T1 112009060 Full text
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
Approved by:
Dra. Martha Nandari, M.A.
Prof. Dr. Gusti Astika, M.A.
Supervisor
Examiner
ii
COPYRIGHT STATEMENT
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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 materials
previously published or written by any other person except where due reference is
made in the text.
Copyright@2013. Rutvita Ayu Luhuringtyas and Prof. Dr. Gusti Astika, M.A.
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.
Rutvita Ayu Luhuringtyas:
iii
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Rutvita Ayu Luhuringtyas
Student ID Number: 112009060
Study Program:
Pendidikan Bahasa Inggris
Faculty:
Faculty of Language and Literature
Kind of Work:
Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
Teachers’ and Students’ Perceptions toward Learning English in SD
Negeri 1 Baturagung
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Made in: Salatiga
Date
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Verified by signee,
Rutvita Ayu Luhuringtyas
Approved by
Thesis Supervisor
Thesis Examiner
Prof. Dr. Gusti Astika, M.A.
Dra. Martha Nandari, M.A
iv
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
Rutvita Ayu Luhuringtyas
Abstract
Teaching English to young learners is very important and useful in the
globalization era. Nowadays, many schools offer English as a school subject
beginning from Elementary Schools. This study aimed to describe teachers’ and
students’ perceptions toward learning English in an Elementary School. A semi
structured interview was used to collect data from four teacher participants and a
close-ended questionnaire was used to collect data from thirty student participants
in an Elementary School in Central Java. A descriptive method was used to
describe the results from the two groups of participants, and it was found that the
teachers had positive perceptions toward learning English in the school. The
students also had positive perceptions, attitudes, and motivation toward learning
English. The results of this study suggest that English learning in Elementary
School should be improved so that students get the benefits from learning English.
Keywords: Teaching English to young learners, learning English, perceptions.
Introduction
English as an international language is very important to learn in
this globalization era (Wu, 2010). English is used throughout the world and it is
accessible because global information is mostly delivered using English through
1
media, such as television and internet (Harwati, 2012). By learning English,
learners have the knowledge and they can understand new expressions that are
acceptable for other speakers of that language. So, learners can have the ability to
use and to understand English to communicate with others (Nasr, 1972).
Learning English as a foreign language can make learners able to
understand and use the expressions that they need. In order to use the language,
learners have to understand the language first (Nasr, 1972). In addition, by
learning English, learners can have knowledge about English and can
communicate with other people using English, so it can be very useful for them in
the future (Nasr, 1972).
Due to the fact that it was very important to learn English,
nowadays, English education was implemented as one of a subject in schools. As
Butler (2004), cited in Su (2006) stated that in response to the growing needs for
appropriate English communication in EFL courses, various countries, including
many East Asian countries, have introduced English in schools. For example,
countries such as Korea, Taiwan and Japan have begun to introduce English at the
Elementary School level (Su, 2006).
In the case of learning English in Indonesia, however, teachers and
students must have different perceptions toward learning English. Moreover,
related to the teaching of English, the method of teaching it and the perceptions of
teachers and students need to be investigated. Therefore, the purpose of this study
was to find teachers’ and students’ perceptions toward learning English in an
Elementary School. The main research question of this study was, What are
2
teachers’ and students’ perceptions toward learning English? It is necessary to
find teachers’ and students’ perceptions toward learning English in an Elementary
School because their perceptions can affect their learning process, especially for
students. With the consideration above, the goal of this study was to describe the
teachers’ and students’ perceptions toward learning English.
Literature Review
Nowadays, English education is needed since it is used by many
people throughout the world. As Crystal (2000), cited in Su (2006), stated that
English has increasingly become the international language for business, science,
technology, entertainment and sports so she estimated that one-quarter of the
world’s population uses English as a first, second or foreign language. Along with
the increasing need in learning foreign languages, most people want to learn a
foreign language, and most parents want their children to learn a foreign language,
especially English, at early ages (Bardakci, 2011).
Wang (2008) stated that English become increasingly important in
the world. Hence, many people become very aware of the importance of English
language education and improve English language proficiency of the citizens in
order to ensure that they are able to compete in this globalization era (Wang,
2008).
3
Teaching English to Young Learners
Considering the importance of English, nowadays many schools
start teaching it to children. Harmer (2007), cited in Sad (2010), said that teaching
English to young learners is popular because English is a common language used
for communication between two peoples whose languages are different.
Moreover, the belief that “younger is better” and children learn much more
quickly and efficiently as they are in critical period underline that English
education start from young children (Sad, 2010).
There were some factors that sustained the introduction of English
to young children. Gordon (2007) emphasized that children can be taught and they
learn easily because they learn language instinctively and naturally so they can
easily produce the language. As Chomsky (1960), cited in Gordon (2007), said
that children have no difficulty in producing grammatically correct sentences that
they have not heard. Lenneberg (1960), cited in Gordon (2007), also hypothesized
that human language ability is innate, so learning language from young children is
effective. In other words, children learn language easily because it is part of their
natural development (Zacharias, 2010).
In teaching young learners, students’ interest should arise when
they learn new language. Schindler (2006), cited in Sad (2010), highlighted that
the main aim of early language education should be to hook students when they
are young and keep them interested in learning English for their future. Moreover,
Shinde and Karekatti (2012) claimed that many people believe that starting
English as early as possible helps children to develop English in more systematic
4
way in the future. Furthermore, they also believe that children are faster than
adults in learning English and they can learn English well with their own style
(Shinde and Karekatti, 2012).
The students’ interest to learn new language can influence the
students’ attitudes when they learn the language. Cameron (2001), cited in Sad
(2010), emphasized that children are born with a natural interest for learning and
their desire to learn should be full when they begin school. Thus, positive
impressions and attitudes with regard to early language learning experiences are
likely to fuel the learners’ desire for further language learning (Sad, 2010).
Because as Donryei (2001) and Schindler (2006), cited in Sad (2010), stated that
if children’s first experience of learning English is unpleasant, they may grow up
with powerfully negative feelings towards the language.
Teaching English to young learners gave some benefits for
students’ future. Thus, especially parents want their children to learn English as
early as possible so that they get benefit from English for their academic and
business career in the future (Sad, 2010). As Su (2006) stated that many people
believed that the earlier children start to learn English, as in primary school level,
the higher level of proficiency they will achieve. Moreover, Su (2006) stated that
students can develop English competency by learning English starting from
primary school level before they enter secondary schools to continue to study
English.
Considering the benefits of learning English then English is taught
as a Foreign Language or Second Language in many countries starting from
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young children, mostly in primary level. As Shinde and Karekatti (2012) stated,
“primary education is the foundation on which the development of every citizen
and the nation as a whole built on.”
Gordon (2007) stated, “the optimal age to learn a second language
is from 6 years to pre-puberty.” So, learning English as a foreign language or a
second language is very effective when it starts from primary school because at
that age an area of the brain goes through a period of intense growth so they can
easily be taught (Gordon, 2007).
Relevant Research Findings
Although there will be 2013 curriculum which excludes English
from school subjects in Elementary School level, but many researchers
recommend that it is good for children to learn English starting from Elementary
School level. Some research findings showed that the implementation of English
lesson in Elementary School level received positive responses from many people.
Most of the findings showed positive perceptions about learning English (Wu,
2010). For example, the students viewed English as an easy language and they
agreed that it was very important to learn English. As Jong and Norton (2002),
cited in Su (2006) stated, some findings indicated that 90% of the teachers agreed
that it was necessary to teach English in Elementary Schools.
The implementation of English lesson in Elementary School level
also gained positive opinions from many people. Maherzi (2011) found that
English was implemented from primary school level in order to increase students’
6
proficiency level. Shih & Chu (1999), cited in Wang (2008), also showed that
there are three main goals of English education at primary school level. The goals
were English education would be able to cultivate students’ basic communicative
capacity in English, to cultivate students’ motivation and interest in learning
English, and to increase students’ multi-cultural knowledge and awareness since
they are in primary school level.
The attitude and motivation of children who studied English in
primary schools also increased. As Katsuyama, Nishigaki and Wang (2008), cited
in Sad (2010), found in their research with 1466 Elementary School children in
Japan that children who took English lessons in Elementary School had good
attitudes and motivation towards learning English than the children who did not
learn English in primary level. Some findings also indicated that learners had
strong motivations for learning English (Wu, 2010).
Grammar translation method was still used in teaching English.
Some researchers found that most English learning still did not increase students’
proficiency level and communicative skills yet. It was because they found that
grammar translation method still exist and is commonly used rather than CLT
(Communicative Language Teaching) or CLL (Communicative Language
Learning) method (Su, 2006).
Consequently, as Ma (2010) stated that some researchers found that
students prefered more to this traditional grammar translation method. They also
judged the usefulness of language activities because they were more resistant to
participate in communicative activities selected by teachers for the study.
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As Gordon (2007) stated that based on the particular brain mapping
study, the optimal age to learn a second language is from six years to pre-puberty,
about six until 12 years old, where children in primary school level.
Based on the discussion above, question for this study was, What
are teachers’ and students’ perceptions toward learning English in SD Negeri 1
Baturagung? Therefore, the purpose of this study was therefore to describe the
teachers’ and students’ perceptions toward learning English in SD Negeri 1
Baturagung. The results of this study could be useful for teachers, especially for
EFL teachers to know the perceptions of other teachers and the students. EFL
teacher may get the benefits from knowing the students’ perceptions that may
affect their teaching. So by knowing it, the EFL teachers and other teachers could
improve the quality of teaching in order to produce better learners. It could also be
useful for students to know their perceptions as guidelines when they study
English in higher level. In addition, the results of this study may suggest other
questions for further research about the motivations and attitudes of the students
toward English learning in Elementary school level. It also may stimulate further
research about perceptions toward English learning.
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The Study
Method of Research
This study was conducted in a primary school that located in
Baturagung village, subdistrict Gubug, Grobogan Regency, Central Java. The
school had two-hour English classes for fourth grade to sixth grade students in a
week. This study was about teachers’ and students’ perceptions toward learning
English in an Elementary School and descriptive method was used to describe
teachers’ and students’ perceptions toward learning English in the school.
Participants
There were four teachers who participated in this study. The
teachers were one English teacher who was 24 years old. She had taught English
in this school for about one year. The other teachers taught fourth grade to sixth
grade students in this school, who were about 30 to 50 years old. They had taught
in this school for about 10 to 15 years, so they knew their students.
Besides teachers, this study also involved students as participants.
There were thirty students from fourth to sixth grade students, who were about 10
to 12 years old. They were randomly selected from the list given by the teachers
with ten students from each class. They lived in Baturagung village and had
studied English for about 1 to 3 years.
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Research Instrument
This study used a semi structured interview and close-ended
questionnaire to collect the data. The interview questions were used and
developed for teacher participants to collect data or information related to their
perceptions toward learning English in the school.
Besides interview, a four-point Likert scale questionnaire was
developed for student participants. The students were asked to answer each item
by choosing a number from 1 (strongly disagree) to 4 (strongly agree). The
questionnaire contained 15 statements with four options related to their
perceptions toward learning English. This close-ended questionnaire was used to
obtain data or information related to their perceptions toward learning English.
Data Collection
The data from teachers and students participants were collected
outside school hours. Firstly, thirty students from fourth to sixth grade students
participated to answer the close-ended questionnaire by choosing the options
provided. They were randomly selected with ten students from each class. Each of
them was given the questionnaire and I helped them if they did not understand the
statements in the questionnaire. Secondly, in the following week, the teacher
participants participated in semi-structured interview to obtain information related
to their perceptions toward learning English in the school. I used audio recording
to collect data from the interview.
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Data Analysis
Analysis of Interview
Interviews with the teacher participants were conducted on March
2, 2013, outside school hours. The interview was conducted with four
participants; an English teacher, one fourth grade teacher, one fifth grade teacher,
and one sixth grade teacher. The analysis of data for the interview was divided
into six themes as the following:
a.
The introduction of English lesson in Elementary School
b.
The background of the implementation of English lesson in Elementary
School
c.
When to introduce English lesson in Elementary School
d.
The focus of English lesson in SD Negeri 1 Baturagung.
e.
Things that should be improved in English lessons.
f.
Benefits of learning English.
Analysis of Questionnaire
The close-ended questionnaire for student participants was
conducted on February 16, 2013, outside school hours. The participants were
thirty students from grade four to six with ten students from each class. The
analysis of data for the questionnaire was divided into three themes such as the
following:
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a.
Students’ perceptions toward English lesson, statements number 1 to 5.
b.
Students’ attitudes toward English lesson, statements number 6 to 12.
c.
Students’ motivation toward English lesson, statements number 13 to 15.
Analysis and Discussion
Analysis of Interview
The data from the interviews with the teacher participants was
discussed based on its themes. The analysis of data from the interviews was
discussed based on the interview excerpts followed by analysis of the teachers’
comments.
a. The introduction of English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
the introduction of English lesson in Elementary School. The question asked to
the teachers was, What is your perception toward learning English in Elementary
School level. The English teacher and fourth grade teacher said that it was good to
introduce English lesson in Elementary School. They said,
(1)
In my opinion, it is a good way to introduce children to other language
besides Javanese or Indonesian language.
(2)
Learning English in Elementary School level is very good, because it can
be use as basic knowledge of English for children.
The fifth and sixth grade teachers agreed to the introduction of
English lesson in Elementary School. In the interview, they said,
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(3)
English learning in Elementary School level is needed in order to
introduce English as an international language for the first time.
(4)
It is good to learn English since children in Elementary School level.
Teachers’ perceptions toward the introduction of English lesson in
elementary school level were positive. They all said that it was good to introduce
English lesson to their students. They were all aware of the importance of English
for students’ future later. So according to the teachers, the policy to introduce
English lesson in elementary school level was good and useful for students.
The teachers’ perceptions above is in line with Wang’s (2008)
statement saying that many people become very aware of the importance of
English language education and improve English language proficiency of the
citizens in order to ensure that they are able to compete in this globalization era.
In another study, as Jong and Norton’s (2002), cited in Su (2006), stated that the
findings indicate that 90% of the teachers in Korea agreed that it is necessary to
teach English in Elementary Schools.
b. The background of the implementation of English lesson in Elementary
School.
The interview excerpts below show the teachers’ perceptions about
the background of the implementation of English lesson in Elementary School.
The question was, According to your opinion, why English lesson need to be
implemented from Elementary School level. The English teacher said that it was
13
used as a bridge for students before they get English lesson in High School later.
In the interview, she said,
(1)
In my opinion, it can be used as a bridge for students, so they will not
shocked to learn English in Junior High School later.
The fourth, fifth and sixth grade teachers had the same notion that
English lesson in Elementary School was used as the introduction and basic
knowledge for students before they have English lesson in the higher education.
(2)
English learning in Elementary School level is used as basic knowledge to
introduce English in Elementary School level.
(3)
The purpose of learning English in Elementary School level is to introduce
English as an international language to children.
(4)
In my opinion, English lesson in Elementary School level is needed, so
children can learn English at their early ages.
The teachers’ comments above show that they had positive
perceptions toward learning English in Elementary School level. They believed
that English lesson in Elementary School was used as introduction to the new
language, and it gave basic knowledge of English to their students. They also
believed that English should be introduced to the students as early as possible.
The teachers’ perceptions above is in line with Schindler’s (2006),
cited in Sad (2010), stating that the main aim of early language education should
be to hook students when they are young and keep them interested in learning
English for their future. The teachers’ perceptions also related with Shinde and
14
Karekatti’s (2012) statement, “Primary education is the foundation on which the
development of every citizen and the nation were built on.”
c. When to introduce English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
when to introduce English lesson in Elementary School. There were teachers’
perceptions toward the question, According to your opinion, in what class we
should introduce English lesson in Elementary School. The English teacher has
two perspectives about this case. In the interview, she said,
(1)
In my opinion, there are two possibilities. It depends on the environment
or situation. If the school is in a city and the environment supports it,
English can be taught from the first grade students. If it is located in a
village, English can be taught from the third or fourth grade students
because in the first grade, there are some students who still can not read
fluently, so I think they will get difficulties to learn new language.
The fourth and fifth grade teachers had the same opinion that
English should be learned from first grade students. In the interview, they said,
(2)
English can be taught from the first grade students to introduce English for
the first time, so they can learn about letter and how to pronounce them.
15
(3)
It can be taught from the first grade students, so they learn to read
Indonesian and English. By teaching English starts from the first grade
students, I think they can easily follow the English lesson in higher level.
The sixth grade teacher also had his own perspective about this
case, he thought that English lesson should be started from fourth grade students
because he saw the condition of the students. In the interview, he said,
(4)
In my opinion, English can be taught from the fourth grade students
because they can read fluently rather than the third grade students and
below. If students can not read fluently yet, they will get difficulties.
Their perceptions about when we should introduce English
depended on some factors, such as the condition of the school and the students.
Teachers believed that students could start learning English from the first grade
and fourth grade of Elementary School by considering to some factors, such as
school location and environment, reading ability and fluency. It was considered in
two aspects from school and students, the teachers should see first the condition
and situation of the school and the students before decided to introduce English to
students.
The teachers’ perceptions above is related with Shinde and
Karekatti’s (2012) statement saying that many people believe that starting English
as early as possible helps children to develop English in more systematic way in
future. Starting English lesson from Elementary School is appropriate because
they have mastered their first language or mother tongue and ready to learn
16
another language. As Gordon (2007) stated, “the optimal age to learn a second
language is from 6 years to pre-puberty.”
d. The focus of English lesson in SD Negeri 1 Baturagung.
The interview excerpts below show the teachers’ perceptions about
The focus of English lesson in SD Negeri 1 Baturagung. The question asked to the
teachers was, According to your opinion, is the English lesson in this school
focused in communication skills. The English teacher and fourth grade teacher
had the same opinions that English lesson in their school did not focus in
communication skill yet. In the interview, they said,
(1)
I think it is not focus on communication skills yet, because students still
get difficulties in pronunciation to communicate each other. Now, we still
focus on vocabulary and how to pronounce them first.
(2)
I think it is not yet focus on communication skills because we still
introduce English to children. In English lesson, students still mix English
with Indonesian or Javanese.
However, the fifth and sixth grade teachers also different from the
English teacher and fourth grade teacher. They said that their students had already
practiced communicate using English when they had English lessons, but they did
not really focus on communication skills yet because it still emphasized on
learning vocabulary and grammar. In the interview, they said,
(3)
I think we are not focus on it yet because students still learn vocabulary
first, but if it is possible, they will communicate each other if they can.
17
(4)
I think it is not focus on communication skills yet because they still learn
about
grammar.
Actually,
students
have
already
practiced
in
communication using English, but it is not really focus on communication
skills yet.
As we see above, teachers believed that the English lesson in their
school did not focus in communication skills yet, because students still learn
about grammar and vocabulary. English teacher also believed that to focus in
communication, they thought that their students felt difficult if the English teacher
focused in communication skills, because they had difficulties in pronunciation.
Beside that, they also believed that English lessons in Elementary School level
was used as introduction and they still used Javanese language. They also
believed that communication skill materials were difficult for students, so they did
not focus in communication skill yet.
In another study, Su’s (2006) showed that some researchers found
that most English lessons still don’t increase students’ proficiency level and
communicative skills yet because they found that grammar translation method still
existed and was commonly used in teaching English rather than CLT
(Communicative Language Teaching) or CLL (Communicative Language
Learning) method. Infact, they should consider to the purpose of communicative
competence in teaching English (Su, 2006).
18
e. Things that should be improved in English lessons.
The interview excerpts below show the teachers’ perceptions about
the things that should be improved in English lessons. The question was, What are
the things that should be improved for English lesson in this school. The English
teacher’s opinion about this questions is that students’ interest or motivation and
equipments for teaching English should be improved. In the interview, she said,
(1)
Things that should be improved is students’ interest toward English lesson
because there are some students who did not pay attention on it, so I think
if they have been interested in it, the teaching learning of English will
work well. Beside that, teaching equipments also should be improved.
The fourth, fifth and sixth grade teachers had the same perspective
that the materials for English lessons should be improved. In the interview, they
said,
(2)
For English learning in Elementary School level, there is a need to practice
communication using English among students.
(3)
I think there should be practice communication using English among
students. Beside that, vocabulary and grammar materials also should be
improved.
(4)
I think things that should be improved for the future is if students have
already mastered vocabulary and grammar, the English teacher can try to
involve communication materials for sixth grade students, but it is not the
main purpose of teaching English.
19
The fourth, fifth, and sixth grade teachers believed that the
materials for English lessons should be improved, especially for the
communication skills. They were very aware of the importance of English for
communication, so they believed that based on the development of their study,
students can learn to communicate in English in higher classes, so the materials
given should not only about grammar and vocabulary, but it should also combine
with conversation materials to increase students communication skills.
As the English teacher stated above that students’ interest should be
improved because it really influenced the teaching learning process. The English
teacher’s perception above is in line with Cameron’s (2001) statement as cited in
Sad (2010) which emphasizes that children are born with a natural interest for
learning and their desire to learn should be full when they begin school. It was
related with the English teacher’s opinion because students’ interest should be
improved when they learned English since in Elementary School level.
The fourth, fifth, and sixth grade teachers’ perceptions above are
also related with Shih & Chu’s (1999) statement, cited in Wang (2008), pointing
out that there were three main goals of English education at primary school level.
The goals were to cultivate students’ basic communicative in English, to cultivate
students’ motivation and interest in learning English, and to increase students’
multi-cultural knowledge and awareness since they were in primary school level.
20
f. Benefits of learning English.
The interview excerpts below show the teachers’ perceptions about
benefits of learning English for their students. The question asked to the teachers
was, According to your opinion, what are the benefits of learning English for your
students in this globalization era. The English teacher stated that English lesson
was very useful for the future. In the interview, she said,
(1)
In my opinion, English is very useful because students learn a new
language besides Indonesian and Javanese language. Nowadays, almost all
things used English, so students need to learn English and they should be
able to use English.
The fourth, fifth and sixth grade teachers have the same
perspectives that English was very important to learn in this globalization era and
it was very useful for the future. In the interview, they said,
(2)
English is very important because Elementary School students can know
English as an international language in this globalization era, and they can
continue study English more in Junior High School later.
(3)
The benefit is to follow the development of technology because now all
things are using English, such as computer,
(4)
English is very useful for students’ future, especially for students who will
continue study or work in abroad which need English to communicate with
other people.
21
Overall, the teachers believed that English gave some benefits for
their students. As they mentioned above that students learned new language that
would be very useful for their future and for higher education after graduated from
Elementary School. Besides that, teachers also believed that in this globalization
era, almost all the technology used English, so it was useful to learn English. They
also believed that English was important to learn if they would study or work in
abroad after they graduated from Elementary School.
Therefore, the policy to introduce English in Elementary School
was appropriate because it was very useful for students’ future. The teachers’
perceptions above is related to Ma’s (2010) statement saying that by learning
English since students in primary school level, they can have knowledge and
ability that can be useful in their future.
Analysis of Questionnaire
The data from the close-ended questionnaire from the student
participants were discussed based on its themes. The students’ responses were
important in this study because their perceptions also contributed to the English
teaching and learning in their school.
a. Students’ perceptions toward English lesson.
The chart presented below shows the students’ perceptions toward
English lesson. The chart shows the result from statements of the questionnaire
items, which are:
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1. I like an English lesson.
2. English is an easy lesson.
3. English is a fun lesson.
4. English is very important and useful for my future.
5. English is very useful to be learn to communicate with other people.
Students' perceptions toward English lesson
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
3.6
3.6
3.2
2.9
2.8
1
2
3
4
5
Statements
Table 1. Students’ perceptions toward English lesson.
Table 1 shows that the students’ perceptions toward English lesson
was pretty high. The highest score of students’ perceptions toward English lesson
was shown in statement number one and four. It indicated that they liked English
lesson and they also considered that English lesson very important and useful for
their future. However, the lowest score of students’ perceptions toward English
lesson was shown in statement number two. It indicated that they did not consider
English lesson easy. So, the result indicated that although students liked English
lesson and believed that it was very important and useful, they did not consider
that English lesson was easy.
23
Students perceptions toward English lesson was also related to Wu
(2010) statement saying that English as an international language is very
important for us to learn in this globalization era. This statement was related to the
students’ perceptions because as shown in score number four which is high, they
also indicated that English was very important which is in line with Wu’s
statement above.
b. Students’ attitudes toward English lesson.
The chart presented below shows the students’ attitudes toward
English lesson. The chart shows the result from statements of the questionnaire
items, which are:
6. I like to speak English
7. I like to read books that using English.
8. I like to watch films that using English.
9. I often communicate with friends using English.
10. I try to master English lesson.
11. I always pay atention when my English teacher teach English.
12. I ask my English teacher’s help if I found difficulties in learning English.
24
Students' attitudes toward English lesson
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
3.8
3.8
3.5
2.6
2.8
2.8
1.9
1
2
3
4
5
6
7
Statements
Table 2. Students’ attitudes toward English lesson.
Table 2 shows that students’ attitudes toward English lesson was
fair and good enough. The highest score of the students’ attitudes toward English
lesson was shown in statement number ten and eleven. It indicated that they tried
to master English lesson and always paid attentions when their teacher taught
English lessons. However, the lowest score of the students’ attitudes toward
English lesson was shown in statement number nine. It indicated that students
rarely used English in communicating with their friends. So, the result indicated
that although students tried to master English and always paid attention when they
studied English, they rarely used English for communication to other people.
The result underlying that positive impressions and attitudes with
regard to early language learning experiences are likely to fuel the learners’ desire
for further language learning (Sad, 2010). So, the result showed that students had
positive attitudes toward English lesson, such as paying attentions to the teacher
25
as shown in score number eleven, was good attitudes, which is in line with Sad’s
statement above. However, they did not use English to communicate to each
other.
c. Students’ motivation toward English lesson.
The chart presented below shows the students’ motivation toward
English lesson. The chart shows the result from the statements of questionnaire
items, which are:
13. I learn English because of my own intention.
14. I have improvements as long as I study English.
15. I will continue study English after I graduate from Elementary School.
Students' motivation toward English lesson
3.8
3.7
3.7
3.6
3.6
3.5
3.5
3.4
3.4
3.7
3.5
3.5
1
2
3
Statements
Table 3. Students’ motivation toward English lesson.
Table 3 shows that students’ motivation toward English lesson was
extremely high. The highest score of students’ motivation was shown in statement
26
number fifteen. It indicated that they believed to continue study English after
graduated from Elementary School later. The statement number thirteen and
fourteen also showed high score of students’ motivation toward English lesson. It
also indicated that students studied English with their own intention and gained
improvements since they studied English. So, the result showed that students had
strong motivation to learn English as it was their own intention. Moreover, the
result also indicated that they had improvements since they studied English and
they wanted to continue study English later.
Students’ motivation toward English lesson was related with
statement from Cameron (2001) cited in Sad (2010) emphasizing that children are
born with a natural interest for learning and their desire to learn should be full
when they begin school. The results of this study also indicated that students can
develop English competency by learning English starting from primary school
level, which begins to develop fluency before they enter secondary schools to
continue to study English (Su, 2006). Therefore, the findings about students’
motivation toward English lesson is in line with Cameron’s and Su’s statements
because it clearly shows that students’ motivation was pretty high. It was good
because it could motivate them to study English.
27
Conclusion and Recommendation
This study has produced some findings about teachers’ and
students’ perceptions toward learning English in Elementary School. To find the
data, a semi structured interview and close-ended questionnaire were used.
According to the research results from the interviews with the
teachers, their perceptions about the introduction of English lesson in Elementary
School were positive. They believed that English lesson in Elementary School is
as a bridge, basic knowledge, and introduction to new language for students.
The teachers hoped that the materials for communication skills
should be improved because they did not focus on it yet. The equipments for
teaching English and the students’ interest also should be improved. As revealed
from the interview with the teachers, students could get the benefits for their
future from learning English in Elementary School.
Additionally, as revealed from the questionnaire results toward
students’ perceptions of English lesson, they had positive responses toward
English lessons, positive attitudes while they were learning English, and also they
had high motivation to learn English.
Both teachers and students had favourable perceptions toward
learning English in Elementary School level. However, there are some areas
where the teacher of English needs to improve such as communication skills,
students’ interest, and teaching equipments.
28
Based on the conclusion, this study recommends that English
teacher should improve communication skills or communicative activities in
teaching English, so the students can practice English by communicating to each
other. Moreover, English teacher also should improve students’ interest and
equipments to teach English for students.
Along with the curriculum development, there will be 2013
curriculum which excludes English from school subjects in Elementary School
level. Considering this case, this study suggests that it is good to offer English
lesson in Elementary schools, as English is very important and useful for students’
future. Considering the results of this study, the teachers and students have
positive and favourable perceptions toward learning English in Elementary
School.
29
ACKNOWLEDGEMENT
Praise the Lord, I’m very thankful to Jesus Christ for His amazing
love and mercies that He gives to bless and strengthen me, also for His guidance
that helps me for completion of my thesis. I would like to express my sincere
gratitude to Mr. Gusti Astika as my thesis supervisor, for his big helps and
guidance so I can write my thesis appropriately. I also express my thankfulness to
Mrs. Martha Nandari as my thesis examiner, who also help and guide me for the
completion of my thesis. Moreover, I’m very thankful to my parents, who always
supports me with their prayer and advise, along for the completion of my thesis.
Thanks a bunch to Setyo Kristanto, who always strengthens me with prayer and
support. Overall, I’m very thankful to all lecturers, staffs, and friends for sharing
our knowledges and experiences for about this four years in English Department.
30
REFERENCES
Bardakci, M. (2011). Teaching young learner English through language teacing
materials. e-Journal of New World Sciences Academy , 6 (2), 289-295.
Gordon, T. (2007). Teaching young children a second language. London: Preager
Publisher.
Harwati, L. (2012). World Englishes: Threat or opportunity for Indonesian?. SinoUS English Teaching , 9 (1), 872-877.
Ma, A. (2010). Do teachers reap what they sow? – A study of young ESL
learners’ perception of what is learned in an English lesson. Asian EFL
Journal , 15 (2), 184-204.
Maherzi, S. (2011). Perceptions of classroom climate and motivation to study
English in Saudi Arabia: Developing a questionnaire to to measure
perceptions and motivation. Electronic Journal of Research in Educational
Psychology , 9 (2), 765-798.
Mustafa. (2011). Teaching English in unified-classroom primary schools: A case
study. Elementary Education Online , 10 (3), 1138-1147.
Nasr, R. (1972). Teaching and learning English. London : Longman Group
Limited.
Sad, S. (2010). Theory–practice dichotomy: Prospective teachers' evaluations
about teaching English to young learners. Journal of Language and
Linguistic Studies , 6 (2), 22-53.
Shinde, M. & Karekatti, T. (2012). Pre-service teachers’ belief about teaching
English to primary school children. International Journal of Instruction , 5
(1), 69-86.
Su, Y. (2006). EFL teachers’ perceptions of English language policy at the
elementary levelin Taiwan. Educational Studies , 32 (3), 265–283.
Wang, W. (2008). Teaching English to Young Learners in Taiwan: Issues Relating
to Teaching, Teacher Education, Teaching Materials and Teacher
Perspectives. Taiwan: University of Waikato.
Wu, H. (2010). Beliefs about learning English: A study of non-English majors
from a University in Taiwan. The International Journal of Learning , 17
(4), 165-178.
31
Yaman, S. (2012). Students’ belief in language learning: Area and gender
variables of study. e-Journal of New World Sciences Academy , 7 (2), 8392.
Zakharias, N. (2010). Issues of TEYL in Indonesian and what parent can do about
it. Indonesian Journal of English Language Teaching , 6 (2), 75-88.
32
APPENDIX A
Interview Questions for teacher participants.
Terima kasih atas kesediaan Bapak/Ibu yang telah meluangkan waktu dan
bersedia membagi pengetahuan dalam penyusunan skripsi saya. Jadi saya sedang
menyusun skripsi dengan judul Teachers’ and Students’ Perceptions toward
Learning English in SD Negeri 1 Baturagung, oleh karena itu saya mempunyai
beberapa pertanyaan mengenai pembelajaran Bahasa Inggris di sekolah ini.
1.
Bapak/Ibu mengajar kelas berapa?
2.
Mata pelajaran apa yang Bapak/Ibu ajarkan?
3.
Apa pendapat Bapak/Ibu mengenai pembelajaran Bahasa Inggris di tingkat
SD?
4.
Menurut pendapat Bapak/Ibu, mengapa pembelajaran Bahasa Inggris perlu
diterapkan mulai di tingkat SD?
5.
Menurut pendapat Bapak/Ibu, mulai kelas berapa seharusnya Bahasa Inggris
diajarkan di tingkat SD?
6.
Menurut pendapat Bapak/Ibu, apakah pembelajaran Bahasa Inggris di sekolah
ini berfokus pada penerapan keterampilan siswa dalam berkomunikasi?
7.
Menurut pendapat Bapak/Ibu, apa yang perlu ditingkatkan dari pembelajaran
Bahasa Inggris di sekolah ini?
8.
Menurut pendapat Bapak/Ibu, apa manfaat Bahasa Inggris bagi siswa-siswi
Bapak/Ibu di era globalisasi ini?
33
APPENDIX B
Close-ended questionnaire for student participants.
Nama :
Kelas :
Siswa-siswi,
Daftar pernyataan di bawah ini mendeskripsikan tentang pendapatmu terhadap
pembelajaran Bahasa Inggris. Saya akan sangat berterimakasih jika kamu bersedia
menjawab daftar pernyataan ini, karena menurut saya ini akan sangat berguna
dalam meningkatkan proses belajar mengajar Bahasa Inggris. Silahkan mengisi
daftar pernyataan di bawah ini dengan jujur. Terimakasih atas kerjasamanya.
Bacalah setiap pernyataan di bawah ini, kemudian berilah tanda centang (V) pada
kolom yang tersedia jika kamu :
1. Sangat tidak setuju
2. Tidak Setuju
3. Setuju
4. Sangat setuju
NO
PERNYATAAN
1
Saya menyukai pelajaran Bahasa Inggris
2
Bahasa Inggris adalah pelajaran yang mudah
3
Bahasa Inggris adalah pelajaran yang menyenangkan
4
Bahasa Inggris sangat penting dan bermanfaat untuk
masa depan saya
34
1
2
3
4
5
Bahasa Inggris sangat penting dipelajari untuk
berkomunikasi dengan orang lain
6
Saya suka berbicara dalam Bahasa Inggris
7
Saya suka membaca buku-buku yang menggunakan
Bahasa Inggris
8
Saya suka menonton film yang menggunakan Bahasa
Inggris
9
Saya
sering
bercakap-cakap
dengan
teman
menggunakan Bahasa Inggris
10
Saya berusaha untuk dapat menguasai pelajaran
Bahasa Inggris
11
Saya selalu memperhatikan saat guru mengajar
Bahasa Inggris
12
Saya minta bantuan kepada guru jika mengalami
kesulitan dalam belajar Bahasa Inggris
13
Saya belajar Bahasa Inggris karena keinginan diri
saya sendiri
14
Saya mengalami peningkatan selama belajar Bahasa
Inggris
15
Saya akan melanjutkan belajar Bahasa Inggris lebih
dalam lagi setelah saya lulus SD
35
APPENDIX C
Students
ID
Statements
1
2
3
4
5
6
7
8
9
Student 1
4
2
4
3
3
2
3
2
2
4
4
4
3
3
3
Student 2
4
3
3
4
2
4
3
4
1
4
4
4
2
4
3
Student 3
4
3
3
4
3
2
2
3
3
4
4
4
3
3
4
Student 4
4
2
3
3
3
2
1
4
1
4
4
4
4
4
4
Student 5
4
3
3
4
4
3
3
3
2
4
4
3
2
4
4
Student 6
4
3
4
4
4
3
4
2
2
4
4
3
4
4
4
Student 7
4
3
3
4
4
3
4
4
3
4
4
4
4
4
4
Student 8
4
3
3
3
2
3
3
2
1
4
3
4
4
3
4
Student 9
4
2
3
3
3
2
1
4
1
4
4
4
4
4
4
Student10
4
2
3
3
3
2
1
4
3
4
4
4
4
4
4
Student11
3
4
3
4
2
2
3
3
2
4
3
3
4
4
3
Student12
3
3
4
3
2
3
3
2
2
4
4
3
3
3
4
Student13
3
3
3
3
2
3
3
2
2
3
3
3
4
3
4
Student14
3
2
3
4
3
2
3
2
2
4
3
3
3
3
4
Student15
3
3
3
3
3
2
3
2
3
3
4
3
3
3
4
Student16
4
3
4
4
2
4
3
1
2
4
4
2
3
4
3
Student17
4
3
3
4
2
3
3
2
2
3
4
3
3
4
3
Student18
3
2
3
4
3
2
3
2
2
4
4
3
4
3
4
Student19
4
3
3
4
3
4
4
4
3
4
4
4
4
4
4
Student20
3
3
3
3
3
3
2
2
2
3
4
4
3
4
3
Student21
4
3
3
4
2
2
3
2
2
4
4
4
3
4
3
Student22
4
3
4
4
3
2
3
4
2
4
3
4
4
4
4
Student23
4
3
3
4
3
3
3
4
2
4
3
4
3
3
4
Student24
3
3
2
4
1
1
2
1
1
4
4
4
4
3
4
Student25
3
2
3
3
3
4
2
4
2
4
3
3
3
3
3
Student26
3
3
4
4
3
3
3
4
2
4
4
3
3
3
4
Student27
3
3
3
4
4
2
3
4
2
4
4
3
4
3
4
Student28
3
3
4
3
3
2
4
2
1
3
4
3
4
3
3
Student29
4
3
4
4
4
2
3
2
1
4
4
4
4
4
4
Student30
3
2
3
4
4
3
3
4
2
4
4
3
4
3
4
Sum
107
83
97
109
86
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Rutvita Ayu Luhuringtyas
112009060
Approved by:
Dra. Martha Nandari, M.A.
Prof. Dr. Gusti Astika, M.A.
Supervisor
Examiner
ii
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 materials
previously published or written by any other person except where due reference is
made in the text.
Copyright@2013. Rutvita Ayu Luhuringtyas and Prof. Dr. Gusti Astika, M.A.
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.
Rutvita Ayu Luhuringtyas:
iii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name:
Rutvita Ayu Luhuringtyas
Student ID Number: 112009060
Study Program:
Pendidikan Bahasa Inggris
Faculty:
Faculty of Language and Literature
Kind of Work:
Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
Teachers’ and Students’ Perceptions toward Learning English in SD
Negeri 1 Baturagung
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in: Salatiga
Date
:
Verified by signee,
Rutvita Ayu Luhuringtyas
Approved by
Thesis Supervisor
Thesis Examiner
Prof. Dr. Gusti Astika, M.A.
Dra. Martha Nandari, M.A
iv
TEACHERS’ AND STUDENTS’ PERCEPTIONS
TOWARD LEARNING ENGLISH
IN SD NEGERI 1 BATURAGUNG
Rutvita Ayu Luhuringtyas
Abstract
Teaching English to young learners is very important and useful in the
globalization era. Nowadays, many schools offer English as a school subject
beginning from Elementary Schools. This study aimed to describe teachers’ and
students’ perceptions toward learning English in an Elementary School. A semi
structured interview was used to collect data from four teacher participants and a
close-ended questionnaire was used to collect data from thirty student participants
in an Elementary School in Central Java. A descriptive method was used to
describe the results from the two groups of participants, and it was found that the
teachers had positive perceptions toward learning English in the school. The
students also had positive perceptions, attitudes, and motivation toward learning
English. The results of this study suggest that English learning in Elementary
School should be improved so that students get the benefits from learning English.
Keywords: Teaching English to young learners, learning English, perceptions.
Introduction
English as an international language is very important to learn in
this globalization era (Wu, 2010). English is used throughout the world and it is
accessible because global information is mostly delivered using English through
1
media, such as television and internet (Harwati, 2012). By learning English,
learners have the knowledge and they can understand new expressions that are
acceptable for other speakers of that language. So, learners can have the ability to
use and to understand English to communicate with others (Nasr, 1972).
Learning English as a foreign language can make learners able to
understand and use the expressions that they need. In order to use the language,
learners have to understand the language first (Nasr, 1972). In addition, by
learning English, learners can have knowledge about English and can
communicate with other people using English, so it can be very useful for them in
the future (Nasr, 1972).
Due to the fact that it was very important to learn English,
nowadays, English education was implemented as one of a subject in schools. As
Butler (2004), cited in Su (2006) stated that in response to the growing needs for
appropriate English communication in EFL courses, various countries, including
many East Asian countries, have introduced English in schools. For example,
countries such as Korea, Taiwan and Japan have begun to introduce English at the
Elementary School level (Su, 2006).
In the case of learning English in Indonesia, however, teachers and
students must have different perceptions toward learning English. Moreover,
related to the teaching of English, the method of teaching it and the perceptions of
teachers and students need to be investigated. Therefore, the purpose of this study
was to find teachers’ and students’ perceptions toward learning English in an
Elementary School. The main research question of this study was, What are
2
teachers’ and students’ perceptions toward learning English? It is necessary to
find teachers’ and students’ perceptions toward learning English in an Elementary
School because their perceptions can affect their learning process, especially for
students. With the consideration above, the goal of this study was to describe the
teachers’ and students’ perceptions toward learning English.
Literature Review
Nowadays, English education is needed since it is used by many
people throughout the world. As Crystal (2000), cited in Su (2006), stated that
English has increasingly become the international language for business, science,
technology, entertainment and sports so she estimated that one-quarter of the
world’s population uses English as a first, second or foreign language. Along with
the increasing need in learning foreign languages, most people want to learn a
foreign language, and most parents want their children to learn a foreign language,
especially English, at early ages (Bardakci, 2011).
Wang (2008) stated that English become increasingly important in
the world. Hence, many people become very aware of the importance of English
language education and improve English language proficiency of the citizens in
order to ensure that they are able to compete in this globalization era (Wang,
2008).
3
Teaching English to Young Learners
Considering the importance of English, nowadays many schools
start teaching it to children. Harmer (2007), cited in Sad (2010), said that teaching
English to young learners is popular because English is a common language used
for communication between two peoples whose languages are different.
Moreover, the belief that “younger is better” and children learn much more
quickly and efficiently as they are in critical period underline that English
education start from young children (Sad, 2010).
There were some factors that sustained the introduction of English
to young children. Gordon (2007) emphasized that children can be taught and they
learn easily because they learn language instinctively and naturally so they can
easily produce the language. As Chomsky (1960), cited in Gordon (2007), said
that children have no difficulty in producing grammatically correct sentences that
they have not heard. Lenneberg (1960), cited in Gordon (2007), also hypothesized
that human language ability is innate, so learning language from young children is
effective. In other words, children learn language easily because it is part of their
natural development (Zacharias, 2010).
In teaching young learners, students’ interest should arise when
they learn new language. Schindler (2006), cited in Sad (2010), highlighted that
the main aim of early language education should be to hook students when they
are young and keep them interested in learning English for their future. Moreover,
Shinde and Karekatti (2012) claimed that many people believe that starting
English as early as possible helps children to develop English in more systematic
4
way in the future. Furthermore, they also believe that children are faster than
adults in learning English and they can learn English well with their own style
(Shinde and Karekatti, 2012).
The students’ interest to learn new language can influence the
students’ attitudes when they learn the language. Cameron (2001), cited in Sad
(2010), emphasized that children are born with a natural interest for learning and
their desire to learn should be full when they begin school. Thus, positive
impressions and attitudes with regard to early language learning experiences are
likely to fuel the learners’ desire for further language learning (Sad, 2010).
Because as Donryei (2001) and Schindler (2006), cited in Sad (2010), stated that
if children’s first experience of learning English is unpleasant, they may grow up
with powerfully negative feelings towards the language.
Teaching English to young learners gave some benefits for
students’ future. Thus, especially parents want their children to learn English as
early as possible so that they get benefit from English for their academic and
business career in the future (Sad, 2010). As Su (2006) stated that many people
believed that the earlier children start to learn English, as in primary school level,
the higher level of proficiency they will achieve. Moreover, Su (2006) stated that
students can develop English competency by learning English starting from
primary school level before they enter secondary schools to continue to study
English.
Considering the benefits of learning English then English is taught
as a Foreign Language or Second Language in many countries starting from
5
young children, mostly in primary level. As Shinde and Karekatti (2012) stated,
“primary education is the foundation on which the development of every citizen
and the nation as a whole built on.”
Gordon (2007) stated, “the optimal age to learn a second language
is from 6 years to pre-puberty.” So, learning English as a foreign language or a
second language is very effective when it starts from primary school because at
that age an area of the brain goes through a period of intense growth so they can
easily be taught (Gordon, 2007).
Relevant Research Findings
Although there will be 2013 curriculum which excludes English
from school subjects in Elementary School level, but many researchers
recommend that it is good for children to learn English starting from Elementary
School level. Some research findings showed that the implementation of English
lesson in Elementary School level received positive responses from many people.
Most of the findings showed positive perceptions about learning English (Wu,
2010). For example, the students viewed English as an easy language and they
agreed that it was very important to learn English. As Jong and Norton (2002),
cited in Su (2006) stated, some findings indicated that 90% of the teachers agreed
that it was necessary to teach English in Elementary Schools.
The implementation of English lesson in Elementary School level
also gained positive opinions from many people. Maherzi (2011) found that
English was implemented from primary school level in order to increase students’
6
proficiency level. Shih & Chu (1999), cited in Wang (2008), also showed that
there are three main goals of English education at primary school level. The goals
were English education would be able to cultivate students’ basic communicative
capacity in English, to cultivate students’ motivation and interest in learning
English, and to increase students’ multi-cultural knowledge and awareness since
they are in primary school level.
The attitude and motivation of children who studied English in
primary schools also increased. As Katsuyama, Nishigaki and Wang (2008), cited
in Sad (2010), found in their research with 1466 Elementary School children in
Japan that children who took English lessons in Elementary School had good
attitudes and motivation towards learning English than the children who did not
learn English in primary level. Some findings also indicated that learners had
strong motivations for learning English (Wu, 2010).
Grammar translation method was still used in teaching English.
Some researchers found that most English learning still did not increase students’
proficiency level and communicative skills yet. It was because they found that
grammar translation method still exist and is commonly used rather than CLT
(Communicative Language Teaching) or CLL (Communicative Language
Learning) method (Su, 2006).
Consequently, as Ma (2010) stated that some researchers found that
students prefered more to this traditional grammar translation method. They also
judged the usefulness of language activities because they were more resistant to
participate in communicative activities selected by teachers for the study.
7
As Gordon (2007) stated that based on the particular brain mapping
study, the optimal age to learn a second language is from six years to pre-puberty,
about six until 12 years old, where children in primary school level.
Based on the discussion above, question for this study was, What
are teachers’ and students’ perceptions toward learning English in SD Negeri 1
Baturagung? Therefore, the purpose of this study was therefore to describe the
teachers’ and students’ perceptions toward learning English in SD Negeri 1
Baturagung. The results of this study could be useful for teachers, especially for
EFL teachers to know the perceptions of other teachers and the students. EFL
teacher may get the benefits from knowing the students’ perceptions that may
affect their teaching. So by knowing it, the EFL teachers and other teachers could
improve the quality of teaching in order to produce better learners. It could also be
useful for students to know their perceptions as guidelines when they study
English in higher level. In addition, the results of this study may suggest other
questions for further research about the motivations and attitudes of the students
toward English learning in Elementary school level. It also may stimulate further
research about perceptions toward English learning.
8
The Study
Method of Research
This study was conducted in a primary school that located in
Baturagung village, subdistrict Gubug, Grobogan Regency, Central Java. The
school had two-hour English classes for fourth grade to sixth grade students in a
week. This study was about teachers’ and students’ perceptions toward learning
English in an Elementary School and descriptive method was used to describe
teachers’ and students’ perceptions toward learning English in the school.
Participants
There were four teachers who participated in this study. The
teachers were one English teacher who was 24 years old. She had taught English
in this school for about one year. The other teachers taught fourth grade to sixth
grade students in this school, who were about 30 to 50 years old. They had taught
in this school for about 10 to 15 years, so they knew their students.
Besides teachers, this study also involved students as participants.
There were thirty students from fourth to sixth grade students, who were about 10
to 12 years old. They were randomly selected from the list given by the teachers
with ten students from each class. They lived in Baturagung village and had
studied English for about 1 to 3 years.
9
Research Instrument
This study used a semi structured interview and close-ended
questionnaire to collect the data. The interview questions were used and
developed for teacher participants to collect data or information related to their
perceptions toward learning English in the school.
Besides interview, a four-point Likert scale questionnaire was
developed for student participants. The students were asked to answer each item
by choosing a number from 1 (strongly disagree) to 4 (strongly agree). The
questionnaire contained 15 statements with four options related to their
perceptions toward learning English. This close-ended questionnaire was used to
obtain data or information related to their perceptions toward learning English.
Data Collection
The data from teachers and students participants were collected
outside school hours. Firstly, thirty students from fourth to sixth grade students
participated to answer the close-ended questionnaire by choosing the options
provided. They were randomly selected with ten students from each class. Each of
them was given the questionnaire and I helped them if they did not understand the
statements in the questionnaire. Secondly, in the following week, the teacher
participants participated in semi-structured interview to obtain information related
to their perceptions toward learning English in the school. I used audio recording
to collect data from the interview.
10
Data Analysis
Analysis of Interview
Interviews with the teacher participants were conducted on March
2, 2013, outside school hours. The interview was conducted with four
participants; an English teacher, one fourth grade teacher, one fifth grade teacher,
and one sixth grade teacher. The analysis of data for the interview was divided
into six themes as the following:
a.
The introduction of English lesson in Elementary School
b.
The background of the implementation of English lesson in Elementary
School
c.
When to introduce English lesson in Elementary School
d.
The focus of English lesson in SD Negeri 1 Baturagung.
e.
Things that should be improved in English lessons.
f.
Benefits of learning English.
Analysis of Questionnaire
The close-ended questionnaire for student participants was
conducted on February 16, 2013, outside school hours. The participants were
thirty students from grade four to six with ten students from each class. The
analysis of data for the questionnaire was divided into three themes such as the
following:
11
a.
Students’ perceptions toward English lesson, statements number 1 to 5.
b.
Students’ attitudes toward English lesson, statements number 6 to 12.
c.
Students’ motivation toward English lesson, statements number 13 to 15.
Analysis and Discussion
Analysis of Interview
The data from the interviews with the teacher participants was
discussed based on its themes. The analysis of data from the interviews was
discussed based on the interview excerpts followed by analysis of the teachers’
comments.
a. The introduction of English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
the introduction of English lesson in Elementary School. The question asked to
the teachers was, What is your perception toward learning English in Elementary
School level. The English teacher and fourth grade teacher said that it was good to
introduce English lesson in Elementary School. They said,
(1)
In my opinion, it is a good way to introduce children to other language
besides Javanese or Indonesian language.
(2)
Learning English in Elementary School level is very good, because it can
be use as basic knowledge of English for children.
The fifth and sixth grade teachers agreed to the introduction of
English lesson in Elementary School. In the interview, they said,
12
(3)
English learning in Elementary School level is needed in order to
introduce English as an international language for the first time.
(4)
It is good to learn English since children in Elementary School level.
Teachers’ perceptions toward the introduction of English lesson in
elementary school level were positive. They all said that it was good to introduce
English lesson to their students. They were all aware of the importance of English
for students’ future later. So according to the teachers, the policy to introduce
English lesson in elementary school level was good and useful for students.
The teachers’ perceptions above is in line with Wang’s (2008)
statement saying that many people become very aware of the importance of
English language education and improve English language proficiency of the
citizens in order to ensure that they are able to compete in this globalization era.
In another study, as Jong and Norton’s (2002), cited in Su (2006), stated that the
findings indicate that 90% of the teachers in Korea agreed that it is necessary to
teach English in Elementary Schools.
b. The background of the implementation of English lesson in Elementary
School.
The interview excerpts below show the teachers’ perceptions about
the background of the implementation of English lesson in Elementary School.
The question was, According to your opinion, why English lesson need to be
implemented from Elementary School level. The English teacher said that it was
13
used as a bridge for students before they get English lesson in High School later.
In the interview, she said,
(1)
In my opinion, it can be used as a bridge for students, so they will not
shocked to learn English in Junior High School later.
The fourth, fifth and sixth grade teachers had the same notion that
English lesson in Elementary School was used as the introduction and basic
knowledge for students before they have English lesson in the higher education.
(2)
English learning in Elementary School level is used as basic knowledge to
introduce English in Elementary School level.
(3)
The purpose of learning English in Elementary School level is to introduce
English as an international language to children.
(4)
In my opinion, English lesson in Elementary School level is needed, so
children can learn English at their early ages.
The teachers’ comments above show that they had positive
perceptions toward learning English in Elementary School level. They believed
that English lesson in Elementary School was used as introduction to the new
language, and it gave basic knowledge of English to their students. They also
believed that English should be introduced to the students as early as possible.
The teachers’ perceptions above is in line with Schindler’s (2006),
cited in Sad (2010), stating that the main aim of early language education should
be to hook students when they are young and keep them interested in learning
English for their future. The teachers’ perceptions also related with Shinde and
14
Karekatti’s (2012) statement, “Primary education is the foundation on which the
development of every citizen and the nation were built on.”
c. When to introduce English lesson in Elementary School.
The interview excerpts below show the teachers’ perceptions about
when to introduce English lesson in Elementary School. There were teachers’
perceptions toward the question, According to your opinion, in what class we
should introduce English lesson in Elementary School. The English teacher has
two perspectives about this case. In the interview, she said,
(1)
In my opinion, there are two possibilities. It depends on the environment
or situation. If the school is in a city and the environment supports it,
English can be taught from the first grade students. If it is located in a
village, English can be taught from the third or fourth grade students
because in the first grade, there are some students who still can not read
fluently, so I think they will get difficulties to learn new language.
The fourth and fifth grade teachers had the same opinion that
English should be learned from first grade students. In the interview, they said,
(2)
English can be taught from the first grade students to introduce English for
the first time, so they can learn about letter and how to pronounce them.
15
(3)
It can be taught from the first grade students, so they learn to read
Indonesian and English. By teaching English starts from the first grade
students, I think they can easily follow the English lesson in higher level.
The sixth grade teacher also had his own perspective about this
case, he thought that English lesson should be started from fourth grade students
because he saw the condition of the students. In the interview, he said,
(4)
In my opinion, English can be taught from the fourth grade students
because they can read fluently rather than the third grade students and
below. If students can not read fluently yet, they will get difficulties.
Their perceptions about when we should introduce English
depended on some factors, such as the condition of the school and the students.
Teachers believed that students could start learning English from the first grade
and fourth grade of Elementary School by considering to some factors, such as
school location and environment, reading ability and fluency. It was considered in
two aspects from school and students, the teachers should see first the condition
and situation of the school and the students before decided to introduce English to
students.
The teachers’ perceptions above is related with Shinde and
Karekatti’s (2012) statement saying that many people believe that starting English
as early as possible helps children to develop English in more systematic way in
future. Starting English lesson from Elementary School is appropriate because
they have mastered their first language or mother tongue and ready to learn
16
another language. As Gordon (2007) stated, “the optimal age to learn a second
language is from 6 years to pre-puberty.”
d. The focus of English lesson in SD Negeri 1 Baturagung.
The interview excerpts below show the teachers’ perceptions about
The focus of English lesson in SD Negeri 1 Baturagung. The question asked to the
teachers was, According to your opinion, is the English lesson in this school
focused in communication skills. The English teacher and fourth grade teacher
had the same opinions that English lesson in their school did not focus in
communication skill yet. In the interview, they said,
(1)
I think it is not focus on communication skills yet, because students still
get difficulties in pronunciation to communicate each other. Now, we still
focus on vocabulary and how to pronounce them first.
(2)
I think it is not yet focus on communication skills because we still
introduce English to children. In English lesson, students still mix English
with Indonesian or Javanese.
However, the fifth and sixth grade teachers also different from the
English teacher and fourth grade teacher. They said that their students had already
practiced communicate using English when they had English lessons, but they did
not really focus on communication skills yet because it still emphasized on
learning vocabulary and grammar. In the interview, they said,
(3)
I think we are not focus on it yet because students still learn vocabulary
first, but if it is possible, they will communicate each other if they can.
17
(4)
I think it is not focus on communication skills yet because they still learn
about
grammar.
Actually,
students
have
already
practiced
in
communication using English, but it is not really focus on communication
skills yet.
As we see above, teachers believed that the English lesson in their
school did not focus in communication skills yet, because students still learn
about grammar and vocabulary. English teacher also believed that to focus in
communication, they thought that their students felt difficult if the English teacher
focused in communication skills, because they had difficulties in pronunciation.
Beside that, they also believed that English lessons in Elementary School level
was used as introduction and they still used Javanese language. They also
believed that communication skill materials were difficult for students, so they did
not focus in communication skill yet.
In another study, Su’s (2006) showed that some researchers found
that most English lessons still don’t increase students’ proficiency level and
communicative skills yet because they found that grammar translation method still
existed and was commonly used in teaching English rather than CLT
(Communicative Language Teaching) or CLL (Communicative Language
Learning) method. Infact, they should consider to the purpose of communicative
competence in teaching English (Su, 2006).
18
e. Things that should be improved in English lessons.
The interview excerpts below show the teachers’ perceptions about
the things that should be improved in English lessons. The question was, What are
the things that should be improved for English lesson in this school. The English
teacher’s opinion about this questions is that students’ interest or motivation and
equipments for teaching English should be improved. In the interview, she said,
(1)
Things that should be improved is students’ interest toward English lesson
because there are some students who did not pay attention on it, so I think
if they have been interested in it, the teaching learning of English will
work well. Beside that, teaching equipments also should be improved.
The fourth, fifth and sixth grade teachers had the same perspective
that the materials for English lessons should be improved. In the interview, they
said,
(2)
For English learning in Elementary School level, there is a need to practice
communication using English among students.
(3)
I think there should be practice communication using English among
students. Beside that, vocabulary and grammar materials also should be
improved.
(4)
I think things that should be improved for the future is if students have
already mastered vocabulary and grammar, the English teacher can try to
involve communication materials for sixth grade students, but it is not the
main purpose of teaching English.
19
The fourth, fifth, and sixth grade teachers believed that the
materials for English lessons should be improved, especially for the
communication skills. They were very aware of the importance of English for
communication, so they believed that based on the development of their study,
students can learn to communicate in English in higher classes, so the materials
given should not only about grammar and vocabulary, but it should also combine
with conversation materials to increase students communication skills.
As the English teacher stated above that students’ interest should be
improved because it really influenced the teaching learning process. The English
teacher’s perception above is in line with Cameron’s (2001) statement as cited in
Sad (2010) which emphasizes that children are born with a natural interest for
learning and their desire to learn should be full when they begin school. It was
related with the English teacher’s opinion because students’ interest should be
improved when they learned English since in Elementary School level.
The fourth, fifth, and sixth grade teachers’ perceptions above are
also related with Shih & Chu’s (1999) statement, cited in Wang (2008), pointing
out that there were three main goals of English education at primary school level.
The goals were to cultivate students’ basic communicative in English, to cultivate
students’ motivation and interest in learning English, and to increase students’
multi-cultural knowledge and awareness since they were in primary school level.
20
f. Benefits of learning English.
The interview excerpts below show the teachers’ perceptions about
benefits of learning English for their students. The question asked to the teachers
was, According to your opinion, what are the benefits of learning English for your
students in this globalization era. The English teacher stated that English lesson
was very useful for the future. In the interview, she said,
(1)
In my opinion, English is very useful because students learn a new
language besides Indonesian and Javanese language. Nowadays, almost all
things used English, so students need to learn English and they should be
able to use English.
The fourth, fifth and sixth grade teachers have the same
perspectives that English was very important to learn in this globalization era and
it was very useful for the future. In the interview, they said,
(2)
English is very important because Elementary School students can know
English as an international language in this globalization era, and they can
continue study English more in Junior High School later.
(3)
The benefit is to follow the development of technology because now all
things are using English, such as computer,
(4)
English is very useful for students’ future, especially for students who will
continue study or work in abroad which need English to communicate with
other people.
21
Overall, the teachers believed that English gave some benefits for
their students. As they mentioned above that students learned new language that
would be very useful for their future and for higher education after graduated from
Elementary School. Besides that, teachers also believed that in this globalization
era, almost all the technology used English, so it was useful to learn English. They
also believed that English was important to learn if they would study or work in
abroad after they graduated from Elementary School.
Therefore, the policy to introduce English in Elementary School
was appropriate because it was very useful for students’ future. The teachers’
perceptions above is related to Ma’s (2010) statement saying that by learning
English since students in primary school level, they can have knowledge and
ability that can be useful in their future.
Analysis of Questionnaire
The data from the close-ended questionnaire from the student
participants were discussed based on its themes. The students’ responses were
important in this study because their perceptions also contributed to the English
teaching and learning in their school.
a. Students’ perceptions toward English lesson.
The chart presented below shows the students’ perceptions toward
English lesson. The chart shows the result from statements of the questionnaire
items, which are:
22
1. I like an English lesson.
2. English is an easy lesson.
3. English is a fun lesson.
4. English is very important and useful for my future.
5. English is very useful to be learn to communicate with other people.
Students' perceptions toward English lesson
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
3.6
3.6
3.2
2.9
2.8
1
2
3
4
5
Statements
Table 1. Students’ perceptions toward English lesson.
Table 1 shows that the students’ perceptions toward English lesson
was pretty high. The highest score of students’ perceptions toward English lesson
was shown in statement number one and four. It indicated that they liked English
lesson and they also considered that English lesson very important and useful for
their future. However, the lowest score of students’ perceptions toward English
lesson was shown in statement number two. It indicated that they did not consider
English lesson easy. So, the result indicated that although students liked English
lesson and believed that it was very important and useful, they did not consider
that English lesson was easy.
23
Students perceptions toward English lesson was also related to Wu
(2010) statement saying that English as an international language is very
important for us to learn in this globalization era. This statement was related to the
students’ perceptions because as shown in score number four which is high, they
also indicated that English was very important which is in line with Wu’s
statement above.
b. Students’ attitudes toward English lesson.
The chart presented below shows the students’ attitudes toward
English lesson. The chart shows the result from statements of the questionnaire
items, which are:
6. I like to speak English
7. I like to read books that using English.
8. I like to watch films that using English.
9. I often communicate with friends using English.
10. I try to master English lesson.
11. I always pay atention when my English teacher teach English.
12. I ask my English teacher’s help if I found difficulties in learning English.
24
Students' attitudes toward English lesson
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
3.8
3.8
3.5
2.6
2.8
2.8
1.9
1
2
3
4
5
6
7
Statements
Table 2. Students’ attitudes toward English lesson.
Table 2 shows that students’ attitudes toward English lesson was
fair and good enough. The highest score of the students’ attitudes toward English
lesson was shown in statement number ten and eleven. It indicated that they tried
to master English lesson and always paid attentions when their teacher taught
English lessons. However, the lowest score of the students’ attitudes toward
English lesson was shown in statement number nine. It indicated that students
rarely used English in communicating with their friends. So, the result indicated
that although students tried to master English and always paid attention when they
studied English, they rarely used English for communication to other people.
The result underlying that positive impressions and attitudes with
regard to early language learning experiences are likely to fuel the learners’ desire
for further language learning (Sad, 2010). So, the result showed that students had
positive attitudes toward English lesson, such as paying attentions to the teacher
25
as shown in score number eleven, was good attitudes, which is in line with Sad’s
statement above. However, they did not use English to communicate to each
other.
c. Students’ motivation toward English lesson.
The chart presented below shows the students’ motivation toward
English lesson. The chart shows the result from the statements of questionnaire
items, which are:
13. I learn English because of my own intention.
14. I have improvements as long as I study English.
15. I will continue study English after I graduate from Elementary School.
Students' motivation toward English lesson
3.8
3.7
3.7
3.6
3.6
3.5
3.5
3.4
3.4
3.7
3.5
3.5
1
2
3
Statements
Table 3. Students’ motivation toward English lesson.
Table 3 shows that students’ motivation toward English lesson was
extremely high. The highest score of students’ motivation was shown in statement
26
number fifteen. It indicated that they believed to continue study English after
graduated from Elementary School later. The statement number thirteen and
fourteen also showed high score of students’ motivation toward English lesson. It
also indicated that students studied English with their own intention and gained
improvements since they studied English. So, the result showed that students had
strong motivation to learn English as it was their own intention. Moreover, the
result also indicated that they had improvements since they studied English and
they wanted to continue study English later.
Students’ motivation toward English lesson was related with
statement from Cameron (2001) cited in Sad (2010) emphasizing that children are
born with a natural interest for learning and their desire to learn should be full
when they begin school. The results of this study also indicated that students can
develop English competency by learning English starting from primary school
level, which begins to develop fluency before they enter secondary schools to
continue to study English (Su, 2006). Therefore, the findings about students’
motivation toward English lesson is in line with Cameron’s and Su’s statements
because it clearly shows that students’ motivation was pretty high. It was good
because it could motivate them to study English.
27
Conclusion and Recommendation
This study has produced some findings about teachers’ and
students’ perceptions toward learning English in Elementary School. To find the
data, a semi structured interview and close-ended questionnaire were used.
According to the research results from the interviews with the
teachers, their perceptions about the introduction of English lesson in Elementary
School were positive. They believed that English lesson in Elementary School is
as a bridge, basic knowledge, and introduction to new language for students.
The teachers hoped that the materials for communication skills
should be improved because they did not focus on it yet. The equipments for
teaching English and the students’ interest also should be improved. As revealed
from the interview with the teachers, students could get the benefits for their
future from learning English in Elementary School.
Additionally, as revealed from the questionnaire results toward
students’ perceptions of English lesson, they had positive responses toward
English lessons, positive attitudes while they were learning English, and also they
had high motivation to learn English.
Both teachers and students had favourable perceptions toward
learning English in Elementary School level. However, there are some areas
where the teacher of English needs to improve such as communication skills,
students’ interest, and teaching equipments.
28
Based on the conclusion, this study recommends that English
teacher should improve communication skills or communicative activities in
teaching English, so the students can practice English by communicating to each
other. Moreover, English teacher also should improve students’ interest and
equipments to teach English for students.
Along with the curriculum development, there will be 2013
curriculum which excludes English from school subjects in Elementary School
level. Considering this case, this study suggests that it is good to offer English
lesson in Elementary schools, as English is very important and useful for students’
future. Considering the results of this study, the teachers and students have
positive and favourable perceptions toward learning English in Elementary
School.
29
ACKNOWLEDGEMENT
Praise the Lord, I’m very thankful to Jesus Christ for His amazing
love and mercies that He gives to bless and strengthen me, also for His guidance
that helps me for completion of my thesis. I would like to express my sincere
gratitude to Mr. Gusti Astika as my thesis supervisor, for his big helps and
guidance so I can write my thesis appropriately. I also express my thankfulness to
Mrs. Martha Nandari as my thesis examiner, who also help and guide me for the
completion of my thesis. Moreover, I’m very thankful to my parents, who always
supports me with their prayer and advise, along for the completion of my thesis.
Thanks a bunch to Setyo Kristanto, who always strengthens me with prayer and
support. Overall, I’m very thankful to all lecturers, staffs, and friends for sharing
our knowledges and experiences for about this four years in English Department.
30
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Gordon, T. (2007). Teaching young children a second language. London: Preager
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Ma, A. (2010). Do teachers reap what they sow? – A study of young ESL
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Maherzi, S. (2011). Perceptions of classroom climate and motivation to study
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Nasr, R. (1972). Teaching and learning English. London : Longman Group
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Su, Y. (2006). EFL teachers’ perceptions of English language policy at the
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Wang, W. (2008). Teaching English to Young Learners in Taiwan: Issues Relating
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32
APPENDIX A
Interview Questions for teacher participants.
Terima kasih atas kesediaan Bapak/Ibu yang telah meluangkan waktu dan
bersedia membagi pengetahuan dalam penyusunan skripsi saya. Jadi saya sedang
menyusun skripsi dengan judul Teachers’ and Students’ Perceptions toward
Learning English in SD Negeri 1 Baturagung, oleh karena itu saya mempunyai
beberapa pertanyaan mengenai pembelajaran Bahasa Inggris di sekolah ini.
1.
Bapak/Ibu mengajar kelas berapa?
2.
Mata pelajaran apa yang Bapak/Ibu ajarkan?
3.
Apa pendapat Bapak/Ibu mengenai pembelajaran Bahasa Inggris di tingkat
SD?
4.
Menurut pendapat Bapak/Ibu, mengapa pembelajaran Bahasa Inggris perlu
diterapkan mulai di tingkat SD?
5.
Menurut pendapat Bapak/Ibu, mulai kelas berapa seharusnya Bahasa Inggris
diajarkan di tingkat SD?
6.
Menurut pendapat Bapak/Ibu, apakah pembelajaran Bahasa Inggris di sekolah
ini berfokus pada penerapan keterampilan siswa dalam berkomunikasi?
7.
Menurut pendapat Bapak/Ibu, apa yang perlu ditingkatkan dari pembelajaran
Bahasa Inggris di sekolah ini?
8.
Menurut pendapat Bapak/Ibu, apa manfaat Bahasa Inggris bagi siswa-siswi
Bapak/Ibu di era globalisasi ini?
33
APPENDIX B
Close-ended questionnaire for student participants.
Nama :
Kelas :
Siswa-siswi,
Daftar pernyataan di bawah ini mendeskripsikan tentang pendapatmu terhadap
pembelajaran Bahasa Inggris. Saya akan sangat berterimakasih jika kamu bersedia
menjawab daftar pernyataan ini, karena menurut saya ini akan sangat berguna
dalam meningkatkan proses belajar mengajar Bahasa Inggris. Silahkan mengisi
daftar pernyataan di bawah ini dengan jujur. Terimakasih atas kerjasamanya.
Bacalah setiap pernyataan di bawah ini, kemudian berilah tanda centang (V) pada
kolom yang tersedia jika kamu :
1. Sangat tidak setuju
2. Tidak Setuju
3. Setuju
4. Sangat setuju
NO
PERNYATAAN
1
Saya menyukai pelajaran Bahasa Inggris
2
Bahasa Inggris adalah pelajaran yang mudah
3
Bahasa Inggris adalah pelajaran yang menyenangkan
4
Bahasa Inggris sangat penting dan bermanfaat untuk
masa depan saya
34
1
2
3
4
5
Bahasa Inggris sangat penting dipelajari untuk
berkomunikasi dengan orang lain
6
Saya suka berbicara dalam Bahasa Inggris
7
Saya suka membaca buku-buku yang menggunakan
Bahasa Inggris
8
Saya suka menonton film yang menggunakan Bahasa
Inggris
9
Saya
sering
bercakap-cakap
dengan
teman
menggunakan Bahasa Inggris
10
Saya berusaha untuk dapat menguasai pelajaran
Bahasa Inggris
11
Saya selalu memperhatikan saat guru mengajar
Bahasa Inggris
12
Saya minta bantuan kepada guru jika mengalami
kesulitan dalam belajar Bahasa Inggris
13
Saya belajar Bahasa Inggris karena keinginan diri
saya sendiri
14
Saya mengalami peningkatan selama belajar Bahasa
Inggris
15
Saya akan melanjutkan belajar Bahasa Inggris lebih
dalam lagi setelah saya lulus SD
35
APPENDIX C
Students
ID
Statements
1
2
3
4
5
6
7
8
9
Student 1
4
2
4
3
3
2
3
2
2
4
4
4
3
3
3
Student 2
4
3
3
4
2
4
3
4
1
4
4
4
2
4
3
Student 3
4
3
3
4
3
2
2
3
3
4
4
4
3
3
4
Student 4
4
2
3
3
3
2
1
4
1
4
4
4
4
4
4
Student 5
4
3
3
4
4
3
3
3
2
4
4
3
2
4
4
Student 6
4
3
4
4
4
3
4
2
2
4
4
3
4
4
4
Student 7
4
3
3
4
4
3
4
4
3
4
4
4
4
4
4
Student 8
4
3
3
3
2
3
3
2
1
4
3
4
4
3
4
Student 9
4
2
3
3
3
2
1
4
1
4
4
4
4
4
4
Student10
4
2
3
3
3
2
1
4
3
4
4
4
4
4
4
Student11
3
4
3
4
2
2
3
3
2
4
3
3
4
4
3
Student12
3
3
4
3
2
3
3
2
2
4
4
3
3
3
4
Student13
3
3
3
3
2
3
3
2
2
3
3
3
4
3
4
Student14
3
2
3
4
3
2
3
2
2
4
3
3
3
3
4
Student15
3
3
3
3
3
2
3
2
3
3
4
3
3
3
4
Student16
4
3
4
4
2
4
3
1
2
4
4
2
3
4
3
Student17
4
3
3
4
2
3
3
2
2
3
4
3
3
4
3
Student18
3
2
3
4
3
2
3
2
2
4
4
3
4
3
4
Student19
4
3
3
4
3
4
4
4
3
4
4
4
4
4
4
Student20
3
3
3
3
3
3
2
2
2
3
4
4
3
4
3
Student21
4
3
3
4
2
2
3
2
2
4
4
4
3
4
3
Student22
4
3
4
4
3
2
3
4
2
4
3
4
4
4
4
Student23
4
3
3
4
3
3
3
4
2
4
3
4
3
3
4
Student24
3
3
2
4
1
1
2
1
1
4
4
4
4
3
4
Student25
3
2
3
3
3
4
2
4
2
4
3
3
3
3
3
Student26
3
3
4
4
3
3
3
4
2
4
4
3
3
3
4
Student27
3
3
3
4
4
2
3
4
2
4
4
3
4
3
4
Student28
3
3
4
3
3
2
4
2
1
3
4
3
4
3
3
Student29
4
3
4
4
4
2
3
2
1
4
4
4
4
4
4
Student30
3
2
3
4
4
3
3
4
2
4
4
3
4
3
4
Sum
107
83
97
109
86