STUDENTS’ PERCEPTION ON THE TEACHERS’ USE OF ENGLISH AT AN EFL CONTEXT: a Case Study at One State Senior High School in Yogyakarta.

TABLE OF CONTENTS

APROVAL ...……….i

BOARD OF EXAMINERS ... ii

ABSTRACT ... iii

DECLARATION ... iv

PREFACE ... v

AKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Research Questions ... 5

1.3 The Purpose of the Research... 6

1.4 The significance of the Research ... 6

1.5 Definition of Terms ... 7

CHAPTER II LANGUAGE LEARNING AND STUDENTS’ PERCEPTION 2.1. The importance of Using English in EFL classroom………...9

2.2. Criticism of Using English in EFL Classroom Context………..12

2.3. Perception in Language Learning .………..16

2.4. Factors influencing Someone’s Perception in EFL learning...19

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design……….24

3.2 Participants ... 28

3.3 Research Instruments and Data collection ... 28

3.3.1 Questionnaire ... 28

3.3.2 Interview ... 29

3.3.3 Classroom Observation ... 31

CHAPTER IV DATA PRESENTATION AND ANALYSIS

4.1. Students’ Perception towards the Teachers’ use of English ... 39

4.1.1.1. Sensory Nature of the Stimulus ... 40

4.1.1.2. Personal Feelings, Attitudes, Drives and Goals ... 43

4.1.1.3. Previously Related Sensory Experience ... 53

4.2. Influence on Students’ Interaction ... 70

4.2.1. influence on Student’ Activeness in the class ... 70

4.2.2. influence on Students’ Motive ... 80

4.2.3. influence on Students’ enjoyment, Emotion and Respect to teachers ... 83

4.2.4. influence on Students’ Self Confidence... 84

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ...65

5.2. Suggestions ...67

BIBLIOGRAPHY ... 69 APPENDICES

LIST OF TABLES

Table 4.1 Students’ Sensory of Stimulus ... Table 4.2 Students’ Personal Feeling... Table 4.3 Students’ Attitudes ... Table 4.4 Students’ Drives ... Table 4.5 Students’ Goals ... Table 4.6 Previous Related Sensory Experiences ...

LIST OF APPENDICES

Appendix A Kisi-kisi Angket Persepsi Siswa terhadap guru Bahasa Inggris yang Menggunakan Bahasa Inggris aktif di Kelas ... Appendix B Angket kelas II SLA terhadap Penggunaan Bahasa Inggris

di Kelas ... Appendix C Guiding Questions for the Interview ... Appendix D MP4 Script of Interview ... Appendix E MP4 Record of Classroom Observation ... Appendix F Percentage of Questionnaire ...

1 CHAPTER I

INTRODUCTION

1.1Background of the Study

The teaching and learning English in Indonesia has been being researched among researchers because of the burning issue, such as the lack of English exposure in English classes in senior high schools and society that needs immediate solutions. One of the problems is that the students lack of English exposure while they have English class for since junior high school. Musthafa (2008: 2) writes that students learning Bahasa Indonesia and Bahasa daerah (regional language) can have much exposure to use the languages, because the languages are widely and naturally used in their environment. The problem appears when students learn English because they lack of English exposure. One of the ways of making them use English is by inviting native speakers introduced in their EFL classroom. The native speaker can be carried out at least by inviting a native speaker in the form of classroom visit by native speaker informant (Galloway, 1981 in Hadley: 361). Dubin and Obstain (1987: 30) say that in natural setting, teachers usually are native speakers or near-native speaker of the language and cope with various decision-making steps that deal with language use. The problem will be different in non- speaking English country like Indonesia where the teachers are non-native speakers. They never spent time in an

2 English speaking country and therefore it is very difficult for them to be native-like in communicating with others.

In order to improve the students’ language communicative competence, target language exposure is needed as much as possible. In this case, classroom is good place for them to use EFL. The lack of students’ English exposure can be overcome and minimized. One of the ways to make the students get much English exposure is involving them much in using English actively in the classroom because students may usually depend on classroom activities to practice and improve their English in EFL classroom. This situation seems to conform to what Nunan (1999: 87) says that students in foreign language classroom are rarely encouraged to make use of their language skills in real world. His statement indicates that a teacher, as language model, should make sure that English is used in the class as much as possible. Moreover, Harmer (2002: 67) also suggests that when teachers use their voice to produce language, it means that they have modeled the language. So, one of the ways of maximizing the students’ English exposure is in class because their opportunities to learn English in foreign language context are very limited. The English exposure in the class should be in the foreign language context, not in isolated utterance as Johnson and Morrow (1983: 71) say that learner is now concerned with using language. He adds that the focus changes from the accurate production of isolated utterance to the fluent selection of appropriate utterances in communication.

In accordance with the all arguments above, big questions on students’ perception then appears that although the teachers give students as much exposure

3 of English as possible in EFL classroom, and do not interrupt students to point out a grammatical, lexical, or pronunciation error, it means nothing if the students have negative perception on the teachers’ use of English. So using English actively in the class can be teachers’ strategy as. As Brown (1984: 9) mentions that a strategy used by a teacher in teaching will build students’ perception on the subject, strategy and the teacher. Moreover, Harmer (2002: 128) writes that students generally respect the teachers who show their knowledge of the subject. Based on the explanation above, this study tried to portray the possibility of using English by the teacher and the students in EFL classroom, particularly in senior high school class. This study was concerned with the students’ perception on the teachers’ use of English at an EFL context and its influence on classroom interaction.

1.2Purposes of the Research

In line with the background above, the present study aims to

1. investigate the students’ perception towards the teachers’ use of English in EFL classroom.

2. examine how teachers’ use of English influences the EFL classroom interaction.

4 Theoretically the finding of this study is expected to be able to identify students’ perception on the teachers’ use of English. The identification of element of perception in this study is hoped to be guidance for the next research, particularly, in exploring the students’ perception on the teachers’ use of English at an EFL context. This may also give important input or additional information to anyone who is interested in investigating the same area of this study as a contribution of science and development of theory. Practically, this study is hoped to be able to give good input to, particularly, the possibility of using English actively by the teachers and the students in the teaching and learning at an EFL context.

1.4 Definition of Terms

In order to avoid misinterpretation, there are some key terms that need clarifying in this research. These include perception and EFL context. Perception in this study is the term in applied psychology by Sperling (1987) saying perception represents apprehension of present situation in terms of past experiences. Sperling proposes elements of perceptions, i. e (1) the sensory nature of the stimulus in which the extent to which the students’ current English teachers used English was explored, (2) students’ feelings, attitudes, drives, goals in learning English when the teachers used English actively in the class (3) students’ previously related sensory experience in which students’ responds relating to active teachers’ use of English in their previous time was investigated.

5 Baron (1995: 90) says that perception is the process of selecting, organizing, and interpreting input from sensory receptors. This study concerns about students’ perception on the teachers’ use of English. It is about the students’ way of seeing and interpreting the teachers’ use of English in EFL classroom in their high school. At an EFL context, students hear, see and think of the stimuli from their teachers. When they were learning English, the students perceived what they heard and saw in the form of words, phrases, sentences, and texts from their English teachers in EFL classroom where transactional occurs between teachers and students and interactional occurs between student and teachers in communication.

1.4Thesis Organization

This thesis is divided into five chapters.

Chapter I INTRODUCTION presents background of the study; purpose of the research, significance of the research, definition of terms, and thesis organization. Chapter 2: LANGUAGE LEARNING AND STUDENTS’ PERCEPTION reveals theories dealing with the importance of using English in EFL classroom, criticism of using English EFL classroom context, perception in language learning, factors influencing someone’s perception in EFL learning.

Chapter 3: RESEARCH METHODOLOG investigates research questions, research design, data collection, and data analysis.

Chapter 4: ANALYSIS AND FINDINGS concerns analysis of the data gained from respondents, the data was classified into categories using Likert Scale to

6 make it easy to interpret. It reveals the data of students’ perception on the teachers’ use of English at an EFL context.

Chapter V: CONCLUSIONS AND SUGGESTION reveals conclusions and recommendations for further researchers especially for those who would conduct research concerning with the possibility of using English actively by the teachers and the students in the teaching of English at an EFL context.

30 CHAPTER III

RESEARCH METHODOLOGY

Some theories related to this study, including the importance of using English in EFL classroom, criticism of using English, in at EFL context, perception in language learning, and factors influencing someone’s perception in EFL learning have been discussed in in chapter two. This chapter will provide four main sections research questions will be presented first, and then followed by research design, data collection consisting of participants, and data analysis. Each section will be discussed in detail below:

3.1Research questions

In line with the background above, there are two research questions of this research as follows:

1. What are the students’ perceptions on the teachers’ use of English in EFL classroom?

2. How does the teachers’ use of English influence the EFL classroom interaction?

31 3.2Research Design

This study adopted qualitative approach as it involved the collection and qualitative analysis of data. It a also allows the researcher to work with more than one data collecting methods, such as observation, interview, and field data record as suggested by Mc. Donough a & Mc. Donough (1997) cited in Ahlsin and Lund (200: 14) This study also has a characteristic of case study because it was carried out in a small scale, a single case (Stake, 1985: 278) a cited in Emilia (2000). This case study approach also allows the researcher to study only a small scale and single case, which definitely benefited the researcher due to the limited time that the researcher had and the limited number of participants that could be involved in this study (Emilia, 2000). Emilia also suggests that with the small scale of the study, a case study enabled the researcher to obtain in-depth information the researcher needed about the topic.

In addition, this study made use of naturalistic inquiry because the researcher observed, intuited, and sensed what was occurring in a natural setting Merriam, 19991: 17). In this study, the data were interpreted and discussed in order to understand the whole phenomenon occurring. However, the result of this study would not attempt to generalize beyond the case (Stake in Silverman, 2005). This study was only focused on investigating the students’ perception on the teachers’ use of English in EFL classroom and its influence to classroom

32 interaction. Then the study was conducted in one public senior high school in Yogyakarta.

In relation to its nature, purposes, and research questions, this study employed descriptive research design, embracing characteristic of a case study. A case study had been chosen for several reasons. First, the result of this study would not attempt to generalize beyond the case (Stake in Silverman, 2005). This study was only focused on investigating the students’ perception on the teachers’ use of English in EFL classrrom and its influence to classroom interaction. Then the study was conducted in one public senior high school in Yogyakarta and largely used qualitative research under which a case study was used. It is interpretive research (Creswell, 1994). As such, the biases, values, and judgment of the researcher become stated explicitly in the research report. Some assumption of qualitative designs revealed by Merriam (1988) cited by Creswell (1994) are suggested. This employs a case study design as it observes the characteristics of an individual, clique or group (Cohen & Manion, 1999: 106).

This study is descriptive one (Fraenkel and Wallen, 1993:549). In which this study described existing conditions without analyzing relationships among variables.. The researcher chose convenience (p. 87). The researcher used a group of 100 individuals of the second grade students as recommended minimum subjects who (conveniently) are available for this descriptive study as suggested by Fraenkel and Wallen in p.97. The researcher tested theories concerning with the use of English in EFL classroom. In this study, the researcher wished to

33 understand the students’ perception towards the teachers’ use of English, and to investigate whether the use of English influence classroom interaction.

This study investigate a group of 100 students in perceiving the teachers’ use of English in EFL classroom and its influence to classroom interaction To interpret the phenomena, interview questionnaire and observation were used. Within this context, the present study explores the students’ perception on the teachers’ use of English among the second year students of a senior high school in Yogyakarta.

3.3Data Collection

Since the study employed a descriptive research design that used multiple technique of data collection, collecting data were done not only at the end of each session, but also in an ongoing way (Frankle and Wallen, 2000:505). Classroom observation, questionnaire, and interview were used in collecting the data of this study. Each technique will be mentioned in this section. In the questionnaire, the researcher gave 74 questions in the questionnaire to 100 students of the second grade of the senior high school observed in Yogyakarta investigating the extent to which the teacher used English, their feelings, attitudes, drives, and their aims at learning English. In the interview, the researcher distributed 14 open written questions to the respondents and interviewed students of each class orally based on the answer in the written one. In the classroom observation, the researcher gained the data by observing the teaching and learning process in the classroom by MP4 and one session of each class was recorded by video tape by a professional cameramen.

34 3.3.1 Participants and Setting

The participants of the study were 100 students of an eleventh class of a public senior high school in Yogyakarta of academic year 2008-2009, considering that these students had been learning English for one year in the school. This study was limited to find out the students’ perceptions on the teachers’ use of English and the influence of the teachers’ use of English in EFL classroom. In this study, each student in the class involved as participant is required to answer a questionnaire about his or her perception on the teachers’ use of English in EFL classroom. Because this study uses qualitative method, the sampling selection is as a dynamic process. Actually, the qualitative research sample can be from one to 40 participants even it can be more than that (Sukmadinata, 2007: 103). But the respondents involved in this research were100 students of an eleventh year class of a public senior high school in Yogyakarta. The researcher took 100 respondents because sample should be as large as researcher can obtain with reasonable expenditure of time and energy and recommended minimum number of subject is 100 for descriptive study (Frankel and Wallen, 1993: 97). They were as respondents. Arikunto (19997: 145) says that respondent is derived from the word “respond” or “responder”, a person who responses. He adds in a research, respondent is a person who is asked to explain about a fact or opinion. He further says that the explanation can be conveyed in the form of written one when filling out questionnaire, or spoken one when answering interview. Because this study is

35 qualitative one, the respondent can be called informant, a person giving information after being ‘provoked’ (Arikunto, 19997: 145).

The participants of this research were the second grade of a Public Senior High School in Yogyakarta To do the research, the researcher chose purposive sampling.. Purposive sampling allows us to choose a case because it illustrates some feature ore possess in which we are interested (Silverman, 2005). From class II IPA 2, II IPA 3, II IPA 4 and II IPS 100 students’ representative (Fraenkel and Wallen, 1993: 97) were taken as the sample in which all samples were requested to answer the questionnaire and the interview. The detail information about the students’ number of these classes is presented in table 3 as follows:

Table 3.1

The students’ total number in each class

No Class Male Female Total

1 II IPA2 15 27 42

2 II IPA3 14 27 41

3 II IPA4 15 26 41

4 II IPS 2 14 16

46 94 140

These classes were chosen based on the researcher’s informal interview with the head master, the English teachers. They mentioned that English was used actively in the classes by the teacher since the first year. In addition, based on the topic of the research questions, the second year students had been learning English for one and half year with their English teacher.

36 This study used qualitative case study, in which an in depth study of one particular student, teacher, class, school, etc. (Wallace: 1998:255). This study was only limited to reveal students’ perception on the teachers’ use of English in EFL classroom in a public senior high school in Yogyakarta and its influence to classroom interaction.

3.3.2 Questionnaire

The researcher applied Likert Scale as a measure that asks individuals to check their level of agreement with various statements. The questionnaire encompass a variety of instruments in which the subjects responds to written questions to elicit reactions, beliefs, and attitudes which is very common technique for collecting data in educational research using Likert scale (McMillan, Schumacher: 40. Likert scale is measure that ask individuals to check their level of agreement with various statements about an attitude object e.g., strongly agree, agree, undecided, disagree, or strongly disagree) (Gall at al. 2003: 628). In this research, neutral or undecided answer as uncertainty of the students’ opinion was suggested not be chosen (Mc. Millan and Schumake, 2001: 263). The students did not mind choosing numbers 1 or 2 if they had negative perception and chose optional 4 or 5 for the positive one.

The questions asked to them were classified into three elements of perception proposed by Sperling (1987): (1) Sensory nature of Stimulus in items numbers 1-8; (2) Personal feelings in items numbers 9-16, attitudes in items

37 numbers 17-36, drives in items number 17-57, goals in numbers 58-65; and (3) Students’ previous related sensory experience in items numbers 66-74. The closed questions of the questionnaire were used and conducted in Indonesian language to be more easily understood by students as mentioned in Appendix B.

3.3.3 Interview

The interview was conducted to reveal some more unusual phenomena that occurred in the questionnaire. As stated in chapter I, the aims of this research were to investigate the students’ perception on the teachers’ use of English and to find out how the teachers’ use of English influenced classroom interaction. The students were interviewed in order to answer the first research question. In accordance with the data from students’ interview to each student, related to students’ perception towards the teachers’ use of English. Guiding interview can be seen (see appendix C). The questions were mainly categorized into positive and negative perception explored from Sperling theory of perception (1987) about factors influencing someone’s perception. There were 14 main questions developed from the elements of perception proposed by Sperling (1987: 39) to answer the first research question the researcher developed in some points questions see appendix C covering: (1) students’ personal feelings, (2) attitudes, (3) drives, (4) students’ personal goals (6) students’ past experience in having teachers’ use of English and its positive and negative influence (7) the extent to which teachers used oral and written English and (7) the advantages of getting

38 English use from teacher in social life and for their future terms of self-confidence, interactive atmosphere, critical thinking, and problem solving. In exploring positive as well negative perception towards the teachers’ use of English from students, he students’ answers were recorded by MP4 and were transcribed trough computer (see appendix D)

Kvale (1996) define interview as,”… an interaction between two people, with the interviewer and the subject acting in relation to each other and reciprocally influencing each other”. In this study, researcher used the interview to complete the data related to the perception of the students’ perception toward the teachers’ use of English in EFL classroom after the observation and questionnaire were done. The interview was focused on the questions based on Sperling’s theory of perception. The researcher related it to learning outcome in learning English thought by English teacher using English actively in EFL classroom in a public senior high school in Yogyakarta to get information-rich case for study in-depth.

This study employed qualitative data. It consists of “direct quotation from people about their experience, opinions, feelings, and knowledge” obtained from interviews; detailed description of people activities, behaviors actions will be recorded in observation (Patton, 1990: 10 in Merriam, 1998: 69). The interview was conducted to add the data so that the questions were based on the result of the questionnaire.

The researcher wanted to understand something about the case without needing or desiring to generalize to all such cases because this study used purposeful sampling done to increase the utility of information obtained from

39 small sample (Patton, 1990:169 in McMillan and Schumacher, 2001: 400-401). So the researcher limited this study by searching only for information-rich key informant, group place and event to study. The interview was done by the researcher employing the purposeful sampling to get the representative answers to be presented as a comprehensive data. The interviews were recorded by MP4 Brand Ixus made in Japan and transcribed through computer (see Appendix C). The interview to the students were conducted in line with what Riduan (2002: 29) says that leading interview is a kind of interview that questions are given to respondents based on list of questions prepared by the researcher.

3.3.4 Classroom observation

In this study, observation was conducted in 4 classes of the 2 grade of a senior high school in Yogyakarta. They were 2IPA2, 2IPA3, 2IPA4 and 2IPS. Four session of each class was observed in the research. In this study, the researcher observed the teachers’ use of English in EFL classroom on March 6, 13, 20, 27, and 2009. For 2IPA4, on March 4, 11, 18 and 25, 2009. The researcher recorded the teaching learning process by using MP4. In case of note-taking, the researcher first used the instrument aid of MP3 brand ‘Ixus’ made in Japan, X502 through computer for recording the teaching and learning process of what was heard as well as what was spoken both by the teacher and the students. Each session of each class was recorded by professional cameraman to complete the data of observation, and then trough computer researcher made the transcript of

40 what was said by teachers and students and what was heard in the teaching learning process.

Classroom observation was used to observe the tacit understanding and also directly the interaction process between the English teachers and the students during teaching learning process in the classroom (Alwasilah, 2003:155). He also states that from observation, a researcher can observe the tacit understanding and also see directly the interaction process between the English teachers and the students during the teaching and learning process in EFL classroom. Alwasilah in Pokoknya Kwalitaitve, page 210 define observation as,” Pengamatan sistematis dan terencana yang diniati untuk perolehan data yang dikontrol validitas dan realibilitas.”

Observation as well as interview is primary source of data in qualitative research (Merriam, 1988:94), Nunan (1979: 79 in Hermiadi 2007) says that if we want to find out about classroom, it is veer important for us to do direct observation. He also states that if a researcher wants to enrich his or her understanding about teaching and learning language, he or she needs to spend time looking in classroom. Since this study is trying to reveal the phenomenon of the teachers’ use of English in EFL classroom, then doing classroom observation is compatible. .Merriam adds (1998:69) says that detailed description of respondents’ activities, behaviour and actions will be recorded in observation. The notes of was said by both the teacher and the students in the interactive setting (Yin, 2003: 92) was taken.

41 3.3.5 Phases of collection

In this study, first the researcher conducted classroom observation in 4 classes of the 2 grade of a senior high school in Yogyakarta. They were 2IPA2, 2IPA3, 2IPA4 and 2IPS. Four session of each class was observed in the research. In this study, the researcher observed the teachers’ use of English in EFL classroom on March 6, 13, 20, 27, and 2009. For 2IPA4, on March 4, 11, 18 and 25, 2009. The researcher recorded the teaching learning process by using MP4. In case of note-taking, the researcher first used the instrument aid of MP3 brand ‘Ixus’ made in Japan, X502 through computer for recording the teaching and learning process of what was heard as well as what was spoken both by the teacher and the students. Each session of each class was recorded by professional cameraman to complete the data of observation, and then trough computer researcher made the transcript of what was said by teachers and students and what was heard in the teaching learning process.

Classroom observation was used to observe the tacit understanding and also directly the interaction process between the English teachers and the students during teaching learning process in the classroom (Alwasilah, 2003:155). He also states that from observation, a researcher can observe the tacit understanding and also see directly the interaction process between the English teachers and the students during the teaching and learning process in EFL classroom. Alwasilah in Pokoknya Kwalitaitve, page 210 define observation as,” Pengamatan sistematis dan terencana yang diniati untuk perolehan data yang dikontrol validitas dan realibilitas.”

42 Observation as well as interview is primary source of data in qualitative research (Merriam, 1988:94), Nunan (1979: 79 in Hermiadi 2007) says that if we want to find out about classroom, it is veer important for us to do direct observation. He also states that if a researcher wants to enrich his or her understanding about teaching and learning language, he or she needs to spend time looking in classroom. Since this study is trying to reveal the phenomenon of the teachers’ use of English in EFL classroom, then doing classroom observation is compatible. Merriam adds (1998:69) says that detailed description of respondents’ activities, behavior and actions will be recorded in observation. The notes of was said by both the teacher and the students in the interactive setting (Yin, 2003: 92) was taken.

3.4Data Analysis

The data analysis in this study was conducted during the course of the research program and after the research. On going data analysis and interpretations were based on data mainly from observation. Further, the data that were analyzed in the conclusion of the research were those obtained from observation, questionnaire, and interview. There was also quantitative element to examine trends in the data. Questionnaire, interview and classroom observation were used in collecting the data of this research.

The data from the questionnaire were concluded in percentage. The statements in the questionnaire were triangulated by interview. Both the questionnaire and the interview were based on the components or elements in

43 Sperling’s theory of perception (Sperling (1987) that dominantly influence someone’s perception: (1) Sensory nature of the stimulus (2) personal feelings, attitudes, drives and goals, (3) previous experience are questioned in questionnaire and completed with interview in which questionnaire were the central method of this qualitative case study in order to find the answer the research questions

First, the data from questionnaire and the data from interviews were transcribed and subsequently categorized and interpreted to answer the first research questions. The researcher distributed a set of 14 open questions to the respondents and interviewed students of each class recorded by MP4 based on and developed from the answer in the set of the written question. During the transcription stage, students’ names were replaced with symbols. The transcription in the first stage interview was confirmed to the participants to make sure that they were exactly what they said and meant. (Kvale, 1996): 161) mentions that this step aimed to give the participants an opportunity to reply whether they really meant what the researcher transcribed. Furthermore, to use the time more efficiently, the transcriptions of the interview of second stage interview were not given back to the participant.

Second, the data from observation and interview were analyzed to explore the second research question, i.e influences of the teachers’ use of English to classroom interaction.

To get data from questionnaire, the respondent was asked to rank-order the five ways in sequential order from negative to positive opinion of something (Mc. Millan & Schumacher, 2001: 261). The researcher adapted the Likert scale

44 in the questionnaire ranging from the very little to very extensive relating to quantity; not very happy to very happy concerning with feelings; not very encouraged to do to very encouraged for attitude; not highly enthusiastic to highly enthusiastic for tendency; not very facilitated to much facilitated associated with goal of students aim of learning; strongly disagree to strongly disagree regarding statement of agreement.

Principally, the researcher used the usual format of scaled items as question or statement followed by a scale of potential response using like agree-disagree format. According to Mc. Millan & Schumacher (2001: 26) using this kind of format, the subjects check the place on the scale that best reflects their beliefs or opinions about the statement. But the researcher did not use ‘undecided’ or ‘neutral’ choice. They also sugest that both forms are used by researchers. In this study, middle category (‘undecided or neutral choice’) was not included in the choice with a reason that students were not frustrated in making the choice (Mc. Millan & Schumacher, 2001: 263). In this way, the researcher also wanted to make sure that each respondent had fixed or stronger answer, positive or negative to make the result more distinctive.

96 CHAPTER V

CONLUSIONS AND SUGGESTIONS

This chapter presents some conclusions and suggestions. The first part is the conclusion of the research conducted based on the research questions which are elaborated in the previous chapter. The second part is suggestions for the researchers who are interested in doing further research.

1 Conclusions

This study was supposed to find out the student’s perception towards the teachers’ use of English in EFL classroom and how the teachers’ use of English influences classroom interactions. From the result and findings in previous chapter, several conclusions can be drawn.

First, it is found that most students (95%) had positive perception on the teachers’ active use of English at an EFL context. In the teaching and learning process connected in one public senior high school in Yogyakarta. Most of them (89.9%) felt that their current English teachers used both spoken and written language extensively. They were particularly encouraged (95.9%), enthusiastic (95.4%), and happy (88%) to learn English when the teachers used English actively in the class. They (93, 5%) also believed that their aims at learning English were facilitated if the teachers used English actively in EFL classroom at their senior high school. This result was supported by the interview data showing that most students (94%) had positive perception on the teachers’ use of English in EFL classroom.

97 Second, concerning the influences of the teachers’ use of English to classroom interaction, the observation result shows that most students were active, serious, and enjoying during teaching and learning process in the classroom. This data was supported by the interview showing that most of the students responded positively to the active use of English by their English teachers. They are also highly appreciative to the teachers. They finished their task and submitted to the teachers in time. They performed in front of the class cheerfully although they sometimes still communicated with their English teachers in Indonesian language. From the classroom observation, it can be concluded that the active teachers’ use of English gave most of the students positive influence on their activeness in the class, strong desire to learn, enjoyment, emotion, respect to their teachers, self confidence, skillful in critical thinking, and on their skill in solving problem. Although a variety of variables may be at play, these facts seem to be influenced partly by the teachers’ use of English. This is confirmed by the students’ claim in the interview.

2 Suggestions

From the conclusions above, there are some suggestions that are noted. The first is methodological in nature. The present study was conducted in 2 1/5 months. Further research may take longer in order to find other phenomenon. In relation to the number of classes involved, further research may observe more than four classes to get more representative and comprehensive data.

98 Second, related to the English teachers, it will be good for them to use English actively in the classroom as well as outside the class with students. They also have to get communicative competence in English. For teachers who have low English ability must improve it gradually. As teachers, they are models. To become good models, they should have good English communicative competence. Third, students need to study English well. They should not improve their English based on their teaching and learning time in EFL classroom only. They should study by themselves or with their group work, with other subject teachers, as well as in informal courses, where they can take an extra English course in order to accelerate their English improvement. They must try to communicate with anybody in English without worry to make mistakes to have English performance as well as communicative competence.

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limited’

Connole, H. (1990). Study Guide. South Australia: South Australian College of Advanced Education.

Cresswell, J. W. (1994).Research Design: Qualitative and Qualitative Approaches.

Thousand Oaks, CA: Sage Publication.

Cumins. J. and Swain, M (1996). Bilingualism in Education: Aspects of Theory, research and Practice. London: Longman

Dahar, W. R. (1989). Teori-teori Belajar. Jakarta: Penerbit ERLANGGA.

Davidson, J., Moss, J. (2000). Issues in English Teaching. USA and Canada: the Taylor and Francis Group.

Deckert, G.(2006). ‘The Communicative Approach: Addressing Frequent Failure.’ In English Teaching Forum on Line Vol24.

http://www.Exchanges. state.gov/forum/2006.html. Accessed on 22nd June 2009.

Djamarah, B. S. (2002). Psikologi Belajar. Jakarta: Asdi Mahasatya.

Dubin, F., and Olsbtain, E. (1987). Course Design; Developing Programs and Materials for Language Learning. London: Cambridge University Press.

Emilia, E. (2000). Research Methods in Education.. Bandung: Jurusan Bahasa Inggris Universitas Pedidikan Indonesia.

Fraenkel and Wallen (1993 ). How to design and Evaluste Research in Education. Singapore: Lane Akers, Inc.

Freeman, L. D. (1986). Techniques and Principles in Language Teaching. England: Oxford University Press.

98 Gal, D. M., Gall,P. J,.&Bort, R..(2003). Educational Research an Introduction.

USA: Pearson. Education. Inc. W

Gazda, G.M., Frank, S.Asbury, Fred, J., Balzer, William, C. Childers. (1984). Human Relation Development: A Manual for Educators. Massachusetts: Allyn & Bacon, Inc.

Gibbons, P. (1993). Learning to Learn in a Second Language. NSW Australia:HEINEMAN Portsmouth, NH

Hall, E. (1983). Psychology Today. An Introduction. New York: Random House Haris, H. (2007). Students’ Perception on the Use of English as a Medium of

Instruction. Unpublished paper. Bandung: Indonesia University of Education

Harmer, Jeremy (2002). The practice of English Language Teaching. England: Pearson Education.

Hughes, S. G. (1981). Handbook of English Classroom English. Hongkong : Oxford University Press.

Hybels, S. and Richard L. Weaver (2004). Self,Perception, andCommunication. http://higherd.mcgraw-hill.com/sites/html/Accesseed on 22 June 2009 Inamullah, M. (2005). Pattern in of Classroom Interaction at Different

Educatioinal Levels in the Light of Flander’s Interaction

Analysis.http:/eprint.hec.gov.pk/99/02/42/htm. Accessed on 24th July, 2008.

Jacob, M. G. (1997). Language Classroom of Tomorrow. Issues and Response. Singapore: SEMEO Language Centre.

Jonson, B E. (2007). Contextual Teaching and Learninbg. California: Corwin Press, Inc.

Jordaan, W. J., Jordaan, J. J, and Niiewoudt, J. M. (1979) Gneral Psyichology: A Psychological Approach. New York> MCGra-Hill Book Company.

Kimble,A.G., Garmez, N., and Zigler,.(1984). Principles of Psychology. Repiblic Singapore: Library of Congress Cataloging in Publication Data.

99 Kral, T. (1997).Teacher Development Making the Right Moves. Selected Articles from the ENGLISH TEACHING FORUM 1989-1993. Washington, DC: English language Program Division US Information Agency.

Moore, A. (1999). Teaching Multicultural Students: Culturism and anti-Culturism in SchoolClassroom. California: Mayfield Publishing Company.

Morgan, T. C. (1961). Inroduction to Psychology. Toronto: Mc Graw-Hill Book Company, Inc.

Neil, O.A. (2006). Indonesian JELT.: Jakarta: The English Department, Faculty of Education.

Huda, N. (1999). Language Learning and Teaching: Issues and Trends. Malang: IKIP Malang Publisher

Kvale, S. 1996. INTERVIEWS: An Introduction to Qualitative Research Interviewing. London: Sage Publications.

Lincoln, Y. S., & Guba, E. G. 1985. Naturalistic Inquiry. United States of America: Sage Publications, Inc.

Lukmana, Iwa., (2003). Language Teaching Media Modul 1: Pembelajaran Bahasa Inggris. Bandung: Universitas Terbuka.

Musthafa, B. (2008). Teaching English to Young Learners: Principles and Techniques. Unpublished. Module. Bandung: SpsUPI.

Moleong, J. L. (1994).Metodologi Penelitian Qualitative. Bandung: Remaja Rosdakarya Offset.

Nunan, D. (1999). Second Language Teaching and Learning. USA: Heinie and Heinie Publisher.

Nunan, D (1990). The Learner-centered Curriculum. Briatain:Bell and Bain. Ltd. Nunan, D, Carter, R. (2001). The Cambridge Guide to Teaching Engish to

Sspeakers of Other Languages. United Kingdom: Cambridge University Press.

100 Mudhofir, A. (1988). Kamus Teori dan Aliran dalam Filsafafa. Yogyakarta: Liberty.

Mueller, J. R.(1974). Principles of Classroom Learning and Perception. NewYork: Praeger Publisher, Inc.

Musthafa, B.(2008). Teori dan Praktik Sastra. Jakarta: KerjasamaSekolah Paskasarjana Universitas Pendidikan Indonesia, Bandung dengan New Concept English Education Centre, Jakarta.

Musthafa, B (2008).Teaching English to Young Learners: Principles and Techniques. Bandung: School of Post Graduate Studies (Sps) Indonesia University of Education (UPI) Bandung 40154-Indonesia

Richard, K. (2003). Qualitative Inquiry in TESOL. Grat Britain: Antony Rone. Ltd.

Ricahard, C. J., Platt, J, Platt, H. (1992). LONGMAN Dictionary of Language Teaching and Applied Linguistics. England: Longman Group UK Limited. Richards, C. J., Rodgers, S. T. (1986). Approaches and Methods in Language

Teaching. United States of America: Cambridge University Press. Riduawan (2005). Dasar-dasar Statistika. Bandung: Alfabeta.

Rost, M. (2002). Teachig and Researching Listening. Malaysia : Pearson Education Limited

Saud, S. U. (2007). Metodologi Pendidikan Dasar. Bandung: Program Magister Pendidikan Dasar Sps. UPI.

Schaetzel, K. and Chan Ho. (2006). Tutorials: A Way of Building Community in the Classroom.’ In English Teaching Forum online. Vol. 41. http://www.exchangestategov/forum/2006.html.

101 Schunk H. D., and Meece. L. J.(1992). Students Perception in the Classroom.New Jersay:

Lawrence Erlbaum Associates. Inc., Publisher.

Seliger, W. H., & Shohamy, E. (1989). Second Language Research Methods. Hongkong:Hopes Services Ltd.

Seliger, W.G., Shohamy, E.., (1989). Second Language Research Method. Hongkong: Oxford University Press.

Silverman, D. (2000). Doing Qualitative Research. Great Britain: SAGE Publication Ltd.

Simamora, B. (2002). Panduan Riset Prilaku Konsumen. Jakarta: Gramedia.

Snowman, J., Bihler, F. R (1981). Psychology Aooliedto Teaching. Boston: Houghtonn Miffin Company.

Sperling, P.A. (1987). Psychology Made Simple. London: Heineman.

Stern. H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: OxfordUniversity Press.

Stoller, L. F., and Grabe, W. (2002). Teaching and Researching Reading. Malaysis: Pearson Education.

Sudibyo, B. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Th.2007 : Standar Kwalifikasi Akademik dan Kompetensi Guru.

Sugiyono. (2005). Memahami Penelitian Kwalitatif. Bandung: CV Alfabeta.

Syah. M. (2004). Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT Remaja Rosda Karya.

Tangm J(2002). “Using L1 in the English Classroom.” English Teaching Forum, 12, 2: 39-41

Tarigan, G. H. (1991). Metodologi Pengajaran Bahasa 2. Bandung: Angkasa. Thomas, M. A. (I987). Classroom Interaction. Hong Kong: Oxford University Press

102 Tianco, J. A. N. (2005). Using Contemporary psychologicalPerspectives In

Re-Understanding TaiwanesseEFL Development:Observation and Implications for Tertiary Education. http://www.Asian-efl-journalcom/march 2005, index,plp. Accessed on22nd June2009.

Tomkins, E. G., Hoskisson. K. (1991). Language Arts Content and Teaching Strategies. USA: Macmillan Publishing Company.

Travewr, W. M. R. (1982). Essentials of Leearning. USA: collier Macmillan Canada. Vernon, M.D. (1987). Psychology of Perception. Penguin Book.

Villeges, B (2009).Why English should be the Medium of Instruction. Manila Bulletin. http://www.geocities.com/benign0/agr-disagr/5-3-villegas.html

Accessed on Aug., 2009

Wagner, V, K. (2003) Defense Mechanism.

http//psychology.About.Com/mbiogage/2003/htm. Accessed on 22nd June 2009. Walgito, B. (2004). Pengantar Psikologi Umum. Yogyakarta: ANDI.

Wallace, J. M. (1998). Action Research for Language Tachers. Unted Kingdom: Cambridge University Presss.

Williams, J. (2005). Teaching Writing in Second and Foreign Language Clasroom. USA: TheMcGrawi HillComapnies. Inc.

William, C. S. Jr. (2003). “Using L1 in the Classroom.” English Teaching Forum, 24, 2: 35-37.

Yin, K. R. (1990). Basic of Qualitative Research. USA: SAGE Publications.

Yunandami. 2007 Students’ and Teachers’ Perception on the Use of Computer in EFL Classroom.Unpublished Paper. Bandung: Indonesia University of Education.

97 Candlin, N. C. (1981) The Comunicative Teaching of English. England: Longman Group

limited’

Connole, H. (1990). Study Guide. South Australia: South Australian College of Advanced Education.

Cresswell, J. W. (1994).Research Design: Qualitative and Qualitative Approaches.

Thousand Oaks, CA: Sage Publication.

Cumins. J. and Swain, M (1996). Bilingualism in Education: Aspects of Theory, research and Practice. London: Longman

Dahar, W. R. (1989). Teori-teori Belajar. Jakarta: Penerbit ERLANGGA.

Davidson, J., Moss, J. (2000). Issues in English Teaching. USA and Canada: the Taylor and Francis Group.

Deckert, G.(2006). ‘The Communicative Approach: Addressing Frequent Failure.’ In English Teaching Forum on Line Vol24.

http://www.Exchanges. state.gov/forum/2006.html. Accessed on 22nd June 2009.

Djamarah, B. S. (2002). Psikologi Belajar. Jakarta: Asdi Mahasatya.

Dubin, F., and Olsbtain, E. (1987). Course Design; Developing Programs and Materials for Language Learning. London: Cambridge University Press.

Emilia, E. (2000). Research Methods in Education.. Bandung: Jurusan Bahasa Inggris Universitas Pedidikan Indonesia.

Fraenkel and Wallen (1993 ). How to design and Evaluste Research in Education. Singapore: Lane Akers, Inc.

Freeman, L. D. (1986). Techniques and Principles in Language Teaching. England: Oxford University Press.

98 Gal, D. M., Gall,P. J,.&Bort, R..(2003). Educational Research an Introduction.

USA: Pearson. Education. Inc. W

Gazda, G.M., Frank, S.Asbury, Fred, J., Balzer, William, C. Childers. (1984). Human Relation Development: A Manual for Educators. Massachusetts: Allyn & Bacon, Inc.

Gibbons, P. (1993). Learning to Learn in a Second Language. NSW Australia:HEINEMAN Portsmouth, NH

Hall, E. (1983). Psychology Today. An Introduction. New York: Random House

Haris, H. (2007). Students’ Perception on the Use of English as a Medium of Instruction. Unpublished paper. Bandung: Indonesia University of Education

Harmer, Jeremy (2002). The practice of English Language Teaching. England: Pearson Education.

Hughes, S. G. (1981). Handbook of English Classroom English. Hongkong : Oxford University Press.

Hybels, S. and Richard L. Weaver (2004). Self,Perception, andCommunication. http://higherd.mcgraw-hill.com/sites/html/Accesseed on 22 June 2009

Inamullah, M. (2005). Pattern in of Classroom Interaction at Different Educatioinal Levels in the Light of Flander’s Interaction Analysis.http:/eprint.hec.gov.pk/99/02/42/htm.

Accessed on 24th July, 2008.

Jacob, M. G. (1997). Language Classroom of Tomorrow. Issues and Response. Singapore: SEMEO Language Centre.

Jonson, B E. (2007). Contextual Teaching and Learninbg. California: Corwin Press, Inc.

Jordaan, W. J., Jordaan, J. J, and Niiewoudt, J. M. (1979) Gneral Psyichology: A Psychological Approach. New York> MCGra-Hill Book Company.

Kimble,A.G., Garmez, N., and Zigler,.(1984). Principles of Psychology. Repiblic Singapore: Library of Congress Cataloging in Publication Data.

99 Kral, T. (1997).Teacher Development Making the Right Moves. Selected Articles from the ENGLISH TEACHING FORUM 1989-1993. Washington, DC: English language Program Division US Information Agency.

Moore, A. (1999). Teaching Multicultural Students: Culturism and anti-Culturism in SchoolClassroom. California: Mayfield Publishing Company.

Morgan, T. C. (1961). Inroduction to Psychology. Toronto: Mc Graw-Hill Book Company, Inc.

Neil, O.A. (2006). Indonesian JELT.: Jakarta: The English Department, Faculty of Education.

Huda, N. (1999). Language Learning and Teaching: Issues and Trends. Malang: IKIP Malang Publisher

Kvale, S. 1996. INTERVIEWS: An Introduction to Qualitative Research Interviewing. London: Sage Publications.

Lincoln, Y. S., & Guba, E. G. 1985. Naturalistic Inquiry. United States of America: Sage Publications, Inc.

Lukmana, Iwa., (2003). Language Teaching Media Modul 1: Pembelajaran Bahasa Inggris. Bandung: Universitas Terbuka.

Musthafa, B. (2008). Teaching English to Young Learners: Principles and Techniques. Unpublished. Module. Bandung: SpsUPI.

Moleong, J. L. (1994).Metodologi Penelitian Qualitative. Bandung: Remaja Rosdakarya Offset.

Nunan, D. (1999). Second Language Teaching and Learning. USA: Heinie and Heinie Publisher.

Nunan, D (1990). The Learner-centered Curriculum. Briatain:Bell and Bain. Ltd. Nunan, D, Carter, R. (2001). The Cambridge Guide to Teaching Engish to

Sspeakers of Other Languages. United Kingdom: Cambridge University Press.

100 Mudhofir, A. (1988). Kamus Teori dan Aliran dalam Filsafafa. Yogyakarta: Liberty.

Mueller, J. R.(1974). Principles of Classroom Learning and Perception. NewYork: Praeger Publisher, Inc.

Musthafa, B.(2008). Teori dan Praktik Sastra. Jakarta: KerjasamaSekolah Paskasarjana Universitas Pendidikan Indonesia, Bandung dengan New Concept English Education Centre, Jakarta.

Musthafa, B (2008).Teaching English to Young Learners: Principles and Techniques. Bandung: School of Post Graduate Studies (Sps) Indonesia University of Education (UPI) Bandung 40154-Indonesia

Richard, K. (2003). Qualitative Inquiry in TESOL. Grat Britain: Antony Rone. Ltd.

Ricahard, C. J., Platt, J, Platt, H. (1992). LONGMAN Dictionary of Language Teaching and Applied Linguistics. England: Longman Group UK Limited. Richards, C. J., Rodgers, S. T. (1986). Approaches and Methods in Language

Teaching. United States of America: Cambridge University Press. Riduawan (2005). Dasar-dasar Statistika. Bandung: Alfabeta.

Rost, M. (2002). Teachig and Researching Listening. Malaysia : Pearson Education Limited

Saud, S. U. (2007). Metodologi Pendidikan Dasar. Bandung: Program Magister Pendidikan Dasar Sps. UPI.

Schaetzel, K. and Chan Ho. (2006). Tutorials: A Way of Building Community in the Classroom.’ In English Teaching Forum online. Vol. 41. http://www.exchangestategov/forum/2006.html.

101 Schunk H. D., and Meece. L. J.(1992). Students Perception in the Classroom.New Jersay:

Lawrence Erlbaum Associates. Inc., Publisher.

Seliger, W. H., & Shohamy, E. (1989). Second Language Research Methods. Hongkong:Hopes Services Ltd.

Seliger, W.G., Shohamy, E.., (1989). Second Language Research Method. Hongkong: Oxford University Press.

Silverman, D. (2000). Doing Qualitative Research. Great Britain: SAGE Publication Ltd.

Simamora, B. (2002). Panduan Riset Prilaku Konsumen. Jakarta: Gramedia.

Snowman, J., Bihler, F. R (1981). Psychology Aooliedto Teaching. Boston: Houghtonn Miffin Company.

Sperling, P.A. (1987). Psychology Made Simple. London: Heineman.

Stern. H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: OxfordUniversity Press.

Stoller, L. F., and Grabe, W. (2002). Teaching and Researching Reading. Malaysis: Pearson Education.

Sudibyo, B. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Th.2007 : Standar Kwalifikasi Akademik dan Kompetensi Guru.

Sugiyono. (2005). Memahami Penelitian Kwalitatif. Bandung: CV Alfabeta.

Syah. M. (2004). Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT Remaja Rosda Karya.

Tangm J(2002). “Using L1 in the English Classroom.” English Teaching Forum, 12, 2: 39-41

Tarigan, G. H. (1991). Metodologi Pengajaran Bahasa 2. Bandung: Angkasa.

102 Tianco, J. A. N. (2005). Using Contemporary psychologicalPerspectives In

Re-Understanding TaiwanesseEFL Development:Observation and Implications for Tertiary Education. http://www.Asian-efl-journalcom/march 2005, index,plp. Accessed on22nd June2009.

Tomkins, E. G., Hoskisson. K. (1991). Language Arts Content and Teaching Strategies. USA: Macmillan Publishing Company.

Travewr, W. M. R. (1982). Essentials of Leearning. USA: collier Macmillan Canada.

Vernon, M.D. (1987). Psychology of Perception. Penguin Book.

Villeges, B (2009).Why English should be the Medium of Instruction. Manila Bulletin. http://www.geocities.com/benign0/agr-disagr/5-3-villegas.html

Accessed on Aug., 2009

Wagner, V, K. (2003) Defense Mechanism.

http//psychology.About.Com/mbiogage/2003/htm. Accessed on 22nd June 2009.

Walgito, B. (2004). Pengantar Psikologi Umum. Yogyakarta: ANDI.

Wallace, J. M. (1998). Action Research for Language Tachers. Unted Kingdom: Cambridge University Presss.

Williams, J. (2005). Teaching Writing in Second and Foreign Language Clasroom. USA: TheMcGrawi HillComapnies. Inc.

William, C. S. Jr. (2003). “Using L1 in the Classroom.” English Teaching Forum, 24, 2: 35-37.

Yin, K. R. (1990). Basic of Qualitative Research. USA: SAGE Publications.

Yunandami. 2007 Students’ and Teachers’ Perception on the Use of Computer in EFL Classroom.Unpublished Paper. Bandung: Indonesia University of Education.