students perception toward speaking practice on … · 2020. 4. 28. · students’ perception...

STUDENTS’ PERCEPTION TOWARD SPEAKING PRACTICE

ON ENGLISH WEEK

( Study at Misbahul Ulum Paloh, Lhokseumawe )

SKRIPSI

Submitted by:

SYAHRIZAL FIKRI

Reg. No. 231324267

The Student of English Department

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF AR-RANIRY

DARUSSALAM - BANDA ACEH

2018

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ACKNOWLEDGEMENT

Alhamdulillah, All praises are due to the Almighty Allah, who has blessed

and given me the chance, inspiration, and power to finish this thesis. Peace and

salutation is being upon to our beloved Prophet Muhammad SAW who has shown

us the perfect example of the greatest human being.

As the second mandatory thank, I appreciate to my beloved parent, (alm)

Muhammad Isa and Dra. Nurhatana who have always motivated and supported

me with all their prayers, affection and love. I also thank to my beloved brother,

Ediyanur Saputra, S.Kep and his wife Nurriski Safira, S. Ked and my young

brother Fakhrur Radhi, and special thanks to Erlis Irayana, S.Sos and all relatives

and grandparents who have patiently given their support to me.

Futhermore, I express my respect and thank to Dr. Muhammad AR, M. Ed

and Dr. Syarwan Ahmad, M.LIS as my main supervisor and co-supervisor who

have guided and supervised me on writting this thesis. My appreciation is also

addressed to all lecturers in English Education Department.

Moreover, I thank to all my friends: Almufassabil family, For-PMMU

Banda Aceh, Teacher or English Supervisor in Misbahul Ulum, Ten 2013, Ten

2012 who have participated and shared ideas in finishing this thesis. May Allah,

The Almighty, blesses them all forever. Amin.

Banda Aceh, January 18 2018

Syahrizal Fikri

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Abstract

This study aims at investigating the students’ perception toward speaking practice

on English week. This study was conducted at Misbahul Ulum Modern Islamic

Boarding School, Lhokseumawe. The participants of the study were 54 students,

in which the researcher embedded stratified technique sampling to determine three

students of each class as the participants. To collect data from participants, the

researcher used questionnaire. The questionnaire consist of twenty questions, then

the researcher categorized the questions into four aspects; they are students’

perception on the rules implemented on English week, students’ perception on

communication strategies, students’ perception on programs implemented, and

student perception on punishment. Based on analysis of questionnaire, the results

showed that most of the students are strongly agree on the rules implemented on

the English week, strongly agree on communication strategy used to improve

speaking skills, agree on the English programs on English week, and agree on

punishment ruled on English week. Furthermore, the result of the study suggested

the English supervisor to implement some new English programs, seminars, and

competition during English week to improve students’ interests and motivation in

speaking English.

Keywords: Perception, Speaking, Speaking practice, English week

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CONTENTS

DECLARATION LETTER..............................................................................ii

ABSTRACT .......................................................................................................iii

ACKNOWLEDGE ............................................................................................iv

CONTENTS .......................................................................................................v

LIST OF TABLES ............................................................................................vii

LIST OF APPENDICES...................................................................................ix

CHAPTER 1: INTRODUCTION

A. Background of Study.............................................................1

B. Research Question .................................................................4

C. Aim of Study .........................................................................4

D. Significance of Study ............................................................4

E. Research Terminology ..........................................................5

1. Perception .....................................................................5

2. Speaking Practice ..........................................................5

CHAPTER II: REVIEW OF LITERATURE

A. Nature of Language .............................................................7

B. The Concept of Speaking ....................................................9

C. The Component of Speaking ...............................................13

1. Grammar ........................................................................13

2. Vocabulary.....................................................................13

3. Pronunciation .................................................................14

4. Fluency ..........................................................................14

5. Comprehension ..............................................................15

D. Element Speaking ................................................................15

1. Language Features ..........................................................16

2. Mental/Social Processing ...............................................17

E. Practice ................................................................................17

1. Deliberate Practice .........................................................19

2. Motivation to Practice ...................................................19

F. Perception ............................................................................20

1. Definition of Perception .................................................20

2. Factors Affect Perception ...............................................21

G. Rules ....................................................................................22

H. English week/day .................................................................22

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I. Previous Related Studies .....................................................23

CHAPTER III: RESEARCH METHODOLOGY

A. Description of Research Location ......................................25

B. Research Design .................................................................25

C. Population and Sample .......................................................26

1. Population ....................................................................26

2. Sample .........................................................................26

D. Research Instrument ...........................................................27

E. Data Collection Procedure .................................................27

1. The first meeting ............................................................27

2. The second meeting .......................................................27

F. Technique of analyzing data ..............................................28

CHAPTER IV: RESULT AND DISCUSSION

A. Result ................................................................................29

B. Discussion .........................................................................42

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusion.......................................................................44

B. Suggestion .......................................................................44

1. Teacher ......................................................................44

2. Students .....................................................................45

REFERENCES ................................................................................................46

APPENDICES ..................................................................................................50

AUTOBIOGRAPHY .......................................................................................51

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CHAPTER I

INTRODUCTION

A. Background of Study

English is one of subjects that taught for students in Indonesian’s schools.

According to Curriculum of 2013, English has been taught to students since they

are in secondary level. When students learn English they focus on mastering four

macro skills, they are listening, reading, writing and speaking. Among those four,

speaking is considered as the most difficult skill to be mastered.

According to Chaney (1998), speaking is the process of building and

sharing meaning through the use of verbal and nonverbal symbol in a variety of

context. Students must master speaking skill to communicate easily in order to

share information each other. Speaking enables students to convey information to

people through conversation, after which they should process the information and

respond to it or communicate their understanding of the information. The standard

of competence for all students in Islamic boarding school decide that in speaking

skill students should be able to express the meaning of simple conversation for

interpersonal and transactional purposes, in the formal and informal situation to

communicate with the nearest environment and in academic context. It means that

the students must be able to speak and to express what they want to show to

others.

As proverb says ‘practice makes perfect’. Therefore, students must

practice to speak English as often as possible. So that, they are able to speak

English fluently and accurately. A part of that, to speak English, we have to know

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some important components of it. The components are what aspect influencing

how well people speak English. There are four components in speaking skill, they

are: grammar, vocabulary, pronunciation, and fluency. According to Syakur

(1987), speaking is a complex skill because at least it is concerned with

components of grammar, vocabulary, pronunciation, and fluency.

Grammar makes language be structured and organized, vocabulary enables

speakers to speak easily and fluently, pronunciation creates a good

communication because they will understand each other, and fluency makes all

components perfected. Not only these all components influence speaking, but also

their perceptions in speaking, because perception affects in students’ desire to

practice English language.

Perception is a process that preceded by sensing's process, which is

constitute process was accepted by it stimulus by individual via sense's tool or

also so-called sensors’ process (Bimo, 1980). Perception can be defined as our

recognition and interpretation of sensory information. Perception also includes

how to respond the information. We can think of perception as a process where

we take in sensory information from our environment and use that information in

order to interact with our environment. Perception allows us to take the sensory

information in and make it into something meaningful. According to students’

perception in Islamic Boarding School Misbahul Ulum that English language is

Western language, Therefore some of them do not want to practice English on

English week, but they will speak Arabic because they assume Arabic language is

the Islamic language. So, they avoid to speak English on English week.

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This fact is supported by the researcher’s experience when he was a

student of the school and also supported by direct observation. He discovered that

students were less motivated to practice English on English week. In this Islamic

boarding school there are many rules that must be followed by students, especially

the rules that have been applied by English department. One of those rules is the

students must practice Arabic language on Arabic week and also must practice

English language on English week. The problem is when Arabic week announced

by language department, the students show their higher interest. But it was

different when the language department announced English week, students

showed their lower interest in practicing English.

Many students in this school come from various backgrounds and regions

of Aceh, and other provinces (Data Santri PMMU 2016). Moreover, most of them

come from rural areas of Aceh that their cultures and the languages are still

normative. They also have not been exposed with other languages except local

and national language. As far as researcher knows, the number of students from

countryside and from the city is about fifty-fifty. So, in their opinions, English

language is the Western language, thus they are reluctant to practice English, for

those who are learning Arabic is required because it is the Islamic language.

Based on the explanation above, the researcher decides to conduct research

on students’ perception in practicing English by the title ”Students’ Perception

toward Speaking Practice on English Week”.

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B. Research Question

Based on the background of study above, the researcher formulates the

research questions as follow:

What are students’ perception toward speaking practice on English’s

week at Misbahul Ulum Paloh?

C. Aim of Study

Based on the research questions above, the researcher formulates the aim

of study as follow:

To investigate the students’ perception toward speaking practice on

English week.

D. Significance of Study

The significance of this study can be classified into two categories,

practical significance and theoretical significance. For practical significance, the

teachers can increase their knowledge and motivation to apply some programs

effectively, particularly in Modern Islamic Boarding School Misbahul Ulum

Paloh. For theoretical significance, the next researchers can use the result of this

research for their further research.

E. Research Terminology

This study is supported by two educational theories, perception and

speaking.

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1. Perception

Perception is a process of recognizing/ receiving the stimuli in form of

events, objects, or others through the senses. Bimo says about perception (1980),

perception is a process that preceded by sensing's process, which is constitute

process was accepted by it stimulus by individual via sense's tool or also so-called

sensors’ process. The researcher defines that perception is a view, description and

assumption, because in the perception there is a response of a person about one

thing or object. In this research, the researcher want to investigate the student

perception about English language and the causes the students do not want to

practice English on English week.

2. Speaking practice

Speaking practice includes communication, presentation and conversation.

In learning English, we will not release with the word "speaking". To some,

perhaps, assumed that speaking is the most second boring subjects after grammar

in learning English language. However, there are also considered speaking is the

most important lesson in learning in general, especially English. Thornbury

(2005) states that Speaking is so much a part of daily life that we take it for

granted. The average person produces tens of thousands of words a day, although

some people – like auctioneers and politicians – may produce even more than that.

Islamic Modern Boarding School Misbahul Ulum Paloh applies the rules in

communicating in the Boarding School area, which requires all students to

communicate with the official language (Arabic and English). The way of

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communicating with the official language is divided into 2 weeks (week = Friday-

Thursday)

The first week students are required to speak Arabic and the week after it

is required to speak English. This rule is valid forever.

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CHAPTER II

LITERATURE REVIEW

A. Nature of Language

Language is the process or set of processes used to ensure there is agreement

between the sender and receiver for meanings assigned to the symbols and the

schema for combining them used for each communication (Rice, 2008). According

to Finocchiaro and Bonomo (1973), language is a system of arbitrary vocal

symbols which permits all people in a given culture, or other people who have

learned the system of that culture, to communicate or to interact.

Many of Indonesian learners find difficulties in acquiring the oral

English language since most problems are caused by different elements

found between the two languages (Ramelan, 1992). Thus, by knowing some

of the characteristics of spoken language, it will help learners much in carrying

out the oral presentation. Such characteristics suggested by Brown are

summarized as follows:

1. Clustering

Fluent speech is phrasal not word by word. Learners can organize

their output both cognitively and physically (in breath groups)

through such clustering.

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2. Redundancy

The speaker has the opportunity to make the meaning clearer

through the redundancy of language. Learners can capitalize on this

feature of spoken language.

3. Reduced form

Constructions, elisions, reduced vowels, and so on; all form

special problems in teaching spoken English. Students who do not

learn colloquial constructions can sometimes develop a stilted,

bookish quality of speaking that in turn stigmatizes them.

4. Performance variables

One of the advantages of spoken language is that the process of

thinking as someone speaks allows him to manifest a certain

number of performance hesitations, pauses, backtracking, and

corrections. One of the differences between native and non-native

speakers of language is their hesitation phenomena.

5. Colloquial language

Make sure that the learners are reasonably well acquainted with the

words, idioms, and phrases of colloquial language and they get

practice in producing these forms.

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6. Rate of delivery

Another salient characteristic of fluency is rate of delivery. One of

ways in teaching spoken English is to help learners achieve an

acceptance speed along with other attributes of fluency.

7. Stress, rhythm, and intonation

This is the most important characteristic of English pronunciation.

The stress-timed rhythm of spoken English and its intonation patterns

convey important messages.

8. Interaction

Learning to produce wave of language in a vacuum – without

interlocutors – would rob speaking skill of its richest component;

the creativity of conversational negotiation (Brown, 2001).

B. The Concept of Speaking

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994). Brown

(2001) states that when someone can speak a language it means that he can carry

on a conversation reasonably competently. In addition, he states that the

benchmark of successful acquisition of language is almost always the

demonstration of an ability to accomplish pragmatic goals through an interactive

discourse with other language speakers.

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According to Scott and Ytreberg (1990), speaking is perhaps the most

demanding skill for the teacher to teach. There are three reasons why it is

good to give students speaking (Harmer, 1991):

1. Rehearsal

It gives them a chance to rehearse having discussions outside the

classroom.

2. Feedback

Speaking activities can give them enormous confidence and

satisfaction, and with sensitive teacher guidance can encourage them

into further study.

3. Engagement

Good speaking activities can and should be highly motivating. Many

speaking tasks (role-playing, discussion, problem-solving etc.) are

intrinsically enjoyable in themselves.

According to Nunan (2003), speaking is learned in two broad contexts:

foreign language and second language situations. The challenges you face as a

teacher are determined partly by the target language context. A foreign

language context is one where the target language is not the language of

communication I the society (e.g. learning English in Japan or studying French

in Australia). Learning speaking skills is very challenging for students in

foreign language contexts, because they have very few opportunities to use

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the target language outside the classroom. In language lessons-especially at the

beginning and intermediate levels- learners must be given opportunities to

develop both their fluency and their accuracy. They cannot develop fluency if

the teacher is constantly interrupting them to correct their oral errors.

Teachers must provide students with fluency- building practice and realize that

making mistakes is a natural part of a new language.

According to the Oxford Advanced learner’s Dictionary (1995), speak

means to say words; to say or to talk something about something, to have a

conversation with somebody; to address somebody in word etc. while speech

means the power of action of speaking; a manner or way of speaking.

According to Bygate (1987) speaking is a skill which deserves attention

every bit as much as literary skills, in both first and second languages. It is the

skill by which they are most frequently judged, and through which they ma y

make or lose friends. It is also a medium through which much language is

learnt, and which for many is particularly conducive for learning.

Bygate (1987) further says that in order to be able to speak a foreign

language, it is necessary to know a certain amount of grammar and

vocabulary. The speakers’ sentence cannot be as long as or as complex as in

writing, because the writer has more time to plan. Mistakes are also made in

both the message and the wording. We forget things we intended to say. To

minimize those mistakes, the learners should have speaking practice through

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many kinds of activities such as story telling in front of the class, playing a

role on stage, or even joining conversation program on radio.

Speaking as the primary skill is not same with writing ones. When

someone writes something, s/he has a time to reread and correct to any mistakes

what they have made. But they do not have time to avoid and correct the

mistakes they have while they are speaking. Indeed, it includes differences

include its functions, contexts, and consequently the way of conveying messages

(Halliday, Resnick & Walker, 1989).

Richards and Renandya (2002) state that effective oral communication

requires the ability to use the language appropriately in social interactions that

involves not only verbal communication but also paralinguistic elements of

speech such as pitch, stress, and intonation. Moreover, nonlinguistic elements

such as gestures, body language, and expressions are needed in conveying

messages directly without any accompanying speech. Brown (2007) states

that social contact in interactive language functions is a key importance and

in which it is not what you say that counts but how you say it what you

convey with body language, gestures, eye contact, physical distance and other

nonverbal messages.

In their discussion on the nature of spoken language, Brown and Yule in

Nunan (1989) distinguish spoken language from written language.

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C. The Components of Speaking

According to Harmer (2007) speaking is a complex skill because at least it

is concerned with components of grammar, vocabulary, pronunciation, fluency

and comprehension. Speaking has some important components, there are:

1. Grammar

Leech (1982) states that grammar is a set of rules which describe how we

use a language. The aim of grammar is also to learn the correct way to

gain expertise in language in oral written form. Therefore, grammar is

needed for students to arrange a correct sentence in conversation.

2. Vocabulary.

Brown (2007) states that aside grammar, the other component which is

important is vocabulary. Vocabulary means the appropriate diction which

is used in communication. Without having a sufficient vocabulary, one

cannot communicate effectively or express their ideas in both oral and

written form. Vocabulary is the total number of words in a language;

all the words known to a person or used in a particular book, subject,

etc; a list of words with their meaning, especially one that

accompanies a textbook (Hornby, 1995).

3. Pronunciation.

Pronunciation is the way for students to produce clearer language when

they speak. It deals with the phonological process that refers to the

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components of a grammar made up of the elements and principles that

determine how sounds vary and pattern in a language. There are two

features of pronunciation; phonemes and supra segmental features. A

speaker who constantly mispronounces a range of phonemes can be

extremely difficult for a speaker from another language community to

understand (Gerard, 2000).

4. Fluency.

Fluency can be defined as the ability to speak fluently and accurately.

Fluency in speaking is the aim of many language learners. Signs of fluency

include a reasonably fast speed of speaking and only a small number of

pauses and “ums” or “ers”. These signs indicate that the speaker does not

have to spend a lot of time searching for the language items needed to

express the message (Brown, 2007).

5. Comprehension

Comprehension also is the one components of speaking. Hornby (2000)

states that comprehension is the mind, act power of understanding

exercise aimed in improving is testing ones. There are four components

of speaking that must to attention by the students if they want to speak

well.

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D. Elements of Speaking

Speaking is one of the four skills in learning foreign language besides

listening, reading and writing. It is not easy for the students to communicate in

English. They have to think more often when speaking English. Of course,

students need interaction with others (teachers, friends, parents, etc) to

communicate. Bygate (1987) acquaints that “interaction skill involves the ability

to use language in order to satisfy particular demand. First, it is related to the

internal conditions of speech. Second, it involves the dimension of interpersonal

interaction in conversation”

From the four skills mentioned earlier, it could make them grouped into

two categories: oral and written features. Orally means trough spoken word, of,

by, or for the mouth. While written on other hand is the form of letter, symbol,

word or messages etc especially on paper (Hornsby, 2008).

(Harmer, 2005) state that the ability to speak English presupposes the

elements necessary for spoken production as follows.

1. Language Features

The elements necessary for spoken production, are the following:

a. Connected speech: in connected speech sound are modified

(assimilation), omitted (elision), added (linking r), or

weakened (through contractions and stress patterning). It is

for this reason that it should involve students in activities

designed specifically to improve their connected speech.

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b. Expensive devices : native speakers of English change the

pitch and stress of particular parts of utterances, vary volume

and speed, and show by other physical and non-verbal

(paralinguistic) means how they are feeling (especially in

face to – face interaction). The use of these devices

contributes to the ability to convey meaning.

c. Lexis and grammar: teacher should therefore supply a variety

of phrases for different function such as agreeing or

disagreeing, expressing surprise, shock, or approval.

d. Negotiation language: effective speaking benefits from the

negotiator language that use to seek clarification and show

the structure of what are saying. Someone often need to ask

for clarification when he/she are listening to someone else

talks and it is very crucial for students.

2. Mental / Social Processing

Success of speaker’s productivity is also dependent upon the rapid

processing skills that talking necessitates (Harmer, 2005):

a. Language processing: language processing involves the

retrieval of words and their assembly into syntactically and

propositionally sequence.

b. Interacting with others: effective speaking also involves a

good deal of listening, an understanding of how the other

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participants are feeling, and knowledge of how linguistically

to take turn or allow others to do so.

c. Information processing (on the spot): quite apart from our

response to other’s feeling, it also needs to able to process the

information they tell the moment get it.

E. Practice

Practice is the act of rehearsing a behavior over and over, or engaging in

an activity again and again, for the purpose of improving or mastering it, as in the

phrase "practice makes perfect". Sports teams practice to prepare for actual

games. Playing a musical instrument well takes a lot of practice. It is a method of

learning and of acquiring experience. (Wilen, 2013).

Practice is seen as the stepchild living next door to the ivory tower.

Nevertheless, there is a long tradition of thinking and research that supports

learning through practice. Aristotle said about practice “For the things we have to

learn before we can do them, we learn by doing them.” Learning can be enhanced

by particular kinds of pedagogic activities, which, as instanced, required the

practitioner to represent their tacit learning in some way. This requirement creates

an imbedded practice that has significant pedagogic qualities in so far as it

generates the kinds of knowledge structures that make explicit what was tacit, and

generates richer understanding about practice, but from and through practice, not

on behalf of it. (Billett, 2010).

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Practices create shared meaning through “shared presuppositions,

conceptual frameworks, vocabularies, or ‘languages’” (Heidi M. Neck, Patricia G.

Greene and Candida G. Brush, 2014). Entrepreneurship education, through a

practice-based approach, becomes a community of learning that is student

centered. Just as we have been talking about what practice is, it is just as

important to talk about what practice is not as it relates to our approach. An

interesting line of inquiry emerging in the management and entrepreneurship

literatures, but borrowed from cognitive science, is the concept of deliberate

practice to achieve expert performance (Ericsson, 1993).

1. Deliberate Practice

Psychologist Ericsson, a professor of Psychology at Florida State

University, has been a pioneer in researching deliberate practice and what it

means. According to Ericsson (1993):

People believe that because expert performance is qualitatively different

from a normal performance the expert performer must be endowed with

characteristics qualitatively different from those of normal adults. We agree that

expert performance is qualitatively different from normal performance and even

that expert performers have characteristics and abilities that are qualitatively

different from or at least outside the range of those of normal adults. However,

we deny that these differences are immutable, that is, due to innate talent. Only a

few exceptions, most notably height, are genetically prescribed. Instead, we argue

that the differences between expert performers and normal adults reflect a life-

long period of deliberate effort to improve performance in a specific domain.

https://en.wikipedia.org/wiki/K._Anders_Ericsson

https://en.wikipedia.org/wiki/Florida_State_University

https://en.wikipedia.org/wiki/Florida_State_University

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2. Motivation to Practice

Psychologist K. Anders Ericsson writes about motivation to practice. He

creates a theoretical framework for acquisition of expert performance that

discusses the issue of a lack of motivation to practice. He writes:

”Engagement in deliberate practice is not inherently motivating. Performers

consider it instrumental in achieving further improvements in performance

(the motivational constraint). The lack of inherent reward or enjoyment in

practice as distinct from the enjoyment of the result (improvement) is

consistent with the fact that individuals in a domain rarely initiate practice

spontaneously.”

F. Perception

1. Definition of Perception

Perception has sometimes been defined as "the consciousness of particular

material things present to sense." Perception is as a matter of fact always a larger

thing than this definition would immediately imply; because we are always aware

in the " fringe," in the background of consciousness, of sense activities other than

those we speak of as being perceived, especially those connected with the internal

operations of our own organism. Perception as psychologists describe it is

therefore, like sensation, something of an abstraction (John R Shook; John

Dewey; James Rowland Angell, 2001). Hamachek (1995) defines perception as

how individuals experience stimuli by the sensory receptors, from the world

around them. What is experienced consciously is not always the same as what is

experienced auditorily, visually or tactically.

https://en.wikipedia.org/wiki/K._Anders_Ericsson

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People’s perception is affected by the way in which they view the world

around them. Therefore individuals’ interpretation of sensory stimuli will be

affected by their own views (Hamachek, 1995).

According to Muchinsky, Kriek and Schreuder (1998), people’s

preconceived views also influence the way in which information is processed.

These views assist people to process large amounts of data. If information does

not fit with people’s preconceived views, that data is usually eliminated or

ignored during information processing. Information is processed instinctively as

much as possible, and value judgement tend to remain consistent. It is only when

something extraordinary happens that people might reflect on their preconceived

views.

2. Factors Affect Perception

The way individuals view the world around them greatly influences what

they focus on and what they ignore (Hamachek, 1995). The stimuli people select

to focus on depend on their internal components as well as the external

environment (Viljoen, 2003). Vilijoen describes of these individual internal

components as preparatory set, orientation, intensity of motives and familiarity of

stimuli. Preparatory set refers to a collection of items that people are more

inclined to see according to their internal state. Orientation is the perspective to

react to certain physical stimuli, which is often based on individuals’ history and

culture. Intensity of motives refers to individual unfulfilled needs. Familiarity of

stimuli refers to exposure to stimuli familiar to individuals. If individual are

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exposed to a range of different stimuli, they will be attracted to the familiar rather

than the unfamiliar. The factors that affect perception were important in this

study, as the respondents each focused on different stimuli from either the external

or internal environment. The participants could perceive the evaluation of

teaching skills differently due to factor such as culture, their unfulfilled needs,

responses to their own internal states, or choosing to react to familiar rather than

unfamiliar stimuli. All the student tutor (respondents) were unique, with their own

perceptions and expectations, and this influenced the way they perceived their

evaluation of the teaching sessions they presented.

G. Rule

Rule is one form of decision that must be adhered and implemented. So,

we have to obey the rules for everything to be organized and people will feel

comfortable, Rules are actions that must be performed or not performed (Lepank,

2012). According to Lydia Harlina Martono (Lepank, 2012) Rule is a guideline

for people to live orderly. If there are no rules, humans can act arbitrarily,

uncontrollably, and unruly.

H. English Week/Day

According to Hariyanto (2010) “how prepare school with international

standard in Indonesia”, English has become a world-wide language, with

numerous countries adopting it as an official language. English is the dominant

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international language in science, business, aviation, entertainment, and

diplomacy, and also on the Internet.

English Day/Week is a day/week where is in this school, the teacher and

the students must use English all day long. In Indonesia, English Day usually used

in international standard school. So, English Day program related to improve the

students’ speaking skill in international standard school.

A national education system should ensure equal opportunity,

improvement of quality and relevance and efficiency in management to meet

various challenges of local, national, and global lives; therefore it requires well-

planned, well-directed, and sustainable education reform (Depdiknas, 2003).

I. Previous Related Studies

The researcher found out some previous studies which are related to the

perception of students on English week. The first journal is entitled “Students’

Perception toward English Week at Darul Imarah Junior High School in Padang

Panjang”. This journal was written by Yulia Dewi Suryani, Yenni Rozimela and

Aryuliva Adnan student of English Department Faculty of Language and Art State

University of Padang. The objective of this research was to describe students’

perception toward English week. The researcher used two research instruments;

They were questionnaire and mobile phone recorder for interview. The differences

between this research and previous studies, those were the population, sample,

location and method. The previous studies used descriptive research (qualitative)

and present using survey (quantitative). The similarity between this research and

23

the previous studies was conducted research students’ perception. The result in

previous studies was students have good perception.

The second journal is entitled “Students’ Perception on the use English In

Bilingual Class At SMPN 1 2X11 Enam Lingkung “. This journal was written by

Mulia Tina, M. Zaim and Fauzia Rozani Syafei (2013), alumnus from English

Department FBS State University of Padang. The objective of this research was to

describe student perception on the use of English in Bilingual Class at SMPN 1

2X11 Enam Lingkung. This class applied E nglish and Arabic language. The

differences between previous studies and this research were location, method and

instrument. Previous studies used questionnaire and interview to collect the data

from participants, while this research only used questionnaire as instrument. The

similarities of both studies was conducted students’ perception toward English

week. The result of previous studies was the students have a good perception

about English week.

25

CHAPTER III

RESEARCH METHODOLOGY

A. Description of Research Location

The school that the researcher observed is Modern Islamic Boarding

School Misbahul Ulum Paloh and it is located in Lhokseumawe. It is boarding

school that emphasizes the use of Arabic and English language in social

interaction and communication.

B. Research Design

In this research the researcher uses quantitative research. According to

Creswell, in quantitative research there are three designs: experimental,

correlation and survey. The researcher uses survey design in conducting this

research. Survey research design is a procedures in quantitative research in which

an investigator administer survey or questionnaire to a sample entire population of

people to describe the attitudes, opinions, behaviors, or characteristic of the

population (Creswell, 2012). Furthermore, Creswell divides the survey design into

two types, they are Cross-sectional survey design and longitudinal.

Regarding to this research, the researcher applied cross-sectional survey

design. It is a design in which the researcher collects data at one point in time.

This design examines current attitudes, beliefs, opinions or perceptions.

Therefore, the researcher in this research chose the students’ perceptions to be

examined.

26

C. Population and Sample

1. Population

Best and Kahn (2006) say that population is any group of individuals that

has one or more characteristics in common and that are of interest to the

researcher. According to Fraenkel, et.al. (2012) the population is the group of the

interest to the researcher, the group whom the researcher would like to generalize

the result of the study. Population of this research was all male students at

Misbahul Ulum Paloh. There were 18 classes and each class consists of 25 until

30 students. The number of male students of the school is about 1.200 students.

2. Sample

According to Sugiyono (2012), sample is part of the number and

characteristic possessed by the population. In the same vein, Creswell (2012)

states that a sample is a subgroup of the target population that the researcher plans

to study for generalizing sampling. However, the researcher in this research

embedded stratified sampling technique; it is a type of probability sampling.

Stratified sampling is a procedure in which the researcher stratifies the population

on some specific characteristics or groups, then he chose the sample randomly in

each group (Creswell: 2012). In this case, the researcher only conducted the

research for male students, so there were 18 classes. The researcher chose three

students of each class randomly. Totally, there were 54 students will be

participant in this research.

27

D. Research Instrument

To collect the data, the researcher designed research instrument. It is a tool

for measuring, observing or documenting quantitative data (Creswell, 2012). The

questionnaire was used as the instrument in this research. Creswell (2012) states

that questionnaire is a form used in survey design that participants in a study

complete and return to the researcher. However, the researcher in this research

used Liker Scale questionnaire where the students have to answer closed-ended

questions. The questionnaire consists of 20 questions.

E. Data Collection Procedure

To conduct the survey research, the researcher designed several steps to

collect the data.

1. The first meeting

The researcher came to school to meet the principal for research

permission, along with the observation of school students. He also collected

the students’ names list of each class to decide the participant randomly.

2. The second meeting

The researcher announced the names of participant and he accumulated all

participants in one place. Furthermore, the researcher began the research by

introducing himself along with the explanation about the research including

the title. The questionnaires were distributed to participants by researcher.

After the students answer the questions of questionnaire, they submitted them

to researcher. Then, he analyzed by using SPSS.

28

F. Technique of Analyzing Research Data.

According to Sudjono (2008), the data of questionnaire will be analyzed

by using the following formula:

Remarks:

P = Percentage

F =Number of students choose every choice of

Answer for each statement

N = Total number of student

100% = Constant Value

This formula was used to calculate students’ answer from questionnaire.

Then, the researcher interpreted the data into percentage.

29

CHAPTER IV

RESULT AND DISCUSSION

A. Result

The questionnaire contained of twenty descriptions. Each questionnaire was

given to 54 students of Modern Islamic Boarding School of Misbahul Ulum to grasp their

perceptions about speaking practice on English week. Each of twenty descriptions was

completed by four options that participants must chose: Strongly Agree (SA), Agree (A),

Disagree (D), and Strongly Disagree (SD). To analyze the result of these 54

questionnaires, researcher used the following formula:

P =

x 100%

Where

P =percentage N =the number of sample

F =frequency 100% =constant value

The result for each question are as follow:

Table 4.1: The rule implemented by the school

No Option F Percentage (%)

1

Strongly Agree

Agree

Disagree

Strongly Disagree

31

18

4

1

58%

33%

7%

2%

Total 54 100%

Table 4.1 describes that almost all students agree on the rule implemented by

Language Department of Modern Islamic Boarding School Misbahul Ulum. This

30

statement proved by the result; 31 (58%) participants choose “strongly agree” and 18

(33%) choose “agree”. It is indicates that almost all students agree to follow all the rules

implemented by the school.

Table 4.2: Learning English outside the classroom


2

Strongly Agree

Agree

Disagree

Strongly Disagree

20

18

9

7

36%

35%

16%

13%

Total 54 100%

The table 4.2 shows that more than half of students agree on the rule. Just 16

(29%) of the participants do not agree, 20 (36%) choose strongly agree and 18(35%)

choose agree. Totally 39 (71%) agree about that statement “all students” have to learn

English language inside and outside the classroom”. It is indicates almost all participants

agree to learn English in the classroom and outside the classroom.

Table 4.3: Communicated by using English language on English week.


3

Strongly Agree

Agree

Disagree

Strongly Disagree

22

24

7

1

41%

44%

13%

2%

Total 54 100%

31

The table 4.3 displays about the result from description “all students

communicate using English language on English week”. It shows 24 (44%) participants’

attention by putting their agreement and 22 (41%) put Strongly Agree for this statement.

However there are 7 (13%) participants shows disagreement for this description. These

result indicates the student agree to communicate using English language on English

week in this Boarding School.

Table 4.4: Getting punishment for them who do not communicated by English

language.


4

Strongly Agree

Agree

Disagree

Strongly Disagree

15

26

8

5

27%

49%

15%

9%

Total 54 100%

Table 4.4 describes about “the students who do not communicate using English

language will be punished on English week”. This statement shows what their perceptions

about the punishment. The result displays there are 26 (49%) participants who choose

option “Agree”, follow by the selection of “Strongly Agree” as many as 15 (27%).

However there are 8 (15%) participants who choose “Disagree” about the description, it

is shows more than half of them “Agree” if the students break the rule, they will get the

punishment.

32

Table 4.5: Speaking practice by perforce


5

Strongly Agree

Agree

Disagree

Strongly Disagree

1

11

23

19

2%

22%

41%

35%

Total 54 100%

The table 4.5 shows the result from the description “students communicate in

English language on English week by perforce”. Almost half of participants choose

option “Disagree” and follow with participants who choose option “Strongly Disagree”.

Nevertheless 11 (22%) participants choose “Agree” about the description. These results

indicate that students in Modern Islamic Boarding School speaking practice do not fell

perforced.

Table 4.6: The strategy to avoid punishment on English week.


6

Strongly Agree

Agree

Disagree

Strongly Disagree

6

15

24

9

11%

27%

44%

18%

Total 54 100%

Table 4.6 displays the result of the description “students choose to be silent if

they can’t communicate in English language on English week”. The result is end by 44%

“voice” of 24 participants who disagree of this description, the second rank is position by

33

option “Agree” with the number of elector are 15 (27%) participants. These result

indicates that the student do not choose to be silent if they can’t communicate in English

on English week.

Table 4.7: Effectiveness of punishment


7

Strongly Agree

Agree

Disagree

Strongly Disagree

5

31

14

4

9%

58%

26%

7%

Total 54 100%

The table 4.7 describes about the result form the description “effectiveness of

punishment based on spy system that is applied on English week”. The number of

selectors and percentage ensure us that 31 (58%) agree that spy system is effective on

English week. It is indicates that the student will speak English all day long on English

week.

Table 4.8: Punishment affected social value


8

Strongly Agree

Agree

Disagree

Strongly Disagree

11

24

9

10

20%

45%

16%

19%

Total 54 100%

34

Table 4.8 is shows that the result from the description, “punishment based on spy

system should affected students’ social value. The table above explains that most

participants agree that they have problem on social value caused punishment. On the next

level, 24 (46%) agree about the description, and 10 (19%) the rest of them choose

“Strongly Disagree” for the description. It displays more than half of participants agree

that punishment will be affected social value among students in this School.

Table 4.9: Programs are applied on English week


9

Strongly Agree

Agree

Disagree

Strongly Disagree

10

21

19

4

18%

39%

36%

7%

Total 54 100%

Table 4.9 describes about the result from the description “lack of time for English

week (a week)”. The result that there are 21 participants (39%) who choose option

“Agree” and there are 19 participants (36%) who choose option “Disagree”. In this

description has a little differences of final result between “Agree” and “Disagree” is 2%.

It is indicates that student agree a week enough for English week.

Table 4.10: Motivation to communicate in English


10

Strongly Agree

Agree

Disagree

Strongly Disagree

13

16

19

6

25%

29%

35%

11%

Total 54 100%

35

The table 4.10 shows that the result form the description “students make a

punishment to be motivation in speaking practice on English week” the result is that there

are 19 participant (35%) who choose option “Disagree” and there are 16 participants

(29%) who choose option “Agree”. Totally, 25 participants disagree about description

above.

Table 4.11: Students’ perception toward motivation


11

Strongly Agree

Agree

Disagree

Strongly Disagree

8

20

17

9

8%

46%

31%

15%

Total 54 100%

The table 4.11 displays about the description “lack of motivation from the

teachers to communicate in English” the result shows there are 20 participants (46%) who

choose “Agree” and there are 17 (31%) participants who choose “Disagree” for

description above. It indicates the students’ lack of motivation from their teachers in

communicate using English language on English week.

Table 4.12: Following all programs on English week


12

Strongly Agree

Agree

Disagree

Strongly Disagree

21

21

8

4

38%

38%

15%

9%

Total 54 100%

36

The table 4.12 describes about result from description “students should follow

programs is apply on English week” the result from the description between “Strongly

Agree” and “Agree” there are same elector number of participants 21 (38%). It can be

interpreted that there is no problem when student follow all programs which is applied on

English week.

Table 4.13: Effectiveness conversation program


13

Strongly Agree

Agree

Disagree

Strongly Disagree

30

15

3

6

56%

27%

5%

12%

Total 54 100%

The table 4.13 shows that more than half of participants or 83% (45 participants)

agree with the statement “effectiveness conversation program in improving students’

speaking skill in Modern Islamic Boarding School Misbahul Ulum”. While 6 participants

(12%) choose option “Strongly Disagree”. It describes that most of them agree

conversation programs is effective in improving their speaking skill.

Table 4.14: Effectiveness language correction program


14

Strongly Agree

Agree

Disagree

Strongly Disagree

26

17

8

3

47%

33%

15%

5%

Total 54 100%

37

The table 4.14 shows that the result from description “effective language

correction program to improve students’ English language”. Almost all of students put

their strong agreements about this description. 26 (47%) participants strongly agree with

this statement and only 17 participants (33%) choose option “Agree”. However, there are

8 participants (15%) that put “Disagree” for this statement. It means that language

correction program is effectiveness for students in Modern Islamic Boarding School.

Table 4.15: Lack of program to increase speaking skill


15

Strongly Agree

Agree

Disagree

Strongly Disagree

7

22

20

5

15%

40%

36%

9%

Total 55 100%

The table 4.15 displays about the result from description “lack of the programs to

increase students’ motivation in speaking practice”. Most of participants agree with the

statement. 22 (40%) participants choose option “Agree” and 20 participants (36%) who

choose option “Disagree”. It indicates that the students fell lack of programs and

motivation to increase their speaking skill.

38

Table 4.16: Students’ perception toward vocabularies program


16

Strongly Agree

Agree

Disagree

Strongly Disagree

23

13

12

6

44%

24%

21%

11%

Total 54 100%

Table 4.16 shows that the result from description “students should follow

vocabularies program on English week” the result explains that most of participants

strongly agree and they should follow vocabularies program on English week. On the

next level, 13 (24%) participants agree about the description, and 12 participants (21%)

choose “Disagree”. This result shows that student agree to follow vocabularies program

every English week.

Table 4.17: Lack of vocabulary that share in English week


17

Strongly Agree

Agree

Disagree

Strongly Disagree

6

13

22

13

13%

24%

39%

24%

Total 54 100%

.

The table 4.17 displays about the description “lack of vocabulary that share

everyday on English week”. It grabs 22 (39%) participants’ attention by putting their

disagreement and 13 (24%) put “Strongly Disagree” and “Agree” for this statement.

39

These results displays that the students get enough vocabulary every day on English

week.

Table 4.18: Strategy in improving students’ speaking practice on English week.


18

Strongly Agree

Agree

Disagree

Strongly Disagree

20

24

9

1

38%

44%

16%

2%

Total 54 100%

The table 4.18 shows that almost all students agree for the description “students

should improve their skill by memorizing some vocabularies on English week” the result

in the table is shows that 44% “voice” of 24 participants who agree that they memorize

some vocabularies on English week. Different finding is drawn by other participants, 9

participants (16%) of them disagree about this statement and 20 participants (38%)

choose option “Strongly Agree”. It shows that many students improve their speaking

practice by memorizing some vocabularies on English.

Table 4.19: Strategy memorizing some vocabularies


19

Strongly Agree

Agree

Disagree

Strongly Disagree

34

16

1

3

64%

29%

2%

5%

Total 54 100%

40

Table 4.19 shows the result of description “memorizing some vocabularies will

be helped students in communicate on English week”. The number of selectors and

percentage ensured that 34 participants (64%) strongly agree that memorizing some

vocabularies can help them in speaking practice. However, there are 3 participants (5%)

who choose option “Strongly Disagree”. It indicates that almost all of students who

memorize some vocabularies on English week will help them in speaking practice.

Table 4.20: Strategy from Language Department.


20

Strongly Agree

Agree

Disagree

Strongly Disagree

39

10

3

2

73%

18%

5%

4%

Total 54 100%

Table 4.20 shows the result of question number 20 which appeared from the

description, “language section will help students to communicate in English week”. It

shows contribute language section for students in modern Islamic boarding school

Misbahul Ulum. The table above explains that the large number of participants take the

option “Strongly Agree” for this statement (73%) and there are 3 (5%) participants

disagree about the description. These result indicates that language section has a big

contribution for students in that school.

B. Discussion

After analyzing all result data which was collected from participants, the

researcher intends to discuss the findings and answer how they answer the research

41

question purpose in the first chapter. There is only one research question that is concerned

with the students’ perception toward speaking practice on English’s week. Based on

the finding of analysis the researcher get answers from the participants and

researcher divided twenty questions in questionnaire into four aspects; they are

students’ perception on the rules on English week, students’ perception on

communication strategies on English week, students’ perception on programs

implemented on English week and students’ perception on the punishment on

English week.

In terms of students’ perception on the rules on English week from the

question number 1, 2, 3, 4, and 5, the results showed that many students strongly

agree to follow all the rules to speaking practice on English week, and they agreed

to accept punishment for students who violate the rule (see table 4.1, 4.2, 4.3, and

4.4). However, few of them disagree about the rules implemented, and they feel

compelled to speak English. All applied rules aim to control and motivate

students’ interest in speaking English (see table 4.5).

In term of students’ perception on communication strategies on English

week from the question number 6, 10, 18, 19 and 20, the results showed that many

students will memorize some additional vocabulary apart that was in English

week (see table 4.18). The aim of this strategy is to help student communication

by English language and to increase their skill speaking practice on English week

(see table 4.19).

The next term is students’ perception on programs implemented on

English week. From the question number 9, 12, 13, 14, 16 and 17 the results

42

showed the students always participate in all program was implemented by

language department in this school (see table 4.12). However, students find

deficiency in one of programs; it is lack of time allocated for English week (see

table 4.9).

The last term is students’ perception on the punishment on English week.

From the question number 7 and 8, the result in this part showed there is an

effective punishment (spy system) which applied by language department to keep

the rules was implemented on English week (see table 4.7), this system affected

students’ social value in that school (see table 4.8).

In this study, the researcher found 2 new findings that have not been

obtained in previous studies, they are;

1. Spy System

Spy System is a method to search for accurate and authentic information

secretly. In this study spy system can be defined as penalties applied to those

who do not communicate by the official languages (Arabic and English

language) in predetermined time, they should look for infringing persons in

communicating or not speaking the official languages with valid evidence.

2. Social value

Social value is a value believed by a community, about what is considered

good or bad by the community. In this study social value is an effect caused

by the spy system that has been described above. Spy system is greatly

affect on the social value for the community who became participant in this

43

study. Consequently, the enactment of spy system has let to feeling of

mutual hatred, revenge and threaten each other.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This study was focused on students’ perceptions toward speaking practice on

English week. According to the results of the data analysis, most students have good

perception about speaking practice was applied in Modern Islamic Boarding School of

Misbahul Ulum. Yet, few of them did not have good perception with kinds of reasons.

Different perception describe that few of 54 students have kinds of perception of the

rules, communication strategies, English programs and punishment behaviour in this

school. Speaking practice will improve if learners want to practice and memorize some

vocabulary and have high motivation in learning English language. But, many of them

were lazy to speak English.

B. Suggestion

Based on the result of the research, the researcher would like to give some

suggestion as follows;

1. Teacher

From the result of this study, generally students’ perception toward speaking

practice was good, only few students had bad perception. The researcher has

some suggestions to the teacher:

a. The teacher or English supervisor should implement new programs to

improve students’ speaking skill. For example, every student must speak in

front of classroom with different topic for 10 minutes.

46

b. The teacher or English supervisor should hold speaking a seminar to

improve students’ interest of speaking.

c. The teacher or English supervisor should add some competitions to improve

students’ interest in speaking.

2. Students

Students have to practice, practice and practice even without using grammar.

45

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No Pernyataan Sangat Setuju Setuju Tidak Setuju Sangat Tidak

Setuju

1 Semua santri wajib

mematuhi semua

peraturan yang diterapkan

oleh bagian bahasa di

pesantren modern

misbahul ulum.

4

3

2

1

2 Semua santri wajib belajar

bahasa inggris di dalam

kelas maupun diluar kelas.

4

3

2

1

Semua santri wajib

berkomunikasi dalam

bahasa inggris pada

English week.

4

3

2

1

4 Santri akan dikenakan

hukuman bagi yang tidak

berkomunikasi dalam

bahasa inggris saat

English week.

4

3

2

1

5 Santri berkomunikasi

dalam bahasa inggris

secara terpaksa pada

English week.

4

3

2

1

6 Santri akan memilih

berdiam jika tidak bisa

berkomunikasi dalam

bahasa inggris pada

English week.

4

3

2

1

7 Efektifnya hukuman

berbasis sistem spy yang

diterapkan pada saat

English week .

4

3

2

1

8 Hukuman berbasis sistem

spy akan mempengaruhi

nilai sosial antar santri.

4

3

2

1

9 Kurangnya waktu yang

diterapkan untuk English

week (1/2 minggu).

4

3

2

1

10 Santri menjadikan

hukuman sebagai motivasi

dalam berkomunikasi

bahasa inggris pada

English week.

4

3

2

1

11 Kurangnya motivasi dari

guru untuk berkomunikasi

bahasa inggris pada saat

English week.

4

3

2

1

12 Santri wajib mengikuti

semua program yang

diterapkan pada saat

English week.

4

3

2

1

13 Efektifnya program

conversation untuk

meningkat skill santri

dalam berbahasa inggris

di pesantren modern

misbahul ulum.

4

3

2

1

14 Efektifnya program

language correction untuk

memperbaiki bahasa

sehari-hari santri di

pesantren.

4

3

2

1

15 Kurangnya program-

program yang diterapkan

untuk meningkatkan

motivasi santri untuk

berbahasa inggris saat

English week.

4

3

2

1

16 Santri mengikuti program

vocabularies setiap hari

pada English week.

4

3

2

1

17 Kurangnya vocabulary

yang di bagikan setiap

hari saat english week.

4

3

2

1

18 Santri akan

mengembangkan skilnya

dengan menghafal

beberapa vocabularies

pada saat english week

secara individual.

4

3

2

1

19 Menghafal beberapa

vocabularies akan

membantu siswa

berkomunikasi saat

English week.

4

3

2

1

20 Bagian bahasa terus

membantu santri untuk

berkomunikasi dengan

baik pada english week.

4

3

2

1

BIOGRAPHY

Name

1st Address (KTP)

2nd

Address

Mobile Phone

Email

Blog

:

:

:

:

:

Syahrizal Fikri

Jl. Nisam KM. 3 dusun IV Munawarah, Paloh Gadeng, Kec.

Dewantara, Kab. Aceh Utara

Jl. Teuku Nyak Arief, Jeulingke, Banda Aceh

+6282364667010

[email protected]

-

Personal Information

Date of Birth

Place of Birth

Sex

Marital Status

:

:

:

:

January 1st, 1994

Krueng Geukueh, Nanggroe Aceh Darussalam

Male

Single

Education

Elementary : SDN 03 Krueng Geukueh

Keude Krueng Geukueh, Dewantara, Aceh Utara

Junior High

Senior High

University

:

:

:

MTs Swasta Misbahul Ulum

Desa Paloh, Lhokseumawe, Nanggroe Aceh Darussalam

MA Swasta Misbahul Ulum

Desa Paloh, Lhokseumawe, Nanggroe Aceh Darussalam

Universitas Islam Negeri Ar-Raniry, English Language

Education Department, 2013-present.

students perception toward speaking practice on … · 2020. 4. 28. · students’ perception...

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