English language education study program students` perceptions on play performance course in Sanata Dharma University of Yogyakarta - USD Repository
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ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain Sarjana Pendidikan Degree
in English Language Education
By
George Doni Suryo Laksono
Student number: 06 1214 019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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A Thesis on
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
By George Doni Suryo Laksono Student number: 061214019
Approved by Sponsor
February 22, 2011 C. Tutyandari, S.Pd., M.Pd.
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA
By GEORGE DONI SURYO LAKSONO
Student Number: 061214019 Defended before the Board of Examiners
On April 5, 2011 And Declared Acceptable
Board of Examiners
Chairperson : Caecilia Tutyandari, S.Pd., M.Pd. _______________ Secretary : Made Frida Yulia, S.Pd., M.Pd. _______________ Member : Caecilia Tutyandari, S.Pd., M.Pd. _______________ Member : Henny Herawati, S.Pd., M.Hum. _______________ Member : Gregorius Punto Aji, S.Pd., M.Hum. _______________
Yogyakarta, April 5, 2011 Faculty of Teachers Training and Education Sanata Dharma University
Dean,
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This page is totally devoted to those who always support me. I dedicated my work to
Jesus “ Kanjeng Gusti Yesus Pepadhanging Jagad”
Christ , Doni Suryo , my ancestors,
mbah Notowiyono, mama-papa, Bu Ndari, Bu Yuseva, all of
my lecturers, my friends , and Anastasia Ema .Ad Maiorem Dei Gloriam Cum Infirmor, Tunc Potens Sum Be man for and with others
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, February 22, 2011 The Writer
George Doni Suryo Laksono 061214019
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ABSTRACT
Laksono, George Doni Suryo. 2011. English Language Education Study Program
Students’ Perceptions on Play Performance Course in Sanata Dharma University
of Yogyakarta. Yogyakarta: Sanata Dharma University.This study is aimed at identifying and finding out the perception of the English Language Education Study Program (ELESP) students year 2007 on Play Performance course and also identifying what the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are.
There are two research problems discussed in this study. They are: 1)What are the perceptions of the ELESP students year 2007 on Play Performance course? And 2)What are the possible contributions of Play Performance course for the ELESP students as the English teacher candidates?
To find out the answers of the research problems, the researcher conducted survey study. The instruments used in this study were questionnaire and interview. In this study, the researcher distributed the questionnaires to forty (40) English Language Education Study Program (ELESP) students of Sanata Dharma University in the academic year of 2007/2008 who have taken the Play Performance course in their fifth semester. In addition, the researcher also conducted interviews to complete unclear data gained from the questionnaires distributed.
Based on the results, there were two main conclusions. First, the data indicated that overall, the ELESP students’ perceptions on Play Performance course were good. It could be seen by the students’ statements while responding to the questionnaire and interview. For example, the students had already been interested in joining Play Performance course before they really joined in Play Performance course. Second, the ELESP students believed that Play Performance course has also given possible contributions, related to both English and soft skills, to them as English teacher candidates. Based on the data, most of the respondents thought that they have gained positive effects in their life. Based on the data gained from the questionnaire, there were at least seven soft skills gained by the students joining Play Performance course. They thought that Play Performance course has improved their self-confidence, discipline, responsibility, time management, emotional management, sense of respect and problem solving skill. Meanwhile, through open question of the questionnaire, the researcher could present at least three soft skills mostly gained and chosen by the respondents. The three possible contributions mostly chosen by the respondents were related to the respondents’ self confidence, emotional management, and team work.
Finally, there were some suggestions for the lecturer and students of Play Performance course. The lecturer is expected to have more discussions with each group. So, if there’s a crucial problem in the group, the lecturer could give them such kind of suggestions in order to improve the ELESP students’ English skills optimally. Furthermore, the students are hoped to be more cooperative and proactive when they are in a group so that they could gain and improve their
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ABSTRAK
Laksono, George Doni Suryo. 2011. English Language Education Study Program
Students’ Perceptions on Play Performance Course in Sanata Dharma University
of Yogyakarta. Yogyakarta: Universitas Sanata Dharma.Penelitian ini bertujuan untuk mengetahui dan menemukan persepsi siswa Program Studi Pendidikan Bahasa Inggris tahun 2007 terhadap matakuliah Play
Performance dan juga untuk mengetahui kontribusi yang mungkin dari
matakuliah Play Performance bagi siswa Program Studi Pendidikan Bahasa Inggris sebagai calon guru bahasa Inggris. Ada dua pertanyaan yang dibahas yaitu: 1) Apakah persepsi siswa Program Studi Pendidikan Bahasa Inggris tahun 2007 terhadap matakuliah Play Performance? Dan 2) Apakah kontribusi yang mungkin dari matakuliah Play Performance bagi siswa Program Studi Pendidikan Bahasa Inggris sebagai calon guru bahasa Inggris?
Untuk menemukan jawaban dari pertanyaan yang dibahas, peneliti melakukan studi survey. Instrument yang dipakai di penelitian ini adalah kuesioner dan wawancara. Di penelitian ini, peneliti mendistribusikan kuesioner kepada empat puluh (40) siswa Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma tahun akademik 2007/2008 yang mengikuti matakuliah Play Performance di semester lima. Dan, peneliti juga melakukan wawancara untuk melengkapi daya tidak jelas yang didapat dari kuesioner yang didistribusikan.
Berdasarkan hasil, ada dua kesimpulan pokok. Pertama, data tersebut mengindikasikan bahwa secara keseluruhan, persepsi siswa Program Studi Pendidikan Bahasa Inggris terhadap matakuliah Play Performance adalah bagus. Hal tersebut dapat dilihat dari pernyataan-pernyataan para siswa ketika menjawab kuesioner dan wawancara. Misalnya, para siswa sudah tertarik untuk mengikuti matakuliah Play Performance sebelum mereka benar-benar mengikuti matakuliah
Kedua, para siswa Program Studi Pendidikan Bahasa Inggris Play Performance. percaya bahwa matakuliah Play Performance juga memberi kontibusi-kontribusi, yang berhubungan baik dengan bahasa Inggris maupun soft skills, untuk mereka sebagai calon guru bahasa Inggris. Berdasarkan data, sebagian besar responden berpikir bahwa mereka telah mendapatkan efek positif dalam kehidupan mereka.
Berdasarkan data yang didapat dari kuesioner, ada paling tidak tujuh soft skills yang didapatkan oleh para siswa yang mengikuti matakuliah Play Performance. Mereka berpikir bahwa matakuliah Play Performance telah mengembangkan rasa percaya diri, kedisiplinan, tanggung jawab, menejemen waktu, menejemen emosi, rasa menghormati, dan kemampuan penyelesaian masalah. Sementara itu, melalui pertanyaan terbuka dari kuesioner, peneliti mengemukakan paling tidak tiga soft
skills yang mayoritas didapat dan dipilih oleh para responden. Ketiga kontribusi
tersebut yang paling banyak dipilih oleh para responden berhubungan dengan rasa percaya diri, menejemen emosi, dan kerjasama tim.
Akhirnya, ada beberapa saran untuk dosen dan siswa matakuliah Play Dosen diharapkan untuk menyampaikan materi belajar – mengajar Performance. yang memakai kecakapan-kecakapan terpadu di dalamnya sehingga setiap siswa
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para siswa diharapkan untuk menjadi lebih kooperatif dan proaktif ketika mereka berada di dalam kelompok sehingga mereka dapat memperoleh dan mengembangkan kecakapan bahasa Inggris dan soft skills mereka secara optimal.
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : George Doni Suryo Laksono Nomor Mahasiswa : 061214019 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON PLAY PERFORMANCE COURSE
IN SANATA DHARMA UNIVERSITY OF YOGYAKARTA Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk benda lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta Pada tanggal: 22 Februari 2011 Yang menyatakan (George Doni Suryo Laksono)
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ACKNOWLEDGEMENTS
First of all, I would like to glorify my beloved, real, and trusted Friend, Father, Mother, and Guidance, the Lord Jesus Christ Almighty for the magnificent love. All the things I have done are because the Lord has given a life to me. Thank God I have been given an opportunity to finish my thesis. I wish this step can be followed many better steps.
I would like to give my deepest gratitude to my sponsor, Caecilia
Tutyandari, S.Pd., M.Pd., my proof reader, Yuseva Iswandari, S.Pd., M.Ed.
who spent their precious time in guiding and supporting me to finish my thesis as soon as possible. The same expression goes to all lecturers of ELESP and secretariat staff, Dhanniek and Tari, for helping me in the administration procedures.I would like to give my thankfulness to my parents, Antonius Handri
Suharno, B.Sc and Veronica Iswantinah, for giving me the greatest love,
support, guidance, and prayers. I also thank my brother Yohanes Jockie Suryo
Prabowo, my sister in law, Bernadeta Ayu Berliani, my nephew, Reynard
Suryo Rinangga for their support and prayer.My thankfulness also goes to Anastasia Ema Ferbriatiningsih for her support, prayers, patience, and love; I wish this step will be useful for us and others. I wish this step can be followed by many other better steps.
I would also like to thank my beloved grandmother, Mbah Notowiyono, since her smile always gives me more power to do the best and make people around me happier. I would also express my thankfulness to Mbah Jo Atemo,
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Mbah Kakung , Mbah Kerto, Mbah Cokro, Romo Budi Wihandono, Pr “mo
WIHONK” and my guardians. May God always be with us.I would like to thank my God one more time because I have experienced wonderful time with my friends and joined the Metamorph Community, all of my friends “si kupu-kupu nakal 2002” in my beloved Seminary Mertoyudan. Let’s do something for our beloved almamater. Keep the spirit of socialitas, sanctitas, sanitas, and scientia.
I would also like to express my thankfulness to all of my friends and families in ELESP of Sanata Dharma University, Naga Bonar crews, Optimus
Prime legions, PPL II, Wuluh 14A (especially Yoga who always lends me his
bed and PES, and Doan who always makes our boardinghouse more “colorful”),
Indonesian Language and Culture Intensive Course, FINK LLC, Jogja English
School, CEIC, Modern English, mbak Putri who lends me her adaptor, and Putri
Respati. What we have done made me more challenged. Thank for the
opportunity given to see and know this “wonderful family”. The last but not the least, I would like to give my deepest gratitude to my Konco-konco dolan PBI and all of my families and friends who have supported me to finish my thesis, and those who could not be mentioned one by one, keep in touch and let’s do our best.
George Doni Suryo Laksono
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS
Page TITLE PAGE............................................................................................ i APPROVAL PAGES ............................................................................. ii DEDICATION PAGE ............................................................................ iv STATEMENT OF WORK’S ORIGINALITY....................................... v ABSTRACT ............................................................................................ vi
ABSTRAK .............................................................................................. vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH UNTUK KEPENTINGAN AKADEMIS .................................. ix
ACKNOWLEDGEMENTS ................................................................... x TABLE OF CONTENTS ....................................................................... xii LIST OF TABLES ................................................................................. xvi LIST OF FIGURES................................................................................ xvii LIST OF APPENDICES ........................................................................ xviii CHAPTER I. INTRODUCTION ..........................................................
1 1.1 Research Background ...............................................
1 1.2 Problem Formulation ................................................
4 1.3 Problem Limitation ....................................................
5 1.4 Research Objectives ...................................................
5 1.5 Research Benefits ......................................................
5 1.5.1 ELESP Lecturers ....................................................
5
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1.5.2 ELESP Students ....................................................
5 1.6 Definition of Terms ...................................................
6 1.6.1 Perception ...............................................................
6 1.6.2 Play .........................................................................
6 1.6.3 Play Performance Class ..........................................
7 CHAPTER II. REVIEW OF RELATED LITERATURE ...................
8 2.1 Theoretical Description .............................................
8 2.1.1Perception ................................................................
8 2.1.2 Play Performance ...................................................
14 2.1.3 Project-Based Learning .........................................
14 2.1.4 Cooperative Language Learning ...........................
18
2.1.3The Roles of Teachers and the Characteristics of a Good English Teacher .......................................
19 2.2. Theoretical Framework .............................................
23 CHAPTER III. METHODOLOGY .......................................................
25 3.1 Research Method ........................................................
25 3.2 Research Participants ..................................................
26 3.3 Research Instruments .................................................
26 3.4 Data Gathering Technique .........................................
29 3.5Data Analysis Technique.............................................
29 3.6 Research Procedure.....................................................
30 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION..........
32 4.1 Research Findings.........................................................
32
4.1.1The Experience of the English Language Education Study Program (ELESP) Students in Joining Play Performance Course...............................
33
4.1.2 The Perceptions of the English Language Education Study Program (ELESP) Students on Play Performance Course...........................................
37
4.1.3The Possible Contributions of Play Performance Course for English Language Education Study Program (ELESP) Students as English Teacher Candidates ..................................
39 4.2 Discussion ....................................................................
46
4.2.1 The Experience of the English Language Education Study Program (ELESP) Students in Joining Play Performance Course...............................
46
4.2.2 The Perceptions of the English Language Education Study Program (ELESP) Students on Play Performance Course......................
51
4.2.3 The Possible Contributions of Play Performance Course for English Language Education Study Program (ELESP) Students as English Teacher Candidates.......................................
55 CHAPTER V. CONCLUSIONS AND SUGGESTIONS.....................
64 5.1 Conclusions...................................................................
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5.2 Suggestions..................................................................
66 5.2.1 The Lecturers of the Play Performance course.........
66 5.2.2 The Students of the Play Performance class............
67 REFERENCES ................................................................................
68 APPENDICES ...................................................................................
72
LIST OF TABLES
TABLE 3.1. Sample of the Questionnaire Form……………………….28 TABLE 3.2. Blue Print of the Questionnaire…………………………..
28 TABLE 4.1. The Table of the Experience of the ELESP Students on Play Performance Course……………………………….....
36 TABLE 4.2. The Table of the Perceptions of the ELESP Students on Play Performance Course………………………………….
38 TABLE 4.3. The Table of the Possible Contributions of Play Performance Course for the ELESP Students as English Teacher Candidates……………………………………….
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LIST OF FIGURES
FIGURE 2.1. Perceptions Used in this Research………………………9 FIGURE 2.2. Perceptions Used in this Research………………………
24 FIGURE 4.1. The Students’ Lived Experiences Joining Play Performance……………………………………….
47 FIGURE 4.2. The ELESP Students’ Interest on Play Performance Course………………………………….....
51 FIGURE 4.3.The ELESP Students’ Perceptions on the Usefulness of Play Performance Course…………………………….
53 FIGURE 4.4. The Possible Contributions of Play Performance Course for the ELESP Students as English Teacher Candidates…………………………….
56 FIGURE 4.5. The ELESP Students’ English Skills Improvement…….
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LIST OF APPENDICES
APPENDIX A. A PERMISSION LETTER FOR RESEARCH………
72 APPENDIX B. AN INTERVIEW GUIDELINE………………………
73 APPENDIX C. A TRANSCRIPT OF AN INTERVIEW WITH
1 ST STUDENT PARTICIPANT………………………..
75 APPENDIX D. A TRANSCRIPT OF AN INTERVIEW WITH
2 ND STUDENT PARTICIPANT……………………….
79 APPENDIX E. A TRANSCRIPT OF AN INTERVIEW WITH
3 RD STUDENT PARTICIPANT……………………….
82 APPENDIX F. A QUESTIONNAIRE FORM………………………...
86 APPENDIX G. QUESTIONNAIRE RESULT OF THE CLOSED QUESTIONS…………………………………………..
89 APPENDIX H. QUESTIONNAIRE RESULT OF THE OPEN QUESTION…………………………………………….
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CHAPTER I INTRODUCTION This study discusses the perceptions of the English Language Education Study Program (ELESP) Students on Play Performance in Sanata Dharma University of Yogyakarta. The ELESP students’ perceptions here would be
related to the Play Performance course’s learning teaching process. In order to provide detailed information, this chapter is divided into six parts; they are Research Background, Problem Limitation, Problem Formulation, Research Objectives, Research Benefits, and Definition of Terms.
1.1 Research Background
In ELESP of Sanata Dharma University of Yogyakarta, there are several classes facilitating its students to improve their abilities to communicate in English. In fact, English Language Education Study Program has purpose to train and create qualified English teachers, which can be seen from the ELESP’s vision.
In order to train and create qualified English teachers, the ELESP teaches or offers students some courses which would be useful to achieve that goal. Therefore, all of courses taken by the students should be relevant and useful. One of those courses is Play Performance course.
Moreover, in ELESP, Play Performance is a compulsory course and final literature course. Based on Panduan Akademik 2006, play performance refers to a course that has a goal to facilitate students
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to perform a play in which they experience various aspects of a play performance. “Various aspects” here is not explained clearly and it seems that the phrase “various aspects” does not have a direct relation with ELESP. The phrase “direct relation” here means that the lecturer does not merely teach the pedagogical materials to the students as English teacher candidates but the students should experience the learning teaching process by themselves so that they can gain the values of a play performance.
On the other hand, some students probably think what possible contributions of play performance course for the ELESP students as the English teacher candidates are. The ELESP students take this course for approximately 4- 5 months or one semester. In the mid test, the students have to do monologue and dialogue with their friends using a certain topic decided by the Play Performance lecturers. In the end of the semester, the ELESP students have to do rehearshal twice. Moreover, final performance will be done once in front of public as a final test of Play Performance class.
The statement “what possible contributions of Play Performance course for the ELESP students as the English teacher candidates” becomes one of main reasons why the researcher conducts this research. Simply, since the ELESP students are taught specially to be English teachers in their future, the researcher also discusses what education is really for. Actually, there are many objectives that can be obtained from joining Play Performance course related to their future as English teacher candidates. According to Nellie in her book Creative Drama in
the Classroom (1984: 6), one of the most frequently stated aims of education
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today is the maximal growth of the child both as an individual and as a member of society. In order to achieve this aim, there are several aspects provided for each child.
The first one is to develop basic skills in which reading, writing, arithmetic, science, social studies, and the arts are stressed. The second is to develop and maintain good physical and mental health. The third one is to grow in his ability to think; the fourth is to clarify his values and verbalize his beliefs and hopes. In addition, the last is to develop an understanding of beauty, to use many media including words, color, sound, and movement and to grow creatively and thus experience his own creative powers. (Nellie, 1984: 6-7)
Nellie has also stated that many objectives of creative drama are unquestionably shared. Among the shared objectives are creativity and aesthetic development, the ability to enhance their creative thinking, social growth and the ability to work cooperatively with others, improved communication skills, the development of moral and spiritual values, and knowledge itself.
In Play Performance course, the ELESP students of Sanata Dharma University are taught to improve their skills in several things, such as reading, listening, speaking, acting, collaborating, as well as managing team and time.
Since this course has given some improvements to the ELESP students, they are expected to obtain and implement what they have gained to the real life, especially in educational field.
On the other hands, as teacher candidates, ELESP students should be ready to do their roles as a real teacher. According to Djohar in his book Guru,
Pendidikan, dan Pembinaannya (2006: 10), a teacher should be able to do their
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Moreover, being teachers, teachers should be responsible for the students’ safety, students’ success to live in society, values of transformation of education use, which students got from school to face their future. (Djohar,2006: 9)
They should be able not only to teach their students but also to educate and to train the students. It means that a teacher should be able not only to help his/her students to learn something, but also to develop the students in many aspects and to teach them skills of a particular activity. Now, according to the ELESP, each course offered is useful or benefecial for qualified future English teachers. Therefore, this research is going to focus more on the relation between Play Performance’s contributions, especially the process of Play Performance course, to ELESP students as English teacher candidates and how those contributions affect the teacher candidates’ roles in the future. Moreover, this research was conducted to identify and find out what the ELESP students year 2007 really think about Play Performance course and identifying what the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are.
1.2 Problem Formulation
Based on the discussion in the research background above, this study formulated two questions to answer. The questions are:
1.2.1 What are the perceptions of the ELESP students year 2007 on Play Performance course?
1.2.2 What are the possible contributions of Play Performance course for the ELESP students as the English teacher candidates?
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1.3 Problem Limitation
This research will be limited to investigate the ELESP students’ perceptions on Play Performance course in Sanata Dharma University of Yogyakarta involving what the ELESP students think about Play Performance course and the possible contributions of Play Performance course for the ELESP students as English teacher candidates.
1.4 Research Objectives
The researcher conducts the research in order to identify and find out the perceptions of the ELESP students year 2007 on Play Performance course.
Moreover, related to the questions which are mentioned in the Problem Formulation, the aim of the research is to identify what the possible contributions of Play Performance course for the ELESP students as the English teacher candidates are.
1.5 Research Benefits
1.5.1 ELESP Lecturers
This research is expected to give valuable contributions to the lecturers especially those teaching play performance course. By presenting the answers of the problems, the lecturers are expected to be aware of the students’ difficulties and problems. Then, the lecturers are able to develop their teaching strategy of Play Performance course to improve their students’ achievements.
1.5.2 ELESP Students
The researcher expects that this research gives positive contributions to the ELESP students of Sanata Dharma University. By presenting the students’
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perceptions on Play Performance course and information about Play Performance course, it is expected that the result will be able to help the students, who are English teacher candidates, in comprehending and improving their English skills through Play Performance course optimally.
1.6 Definition of Terms
In this study, there are three terms that particularly need explicit definition to avoid misunderstanding while research is conducted.
1.6.1 Perception
According to Robbins in his book Organizational Behavior (2001: 121), perception can be defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. In addition, Altman, Valenzi, and Hodgetts in their book Organizational
Behavior:Theory and Practice (1985: 85) stated that perception is the way stimuli
are selected and grouped by a person so that they can be meaningfully interpreted.Leontiev in his book Psychology and the Language Learning Process ( 1981: 31) also defined a perception as a process whereby the external tokens of objects and phenomena are reflected in man’s consciousness.
Therefore, in this study, perception refers to how the ELESP students think and give impressions on Play Performance and its possible contributions for the ELESP students as English teacher candidates.
1.6.2 Play
According to Harymawan in his book Dramaturgi (1988: 1-2), play is a conflict story of human being in a form of dialog projected on the stage
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performance using conversation and action in front of audiences. In addition, Adjib in his book the Pengantar Bermain Drama (1985: 1-3) also stated that drama or play is not an individual art but collective art which needs commitment to cooperate with lots of people having different skills. Therefore, in this study, play refers to the definition of play stated by Harymawan which is a conflict story of human being in a form of dialog projected on the stage performance using conversation and action in front of audiences.
1.6.3 Play Performance Class (KPE 345)
Based on Panduan Akademik 2006 of English Language Education Study Program of Sanata Dharma University Yogyakarta, Play Performance class is one of the compulsory courses taught in English Language Education Study Program of Sanata Dharma University. Commonly, Play Performance class is presented in the sixth semester. In this study, Play Performance class refers to a course that has a goal to fascilitate students to perform a play in which they experience various aspects of a play performance.
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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer discusses some theories related to the research
problems. This chapter is divided into two parts, namely theoretical description and theoretical framework. The first part is theoretical description which discusses some important concepts related to this research. The concepts are: (1) perception, (2) play performance, (3) project-based learning, (4) cooperative language learning, and (5) the roles of teachers and the characteristics of a good English teacher. The second part is theoretical framework presenting how the theories integreted in this research.
2.1 Theoretical Description
There are five different points explained in this chapter. They are about perception, play performance, project-based learning, cooperative language learning, and the last one is the roles of teachers and the characteristics of a good English teacher.
2.1.1 Perception
The understanding of the word “perception” can be derived from some sources. One of them, Altman and friends stated that perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted (1985: 85).
In this research, it is also added theory about perception according to Leontiev. Leontiev (1981: 31) defined perception as the process whereby the external tokens of objects and phenomena are reflected in man’s consciousness.
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Leontiev also stated that this process takes place with the help of man’s sensory organs, and is completed by the creation of an image of the perceived object and subsequent operation with this image (1981: 31). From those definitions, perception could be viewed as a process of the way stimuli are selected and grouped by a person with the help of man’s sensory organs and completed by the creation of an image of the perceived object so that they can be meaningfully interpreted.
In addition, Warga stated that perceptions are based on past experience (1983: 207). It means while someone is in a process to create her/his perception, he/she is aware of experiencing an event or observing an object. When someone has never experienced an event or observed an object, she/he could not form or create a perception. Based on the understandings of the word “perception” stated by the experts above, there is a relation among event, experience, consciousness, and perceptions. Therefore, the perceptions used in this research is shown as follows:
Experience Awareness Perceptions
Play Performance
Figure 2.1 Perceptions Used in this ResearchRelated to creating perception process, Mouly also added that “two persons looking at the same phenomenon may see very different things” (1973: 93). Since creating perception depends on each person’s experience and
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awareness, each person cannot have exactly the same perception towards an object, even though the object is the same.
Moreover, in his book Organizational Behavior, Kreitner (1995: 112) also drew an overview of the perception process. He stated that perceptions will lead to the change of attitudes, motivation, and behavior as a response. It means that perception might create several outcomes for the individuals. Moreover, perception formed by experience is difficult to be changed since commonly someone will be more impressed when he/she has ever experienced an object or an event. It is also supported by Santoso (2000: 32) stating that perception that is formed by experience is stronger than perception formed by sensation.
This research studies and discusses perception since perception is needed to observe further what the students of ELESP really think about play performance course and what possible contributions of play performance for the ELESP students as English teacher candidates. The students’ perceptions on play performance will be stronger if they experience it by themselves. It means that the students involved in the play performance’s activities whether as actors, directors, stage managers, setting designers, or coustum designers commonly will have stronger perception rather than those only listening someone’s opinion about play performance without experiencing it by themselves.
Therefore, in this study, perception refers to how the ELESP students think and give impressions on Play Performance and its possible contributions for the ELESP students as English teacher candidates. The students’ perceptions on play performance would be stronger if they experienced it by themselves. It means that
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when students experienced play performance by themselves and involved in the activity whether as actors, stage manager, or director, they would have stronger perceptions rather than those who have the perception by listening to someone’s opinion about play performance.
During the process of creating or shaping perception, there are some factors probably influencing someone’s perception. According to Gibson et al (1985: 64), there are six factors influencing someone’s perception. They are stereotyping, selectivity, self-concept, situation, needs, and emotion.
a. Stereotype
The first factor stated by Gibson et al is stereotype. Gibson et al (1985: 64) stated that stereotype is a set of thinking in a particular group that is generalized to all members of the group. It means that probably the ELESP students year 2007 have already set some knowledge in their mind, though they probably do not know whether it is true or not. When researcher conducts this research about the ELESP students year 2007’s perceptions on play performance in Sanata Dharma Univeristy of Yogyakarta, stereotype might occur. Therefore, when they think or consider that Play Performance is good, they will set it in their mind so they will perceive Play Performance positively, and vice versa.
b. Selectivity
The second factor is selectivity. According Gibson et al (1985: 65), people tend to ignore information or cues that might make them feel discomfort. Since people tend to select the positive stimuli, it is impossible for people to catch all of stimuli which exist in their environment. It means that only certain stimuli are
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chosen or taken, then processed in people’s brain. On the other hand, since people have various interests, they may select what is important in fulfilling their needs.
In Play Performance course, students have their own interest toward Play Performance course and whether this course is important for them or not.
c. Self- Concept
The third factor is self-concept. According to Mouly ( 1973: 92), people only perceive something that is consistent with their motives or goals, and interpret our experiences to make them compatible with our present self-concept. It indicates that the way people see themselves in the form of self-concept will also influence their perceptions on something in their environment. It is also supported by Gibson et al. Gibson et al (1985:67), in their research, state that (1) knowing one self makes it easier to see others accurately, (2) one’s own characteristics affect the characteristics identified in others, and (3) persons who accept themselves are more likely to see favorable aspects of other people.
d. Situation
The fourth factor is situation. According to Gibson et al (1985: 67), the press of time will exactly force the manager to overlook some details, to rush certain activities, and to ignore certain stimuli such as resquest from other managers or from superior. It indicates that most of people tend to work quickly, when they do not have enough time or they have to work in a short time. Commonly, when people have to do something in limited time, they tend to be careless or pay less attention, even they do not pay attention to something details,
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which probably influence the outcomes. In this research, the situation when doing or joining Play Performance course is important in forming perception.
e. Needs
The fourth factor is needs. People are significantly influenced by needs and desires (Gibson et al, 1985: 67). People will do what they want to do and they will see what they want to see. It indicates that people do something based on thier needs or desires. However, here, we will more focus on the students’ needs.
Therefore, in this research, the students’ needs of joining Play Performance course will affect or influence their perceptions on Play Performance course.
f. Emotions
Emotions could affect or influence someone’s perception. It is supported by Gibson et al (1985: 68) stating that strong emotions often warp perceptions. As an illustration, there is a student who always says good things to her friends or juniors about a certain lecturer since they have got a good experience joining the lecturer’s class. She could understand the materials delivered by her lecturer. Moreover, she also got a good mark, an A. On the other hand, there is another student who always says to his friends or juniors that Mrs. X is a killer, bad lecturer, or something bad about this lecturer since this student has ever got bad experience joining her class and it was completed by getting bad mark. Those examples indicate that someone’s perception is also formed or influenced by someone’s experience toward a particular thing or event.
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2.1.2 Play Performance
Actually, Performance is related to the term of “the theatre”. However, the term of “the theatre” itself is still very broad.
The theatre can comfortably include a three ring circus, light shows, Hamlet at The Public Theatre, or a rock show. So, the theatre will be a wide area of human experience, to be sure, but one that is firmly supported on three points: (including such performance elements as plays, scripts, directions performance
and so on); performers; and audience (Cameron and Hoffman, 1974:4).
Moreover, according to Cameron and Hoffman in their book A Guide to