation form with
explanation such as SA: Strongly Agree, A: Agree, D: Disagree, and SD: Strongly Disagree. The
open-ended questions were analyzed by building some big themes based on the participants’
answer related to the topic. The researcher had done the data collection from participants from 3
groups of PGSD BI class that consist of 78 students, those were A, B, and D group, in this data
analysis the researcher took seventy best answers to get the valid data. The best answer was got
from the questionnaires that had complete answer or the questionnaires that only had one or two
blank answers. The result of the data collection can be seen in appendix 2.
Finding and Discussion
The responses of the participants will be analyzed and discussed in this part. The
discussion of the responses will be served in three sub topics; EMI was necessary to prepare
teacher for teaching International School, the affect and advantages of EMI, tudents’ difficulties
when using EMI in Mathematics class, and students’ actions to adapt in Mathematics class that
using EMI
EMI was Necessary to Prepare Teacher for Teaching International School
The participants admitted that EMI in class was needed to prepare teacher for
international school. It shows in Table 1 below.
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Table 1. Students’ perception towards the necessary of EMI to prepare teachers for international schools

No
1

Statement

SA

I think that it is necessary to use EMI in Basic 24%

A

D

SD

64%

12%

0%

56%

13%

4%

53%

7%

1%

Concept of Mathematics 2.
4

I think that the use of EMI in Basic Concept of 27%
Mathematics 2 becomes the plus point for the subject
in preparing the teachers for international schools.

5

I think that the use of EMI in mathematics class is 39%
one of a good way in preparing the teachers for
international schools.

Statement number 1 shows that the majority of the participants viewed that EMI at Basic
Concept of Mathematics 2 was necessary. The table shows that more than half of the participants
agree that English is needed in Mathematics class. The statement was strengthened by all
participants that didn’t vote in SD column. The statement number 4 shows that 56% of students
agreed that English became the plus point for the subject especially for their international
program in the department, and the statements number 5 shows that 53% students agreed about
EMI was one of the good ways to prepare the teachers for international schools.
There were several reasons why the participants thought that EMI was necessary. The
reasons fall into several categories such as to enrich vocabularies, give more knowledge about
English, prepare teachers for international school, and improve English skills. Below are some
participants’ reasons about the necessity of EMI to prepare teachers for international schools:

“Ini merupakan modal utama yang harus dimiliki calon guru di sekolah internasional.”
“It is the main thing that the next teachers have to get to teach in international schools.”
(Student 2)

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“karena mempersiapkan guru-guru bertaraf internasional yang professional, maka EMI
sebaiknya digunakan di semua mata kuliah.”
“Because it prepares professional international schools’ teachers, so EMI should be used
in all subjects.” (Student 24)
“karena ketika kita mengajar nanti, kita bisa menguasai istilah-istilah matematika seperti
+, -, :, x, dll dalam bahasa Inggris.”
“Because when we teach later, we will be able mastering mathematics terms (+, -, :, x,
etc.) in English.” (Student 7)
“Dengan EMI, saya bisa menerapkannya pada saat mengajar nanti.”
“by using EMI, I will be able to apply it when I teach later.” (Student 11)
Their reasons showed that English is acquired as medium of instruction to prepare teachers for
international schools.
As the international schools’ teachers will be, the students should be accustomed to use
English as a daily conversation language. One of the ways is by using EMI in class when they
study because they will use English as a communication language in the international schools not
only in class, but also outside the class. The finding from the students responses show that based
on the students’ perceptions; English is needed as medium of instruction in class to prepare
teachers for international schools.
The Affect of EMI into Participants’ Grade and Skills
Table 2 serves the students’ perceptions about the effect of using EMI in Mathematics class.
Table 2. The affect of the using EMI in mathematics class

No
2

Statements

SA

I feel that my English skills improve after joining 14%

A

D

SD

64%

20%

2%

46%

39%

1%

mathematics class that using EMI.
6

I feel that my grade is better because of the using of 14%
EMI in Basic Concept of Mathematics 2 class.

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7

I feel that my grade is worse because of the using of 6%

30%

41%

23%

EMI in Basic Concept of Mathematics 2 class.

Statement number 2 shows that 64% students felt that their English skills improved after
joining the class that using EMI. It was related with the responses for open ended question
number 1 that had been discussed before which said that EMI was effective because students
could improve their English skills, enrich vocabularies to prepare themselves became teachers
for international schools. Some participants said
“Karena dapat menambah kosa kata baru dan bisa belajar langsung dengan Miss. X.”
“Because, I can enrich new vocabularies and learn from Miss. X directly.” (Student 4)
“Karena saya bisa menuliskan symbol atau rumus matematika dengan menggunakan
kalimat bahasa Inggris yang sesuai dan juga bisa menambah vocab saya.”
“Because I can write symbols or mathematics formula using appropriate English and
also enrich my vocabularies.” (Student 5)
“Karena akan membantu kita memperluas kosakata.”
“Because it will help us enrich vocabularies.” (Student 6)
“Dengan menggunakan bahasa Inggris sebagai bahasa pengantar dikelas, kemampuan
bahasa Inggris bisa menjadi lebih baik.”
“By using EMI, my English skills are better.” (Student 8)
In statement number 6, 60% participants felt that their grades were better when learning
Basic Concept of Mathematics 2 that using EMI in class. This occurrence was consistent enough
with the statement number 7 which said that 41% students disagreed and 23% students strongly
disagreed that their grades became worse after learning mathematics using EMI in class.
Students’ Difficulties when Using EMI in Mathematics Class
Although the participants claimed that their grades were better when using EMI in
mathematics class, in the other hand, when they were asked whether they got difficulties, the

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students stated that they still got difficulties in mastering the Mathematics subject. Most of the
participants (79%) said in open ended question number 4 that they still got difficulty when using
EMI in Mathematics class, the reason was the lack of English knowledge like vocabularies and
structures. Below are some participants’ statements about their difficulties:
“Karena bahasa Inggris saya sangat masih kurang, ini yang terkadang membuat saya sulit
memahami pelajaran.”
“Because my English is not good, it sometimes makes me difficult understanding the
lesson.” (Student 2)
“Kurang paham dengan kosakata dalam bahasa Inggris.”
“I am not really understand with vocabularies.” (Student 6)
“Kadang-kadang saya mengalami kesulitan karena ada bahasa-bahasa yang tidak dapat
dipahami.”
“Sometimes I got difficulties because there are some difficult words.” (student 14)
“Kadang-kadang mendapatkan kesulitan karena banyak kata yang sukar dipaham.”
“Sometimes I got difficulties because so many difficult words.” (Student 18)
That was why most of the students (67%) prefer Indonesian as medium of instruction in
class; the reasons are the same that is Indonesian is easier to understand because it is their own
language. Some students commented:
“Karena dengan menggunakan Bahasa Indonesia saya lebih cepat mendapatkan atau
cepat menangkap dari apa yang telah dijelaskan oleh dosen,”
“Because by using Indonesian, I get the point from what the teacher explained easily.”
(Student 12)
“Karena dengan menggunakan Bahasa Indonesia saya lebih bisa mengerti dan
memahami dengan baik materi yang disampaikan.”
“Because by using Indonesian, I can understand more about the delivered material
well.” (Student 19)
The students said that by using Indonesian they could get the point of the teacher’s explanation
easily and also they could understand the material well. In addition, they said that mathematics
was difficult and it would be more difficult if they didn’t understand the instruction used.

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English for daily conversation is different with English for Mathematics. Although
Mathematics is taught in mother tongue, that is English; but when the learners find the terms
which are different with daily conversation language, it will appear some difficulties for the
learner. Moreover if Mathematics is taught in other language that is not familiar for the learner,
they will get more difficulties.
This condition is like what Kersaint, Thompson, and Petkova (2009) had stated that the
language in mathematics is inherently complex as it combines common everyday words with
technical mathematics vocabulary and has its own syntax, sematics, and discourse features. So
for learners who are not native speaker need special treatment from the teacher to understand the
material more easily, otherwise the students will get more difficulties and the material will not
accepted maximally.
Students’ Actions to Adapt in Mathematics Class that Using EMI
Considering the problem and the effect of EMI, it seems that the students can adapt in
class that using EMI like what displayed in the table 3 below.

Table 3. Students’ perception about adaptation in class that using EMI

No
3

Statement
I can adapt in class that use EMI.

SA

A

D

SD

10%

79%

10%

1%

We can see in the table that the majority (89%) of the students felt that they could adapt
themselves in class that using EMI, and only 1% of the students disagreed with the statement. It
shows that although learning mathematics using EMI was difficult, they were still able to accept
the material.

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To be able to accept the material, the students did some strategies to overcome their
difficulties. The majority (89%) of the students gave positive responses of their action or good
efforts to understand the material that using EMI like using dictionaries, memorizing the difficult
words, asking the teacher and friends, and joining the English course. Below are some positive
responses from the participants to understand the material that using EMI:
“Mempelajari pola matematika dan arti kata.”
“Learn the pattern of mathematics and the meaning of the text.” (Student 1)
“Memperbanyak kosa kata, terkadang menggunakan Bahasa Inggris dalam komunikasi.”
“Enrich the vocabularies, sometimes using English for communication.” (Student 4)
“Mengikuti kursus untuk belajar lebih tentang Bahasa inggris.”
“Join the English course to learn more about English.” (Student 5)
“Mengingat kosa kata dalam belajar.”
“Memorize the vocabularies to help learning the material.” (Student 7)
“Menggunakan kamus.”“Use the dictionary.” (Student 8)
“Bertanya pada dosen dan berdiskusi dengan teman.”
“Asking the teacher and discussing with friends.” (Student 9)
Those efforts are done by the students so that both of the English and Mathematics
proficiency will be balance. So they tried to understand the language instruction first and then the
Mathematics theory. It was matched with the theory from some experts which says that the
students will get problems develop their education if they can not understand the language well
enough, Brock Utne and Alidou (2011); Heugh (2000); Wolff (2011); and Webb (2004).
Conclusion
The purpose of this study is to investigate the students’ perception toward EMI in
Mathematics class. Based on the students’ responses through the questionnaires that had been
distributed, the researcher found some information about their perceptions.

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Firstly, based on the students’ perceptions toward EMI, English was needed to use in
class, it was one of a good and effective way to prepare teachers for international schools since
we knew that English is international language.
Secondly, according to the students, the using of EMI had affected their grades better and
it gave some advantages in improving English skills, getting more knowledge about English, and
enriches the vocabularies. It was matched with Chang’s (2010) study which said that the students
agreed that English instruction helped them to improve their English language proficiency.
Thirdly, although they could adapt in mathematics class that using EMI, the students still
got some difficulties like limited vocabularies, lack of English skills, etc. Another reason was
Mathematics and English were a difficult subject, that was why the students prefered Indonesian
as medium of instruction in Mathematics class. This occurrence is the same with Splunder’s
(2010) study where the students prefered their native language with reason that by using first
language, they would accept the material easier. In addition, the students still gave positive
responses and actions to understand the Mathematics material that using EMI.
The last, from the participants responses, the writer conclude that although English for
Mathematics is difficult, the students admitted that English affected their grades better and gave
some advantages for them, so that English was important for them to prepare themselves became
international schools’ teachers and they would give their best to understand the Mathematics
material using English.

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Limitation and Further Research
This research probably contribute more information on EMI field based on the students’
perception, but this study still need more suggestions and modification because it was just a
small-scale study. Some more questions should be added in questionnaires for deeper
information. A further study probably needed to investigate the readiness of the students to teach
mathematic at international school using EMI. Moreover, what is the motivations that influence
them to teach difficult subject in other language.

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Acknowledgement
I realize that this thesis would not have been finished and completed without the helps,
advices, and supports from many people. I would like to express my gratitude to the following
kind people who had assisted me in completing and finishing this thesis.
1.

I would like to express my sincere gratitude to Allah Swt. As my Great God who always
blesses me anytime, helped and guided me to finish this thesis.

2.

I also would like to express my special gratitude to my supervisor Mrs. Anita Kurniawati H.
M. HUM who abundantly helpful offered invaluable assistance support and guidance. In
addition, I also thank to Mrs. Anne I Timotius, M. ED for her helps as my examiner.

3.

I would like to acknowledge my thanks to big family of PGSD BI, FKIP, UKSW, Salatiga
who had taken important role being participants of my thesis. Without their participations, it
is impossible to finish this research.

4.

Special thanks to my family – Babe Tarsikin, Kanjeng Isti’ah, Mas Vik, Mas Adi, Mbak
Puji, Mbak Wati, Mbak Dyna, Adek Helson, and Adek Nata who always support, help, and
pray for me. Without them, none of this could be happened.

5.

I also would like to express my special thanks to Oom/ Sinyo (YM), the best one who
always be patient, love, accompany, pray, and give support for me during this research
processes. In addition, special thanks to all my bestfriends Cahya “Munk”, Eirene “Eyin”,
Mutia, Lazuardina “Nana”, Mbak Raras, Mas Yayan. Thanks to Pojokan Cinta Geng –
Indra, Andrew, Estiningtyas; Geng Mbledeh – Nanda, Laras, Eren, Lintar, Desi A, Desy R,
Atik, Raras, Bella, Mustika, Yeey, Nuri, Godlas, Adit. I also would like to thank to all
Tenners, English Departments’ Family, and all my friends in REMBO 01 that I can’t
mention one by one who always supported me finishing this thesis.
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