S T N E D F E H T N O Y G E T A R T S G N I H C A E T F O S E N E V I T C E N I S A L C H S I L G N E N I

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U T

S DENTS ’ANDTEACHERS ’PERCEPTION F

F E E H T N

O ECTIVENESSOFTEACHINGSTRATEGY N

I S S A L C H S I L G N E N

I SMAKOLESEDEBRITTOYOGYAKARTA

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

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t Obtaint heSarjanaPendidikanDegree n

i EngilshLanguageEduca iton

y B

o t k i d e n e B a g g n A

6 1 1 4 1 2 1 8 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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i U

T

S DENTS ’ANDTEACHERS ’PERCEPTION F

F E E H T N

O ECTIVENESSOFTEACHINGSTRATEGY N

I S S A L C H S I L G N E N

I SMAKOLESEDEBRITTOYOGYAKARTA

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

o

t Obtaint heSarjanaPendidikanDegree n

i EngilshLanguageEduca iton

y B

o t k i d e n e B a g g n A

6 1 1 4 1 2 1 8 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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s inSMAKoleseDeB irtto . , u o y y b d e s u a c s i t c a d i p u t s s i h T

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N E M E T A T

S OFWORK’SORIGINALITY

k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I

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N A U J U T E S R E P N A A T A Y N R E P R A B M E L

S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P

: a m r a h D a t a n a S s a ti s r e v i n U a w si s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a t r e b g n a Y

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u d u j r e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U

E H T N O N O I T P E C R E P S R E H C A E T D N A S T N E D U T S

N I S S A L C H S I L G N E N I Y G E T A R T S G N I H C A E T F O S S E N E V I T C E F F E

O T T I R B E D E S E L O K A M

S YOGYAKARTA

bese tra perangka t yang diperlukan (blia ada) . Dengan demikian saya k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a k i r e b m e m

k u t n e b m a l a d a y n h a l o g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m , n a p m i y n e m

s a t a b r e t a r a c e s n a k i s u b i rt s i d n e m , a t a d n a l a k g n a

p ,dan mempub ilkasikannya d i n ij i a t n i m e m u l r e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m u a t a t e n r e t n I

n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r n a k i r e b m e m n u p u a m a y a s i r a d

. s il u n e p i a g a b e s a y a s a m a n

e s n a g n e d t a u b a y a s g n a y i n i n a a t a y n r e p n a i k i m e

D benarnya.

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S T N E M E G D E L W O N K C A

t s ri

F o fall, Iwould ilke to show ym deepest grattiude and my praise t o e

h

T Almighty Godfo rHi sblessing and guidancesotha t Ican ifnisht hist hesis . . y l g n i y f s it a s d n a y l e t e l p m o c s i s e h t s i h t h s i n if o t e l b a e b t o n d l u o w I , m i H t u o h ti W

m o d s i w f o n a m a e b o t e m h c a e t ll i w o h w , p ir g y m d n a r e p l e h y l n o y m e b l li w e H

e fi l y m n

i .

t s e t a e r g y

M thanks si fo r my adviso r Carla Sih Prabandari ,S.Pd. , .

MHum.fo rhe rintelilgen tbu twiseguidanceinmyproces so fw iritngt hist hesis . I

h g u o h t n e v

E expeirenced having some problem sin the wiritng proces sand I y ll a n if l it n u t n e it a p g n i e b t p e k e h s , n o it a n i m r e t e d f o k c a l d e w o h s I s e m it e m o s

c do ul ifnisht hist hesi scompletely. y

M thankfulness goe sfo rFX .Agu sHariyono ,S.E. ,S.Pd. , et h p irncipa l A

M S f

o KoleseDeB irtto Yogyaka tra, fo rhi spermission t o conductt her esearch .s

i s e h t y m r o

f Also I thank Ag .Triwinanta, S.Pd., Andrea s Denny Seita .

d P . S , a m a t

U ,and P .Gandh iPrastowo ,S.Pd., the Engilsh teachers fo SMA d

n a e c n a d i u g g n i v i g r o f o tt ir B e D e s e l o

K suggesiton and t hei rwliilngness t o be .s

t n e d n o p s e r y

m oT thestudentsi nSMAKoleseDeBrittoYogyakarta ,It hank m

e h

t fort hei rbeautfiu lpercep iton t ha twasr eally helpfulf o rmy r esearch . Iwli l h

ti w r e h t e g o t n r a e l o t e c n a h c e h t t e g r o f r e v e

n al lo fthem.

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I uld give my bes tgrattiude to la lo fPB Ilecturers ,especially rfo C ea ciilaTutyandari ,S .Pd. ,M .Pd., andGregoriu sPuntoAj iS.Pd. ,M.Hum.,

n e v i g e v a h o h

w suppo tr sand guidance to me du irng my study in PBI . Iwould k

n a h t o s l

a PB I staf ,f Mbak Dhanniek & Mbak Tari f or thei r help in r

e tt e l n o i s s i m r e p e h t g n ir e t s i n i m d

a ,and organizi ng wha t Ineed du irng my study .I

B P n

i tIi salsoi mpo trant fo rmetos ay“thankyou” toal lo filbrarian sands taf f n

i Sanata Dharma Library fo rgiving bes tservices fo rme du irng my study , s

i s e h t y m g n it ir w f o e m it e h t n i y ll a i c e p s

e .Laslty , Igive my thank sto the las t ,

r e r u t c e

l Dra . Lanny Anggawat,i who had changed my viewpoin t o f lfie y

l e t e l p m o

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m wisdom; my word soft hank swli lneve rbe enough t o show my grattiude t o r

e h .

, y li m a f y m n

I Iwouldgivet hemosts inceret hankst omymother, Imelda , tr

o p p u s d a h o h

w e d me and scolded me when Ilacked o fmo itvaiton to do my .s

i s e h

t My t hank salso go t o my l tiltebrother ,Ade ,who alway smake smel augh ‘

y m e b s y a w l a l li w d n a , s e k o j s i h h ti

w senior’i nplayingonilnegames:thet hing I d

e t a v it o m n u l e e f I r e v e n e h w m i h h ti w o d s y a w l

a .TomyOpungandTulangwho

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a tf amliymembert ome. ,

e fi l y m f o t h g il e h t r o

F Hikari; Iwould ilket ot hankherf o rgivingmet he .

e v o l o t w o h e m g n i h c a e t d n a , e fi l y m n i s h t n o m 9 t s e i p p a

h Andt omybestf irend ,

, e fi l y m n i d n e ir f t s e b l a e r e h

t Krisitn , Iwould ilke to say “thank you” for t he d

a h r e v e e v a h I p i h s d n e ir f l u fi t u a e b t s o

m wtih her . To my greates t‘patrne rin ,

I B P n i ’ e m ir

c Setyo; Ithank he rfo rhe rcrazy thought so flfie and also he r o

T . e m o t s tr o p p u

s Romo ,Eilsta ,Nova ,Lucky ,and Ajeng ,It hank t hemfort he .

D P S n i e fi l y m n i n o it a r e p o o c t s e t a e r g

r o f o g o s l a s k n a h t y

M Yo ,Hans ,Eils ,fo rbeing t hef irend so f‘my othe r o

t o s l a d n a , ’ fl e

s Pauilne ,Anggi ,Andre ,De tta ,Iman ,Prisca ,Ptia ,Angeilne , d

n

a Liza ,my f amliyi n “TheYouth Generaiton”. T o otherpeoplet ha t Icanno t e

n o y b e n o n o it n e

m ,whohass uppo tredmei nw iritngt hist hesis .Thel as tbu tno t y

m o t , t s a e

l 9 angels (especially Kim Hyoyeon ) in Girls ’Genera iton a.k.a . D

S N

S (So NyeoS iDae) ,who gavemespriti sandentetrainmenti n mybad itme , y

ll a i c e p s

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i s e h t y m

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T N E M E G D E L W O N K C

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S T N E T N O C F O E L B A

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N O I T C U D O R T N I .I R E T P A H C

.

A ResearchBackground... 1 .

B ResearchProblem s ... 3 n

o it a ti m i L m e l b o r P .

C ... 3 .

D ResearchObjecitves ... 4 .

E ResearchBeneftis ... 4 s

m r e T f o n o it i n if e D .

F ... 6

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C

n o it p ir c s e D l a c it e r o e h T .

A ... 9

.1 Reviewo fPreviou sStudyabou tPercepiton ... 9

.2 PercepitonStudya sSurveyResearch ... 11

a .De ifniitonandNatureo fPercepitonStudies ... 11

b .FactorsI n lfuencingPercepiton ... 11

.3 EngilshTeachingLearningi nI ndonesian

HighSchool ... 12

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ii x

a .Jesui teducaitonassistsi nt het otalformaitono feachi ndividua l

wtihint hehumancommuntiy ... 14

b.Jesui teducaitonemphasize sacitvtiyont hepar toft he

students ... 15

c .Jesui teducaitonemphasize sacitvtiyont hepar toft he

student s ... 15

d.J esui teducaitonencouragesl fie-longopennes s

togrowth ... 15

5 .TeachingLearningSrtategie s ... 15

a .AudioLingua lMethod ... 16

b .Task-BasedLanguageTeaching ... .... 17

c .CooperaitveLanguageLearning ... .... 18

d .CommunicaitveLanguageTeaching ... 1 9

e .GenreBasedTeaching ... 1 9

.6 Thecharacteirsitc so fAsianHighSchooll earner si n

learningEFLandHowt heTeacher sMus tDealwtih ti ... 21

7 .Student smoitvaitont ol earnEngilsh ... 23 k

r o w e m a r F l a c it e r o e h T .

B ... 24

Y G O L O D O H T E M . I I I R E T P A H C

e R .

A searchMethod ... 28 g

n it t e S h c r a e s e R .

B ... .. 2 9 s

t c e j b u S / s t n a p i c it r a P h c r a e s e R .

C ... 30 s

t n e m u rt s n I .

D andDataGatheirngTechnique ... 31 n

A a t a D .

E alysi sTechnique ... 35 c

r a e s e R .

F hProcedure ... 37

. V I R E T P A H

C RESEARCHRESULTSANDDISCUSSION .

A ThePercepitono fSMAKoleseDeB irttoYogyakatraEngilsh

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ii i x .

B ThePercepitono fSMAKoleseDeB irttoYogyaka traStudents

toward steachings rtategyusedi nEngilshclas s... 50 .

C TheCompairsono fStudents ’PercepitonandTeachers ’Percep iton 75

N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H

C S

.

A C con lusions ... 80 .

B Recommendaitons ... 83

E

R FERENCES ... 91 S

E C I D N E P P

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.s t n e d u t S e h t r o f e ri a n n o it s e u Q e h t f o t n ir p e u l B e h T . 1 . 3 e l b a

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e i v r e t n I e h t f o t n ir p e u l B e h T . 2 . 3 e l b a

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processi nEngilshClass(Par tA)... 56 s

e R ’ s t n e d u t S . 4 . 4 e l b a

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processi nEngilshClass(Par tB) ... 57 e

g a u g n a L d n a e c n e i c S I X e d a r G s t n e d u t S f o n o it p e c r e P . 5 . 4 e l b a T

onTheCondiitonandprocessi nEngilshClass(Par tA) ... .. 60 .

6 . 4 e l b a

T Percepitono fStudent sGradeX IScienceandLanguage

onTheCondiitonandprocessi nEngilshClass(Par tB).. .... 61 d

n a n o it i d n o C e h t n o l a i c o S I X m o r f s t n e d u t S f o n o it p e c r e P . 7 . 4 e l b a T

processi nEngilshClas .s( Par tA) ... 63 d

u t S f o n o it p e c r e P . 8 . 4 e l b a

T entsf romX ISocia lont heCondiitonand

processi nEngilshClas .s( Par tB) ... 64 n

i t n e m e v e i h c A ’ s t n e d u t S . 9 . 4 e l b a

T EngilshClas s... 65 e

h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P s t n e d u t S . 0 1 . 4 e l b a T

Clas sXTaugh tbyTeache r1.( Par tA)... 68 e

l b a

T 4.11 .Student sPercep itononTeachingSrtategie sUsedi nThe

Clas sXTaugh tbyTeache r1.( Par tB) ... 6 9 e

h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P ’ s t n e d u t S . 2 1 . 4 e l b a T

Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 71 .

3 1 . 4 e l b a

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Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 72 e

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A PermissionLettert oConduc tResearchf romSMA

KoleseDeB irttoYogyakatra ... 98 .

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1

I R E T P A H C

N O I T C U D O R T N I

m e l b o r p h c r a e s e r e h t d n a d n u o r g k c a b e h t , r e t p a h c s i h t n

I a re discussed .

e h

T researchbackground shows thereasonwhyther esearcherdecided t oconduc t

n o it a l u m r o f m e l b o r p e h T . y d u t s s i h

t deifnes the quesiton sa sthe fundamenta l

e n il e d i u

g to conduc tthe study. There i salso some addiitona linformaiton abou t

f o s n o it a ti m il e h

t thestudy, t he objecitves of t he study ,and also beneftis of t he

. y d u t

s In the end o fthi schapter ,a ils to fkey term si s presented to clarfiy the

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A ResearchBackground

g n i n r a e

L foreign languages , especially Engilsh, migh t be dfiifcutl fo r

s t n e d u t s n a i s e n o d n

I .The dfiference sin cu tlure and also in the second language

r a m m a r

g cause the dfiifculite sfo rthe students ni learni ti .ng In Indonesian

, m e t s y s n o it a c u d

e Engilsh i sone o fthe foreign language staugh tin senio rhigh

l o o h c

s .Senio rhigh schoo lstudentsalso havet hedfi ifculitesl earning Eng ilsh .In

v e s t n e d u t s s e s a c e m o

s enf ee lnervous ro srtessful .I tmigh taffectt hei rmoitvaiton

. h s il g n E n r a e l o

t A language teacher ,in thi scase Engilsh teacher ,needs the

e l b a ti u

s srtategy to teach Engilsh. I ti sneeded to provide a more effecitve ye t

. y l g n il li w n r a e l o t m e h t e g a r u o c n e d n a n r a e l o t s t n e d u t s r o f n o it a u ti s t n e i n e v n o c

e h t t a h t d n a t s r e d n u t o n o d s t n e d u t s e h t t a h t y ti li b i s s o p a l li t s s i e r e h t , r e v e w o H

y g e t a rt

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. s d e e

n Student smightf eelt hati n t heproces soflearning, t hemateirali st oo hard

r e h c a e t e h t t a h w w o ll o f s t n e d u t s e h t fi , t c a f n I . g n ir o b e r a d e s u s e u q i n h c e t e h t r o

e l b a e b d l u o h s y e h t , g n i n r a e l e h t n i s e t a ti li c a

f tol earnt hef oreignl anguageeasliy.

n i d n u o f s a w m e l b o r p s i h t t u o b a e s a c l a e r e n

O the researcher’ s itme o f

( g n i h c a e T e c it a r

P PPL - Prakitk Pengalaman Lapangan )in SMA Kolese De ,

e r e h T . o tt ir

B ther esearcherhadt ot eachsomeclasse so fthef ris tyear( Clas sX) .

, d o ir e p n o it a v r e s b o e h t g n ir u

D the researcher found tha tthe student swere no t

e h t w o ll o f o t c it s a i s u h t n

e lesson .They seemed unmoitvated to join the lesson .

n e m n g i s s a r i e h t g n i o d n i n o it c u rt s n i s ’ r e h c a e t e h t d e w o ll o f d e e d n i y e h

T t .

s n o i s s e r p x e r i e h t ,r e v e w o

H (sucha ssighingandhavinggloomyfacia lexpressions)

. o s o d o t e k il t o n d i d y e h t t a h t d e w o h

s Thi smigh tlead them to have low

d y e h t e c n i s t n e m e v e i h c

a i d i tunwliilngly ,no twtih t hei rbest .Fu trhermore ,atfe r

r e h c r a e s e r e h

t did the teaching pracitce ,the feedback so rcomment sfrom the

n o s t n e d u t

s the researcher’steaching moslty conveyed t he i dea t hat t hey did no t

e h t e k

il thei rEngilsh teachers and even asked theresearcherto conitnueto t each

. e r e h t

r e g g ir t e s a c s i h

T e d the researcher’ s interest to invesitgate students ’

n o it p e c r e

p o n the teachers ’ teaching srtategies in Engilsh Lesson . Students ’

n o it p e c r e

p o n the t eaching srtategies i n Eng ilsh classi sbeneifcia lespecially fo r

r e h c a e

t s .By knowing students’ percepiton ,teacher scan adjus tthei rteaching

. g n i n r a e l n i d e e n r i e h t l li fl u f d n a n o it i d n o c ’ s t n e d u t s t i u s o t y g e t a rt

s Thi sway ,

e h t f o d n e e h t n i t n e m e v e i h c a r e tt e b e v e i h c a o t s t n e d u t s e h t p l e h n a c r e h c a e t

. s s e c o r p g n i n r a e

(20)

m e l b o r

p , which also involved the teachers ’percepiton a sthe compairson .Wha t

g n i h c a e t f o e s a c e h t n i s m e l b o r p l a e r e h t e r

a -learning srtategies? Wha tdo the

t a h W ? d e s u e v a h y e h t s e i g e t a rt s g n i h c a e t e h t t u o b a k n i h t s r e h c a e

t i sthestudents ’

n o it p e c r e

p towardst herit eacher’ ssrtategies? Thesekind so fquesiton sbecome the

r o f e c n a d i u

g ther esearcher toinvesitgatemoreaboutt hi sproblem.

.

B ResearchProblems

d e s a

B ont hebackgroundexplained ,threeproblemsaref ormulated:

.

1 Wha tare the percepitons o fEngilsh teacher so f SMA Kolese De B irtto

g n i h c a e t n w o r i e h t s d r a w o

t ?

.

2 Wha taret hepercep itons fo studentsf romSMAKoleseDeB irttot owards the

’ s r e h c a e

t srtategiesinEngilshl earning?

.

3 Wha tinsightcanbeinferredfromt hesimliairite sanddfiferencesbetweenthe

n o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t

s ?

.

C ProblemLimtia iton

e h t g n i v l o v n i , o tt ir B e D e s e l o K A M S f o a e r a e h t n o s e s u c o f y d u t s s i h T

r e p e h t s s u c s i d y l n o l li w y d u t s s i h T . s r e h c a e t h s il g n E e h t d n a s t n e d u t

s cepitons ,

e h t n i s e i g e t a rt s e h t s d r a w o t , s t n e d u t s d n a s r e h c a e t e h t m o r f h t o

b process fo

e h t n o s u c o f o s l a n o i s s u c s i d e h t n i r e t a l e d a m s n o it c e n n o c e h T . n o s s e l h s il g n E

h c a e t o t d e s u e r a s e it i v it c a t a h w t u o b a y li r a m ir p , s e i g e t a rt s g n i h c a e t e h t f o t c e p s a

(21)

.

D ResearchObjecitves

y d u t s e h

T i sexpectedtor evea lsomei nformaitonabou:t

.

1 Thepercepiton so fEngilsh t eacher so fSMA KoleseDeB irtto t owardst hei r

g n i h c a e t n w

o .

.

2 Thepercepiton so fstudent so fSMA KoleseDe Birtto t owardst he t eachers ’

s e i g e t a rt

s inEngilshl earning.

.

3 Theinsighttha tcanbei nferredf romt hesimliairite sanddfiferencesbetween

n o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t s e h

t ?

.

E ResearchBeneftis

l a i c if e n e b e b l li w y ll u f e p o h n o it p e c r e p ’ s t n e d u t s t u o b a y d u t s s i h

T in some

t r o p e r a s a y l n o e b o t t o n h c r a e s e r s i h t s t n a w r e h c r a e s e r e h T . n o it a c u d e f o s t c e p s a

l a n o it a c u d e r e h t o r o s r e h c r a e s e r r e h t o r o f e c n e r e f e r a s a o s l a t u b s i s e h t r o f

r e h tr u f t c u d n o c o t e c n e r e f e r c i s a b a e b n a c y d u t s s i h t , y ll u f e p o H . s r e k a tr a p

h c r a e s e

r e s so tha t the study abou t students ’ percepiton s toward s teaching

s e i g e t a rt

s wli lnots tophere.

t , y lt s ri

F he researche rhope stha tthi sstudy wli lbe beneifcia lfo rthe

r e h c a e t h s il g n

E s in senio rhigh school l evel .Fort het eacher sin SMA KoleseDe

, o tt ir

B hopefully thi sstudy wli lprovidesomesoluiton sto t heproblem soccurred

s t n e d u t s e h t w o h w o n k l li w s r e h c a e T . s s a l c e h t n i s e it i v it c a g n i n r a e l g n i h c a e t n i

g n i h c a e t ri e h t e v i e c r e

p srtategiesand t hu swli lhavesomeconsideraiton t oadjus t

g n i h c a e t ri e h

t strategiesin t eaching Engilsh t o t hestudents .Fo rEngilsh t eacher s

l o o h c s r e h t o m o r

(22)

r e h c a e t e h t p l e h l li w y ll u f e p o h y d u t s s i h T . s e i g e t a rt s r o d o h t e m g n i h c a e t

n o it p e c r e p r i e h t d n a h s il g n E g n i n r a e l n i d e e n ’ s t n e d u t s e h t d n a t s r e d n

u o n the

s e i g e t a rt

s bette .r

i , y l d n o c e

S n addiiton t o the teachers ,the researche ralso hope stha tthi s

w y d u t

s i ll be beneifcia lfo rthe students .Fo rthe students in SMA Kolese De

o tt ir

B ,a swel la sfor t hestudents in othe rschools , ti i sexpected t hatt hi sstudy

m e h t p l e h l li

w understand the reason why the teache ruses cetrain srtategi es to

t x e t n o c n i a tr e c a n i h c a e

t inEngilshclass. Thi swli levokes tudents ’understanding

. h s il g n E n r a e l o t s s e n g n il li w d n a

f , y ll a n i

F o r the academic purpose , the researche r hope s that fu trhe r

h c r a e s e

r wli lbeconducted a sconitnuaiton oft hi sstudy .Theresearchersuggest s

e h t t a h

t suggesiton to i mprove t eaching and l earning provided l ater i n t he study

e s e r e b l li w n e h t d n a d e t n e m e l p m i e b l li

w arched to see ti seffecitvenes sin the

. m o o r s s a l c

.

F De ifniiton so fTerms

e s m r e t e h

T xplainedbelowaret hekeyt erm sfrequen lty usedi n t hi sstudy .

n o it a t e r p r e t n i s i m d i o v a o t s m r e t y e k e h t f o n o it i n if e d e h t n i a l p x e l li w t r a p s i h T

e h t n i a t n o c s m r e t f o s n o it i n if e d e h T . y d u t s s i h t n i d e s u s t p e c n o c e h t y fi r a l c o t d n a

l a u t x e t n o c e h t o s l a d n a n o it i n if e

d conceptsf roms omeexpetr .s

.

1 Percepiton

n o it p e c r e

P i sonementa lprocessi nhuman’ smind . tIi sast hestatemen to f

ti e r

(23)

. ” s g n i d n u o r r u s r u o d n a t s r e d n u d n a t e r p r e t n i o t s u s e l b a n e t a h

t Fu trhermore ,

s y a s ) 4 3 1 : 5 0 0 2 ( s n i b b o

R tha tpercepitoni sr elatedt o ou rsensoryi mpressionsi n

. t n e m n o ri v n e r u o o t g n i n a e m e v it a t n e s e r p e r a e v i g o t y a w e v it i n g o

c Basedont he

, e v o b a s t n e m e t a t

s i tcan be accepted tha tpercepiton i swha ta human beileve

n i g n i h t e m o s s d r a w o

t hi senvrionmen.tI nt hisr esearch ,tii swhatt het eacher sand

g n i h c a e t e h t t u o b a k n i h t r o e v e il e b s t n e d u t s e h

t srtategiesusedi nEngilshclas .s

.

2 Students fo SMAKoleseDeB irtto

A M S n i s t n e d u t

S KoleseDeB irtto ,a scommonlyknown ,areal lboys .The

.s y o b l l a e r a y e h t t a h t t c a f e h t f o e s u a c e b s t n e d n o p s e r s a m e h t k o o t r e h c r a e s e r

r r a t S d n a k r a l

C (1991 )explaint ha t“Everystudenti sunique” .Theyhavedfiferen t

e r e h s r e h c a e T . r e h t o h c a e o t e n o m o r f s e c n e r e f e r p d n a , s d e e n , s c it s ir e t c a r a h

c in

o tt ir B e D e s e l o K A M

S have to conside rthese aspect so fstudent ,especially the

,s y o b l l a e r a y e h t t a h t t c a

f sot hattheycanhaveaneffecitvet eachingandl earning

.s s a l c e h t n i y ti v it c a

.

3 Engilsht eachers fo SMAKoleseDeB irtto.

. o tt ir B e D e s e l o K A M S n i s r e h c a e t h s il g n E r u o f e r a e r e h

T Coincidentally ,

e r s a s r e h c a e t e e r h t k o o t y l n o r e h c r a e s e r e h T . e l a m e r a s r e h c a e t ll

a spondent sfo r

.I I I r e t p a h c n i d e n i a l p x e s i n o it i d n o c s i h t o t n o s a e r e h T . h c r a e s e r s i h t

.

4 TeachingSrtategies

. h c a e t o t r e h c a e t a y b d e s u s i t a h t n a l p f o t e s a s i y g e t a rt s g n i h c a e T

t s i s n o c n a c y g e t a rt s g n i h c a e

T o fsome techniques .Anthony (1963 ,a sctied in

e c l e

C -Murcia ,2001 ,p .5 )sayst ha tsrtategyi sase to fprocedurest ha tdescirbet he

. e g a u g n a l n g i e r o f a r o d n o c e s a h c a e t o t s p e t s e s i c e r

(24)

y g e t a rt

s , teachers needtoconside rbothtechniquesand alsostudents ’background

.s s a l c n i h s il g n E h c a e t o t s e i g e t a rt s f o t e s e l b a ti u s a e k a m d n a n o it a u ti s d n

a tIi s

s ’ h c ir o B n i d e n if e d s a a e d i e h t y b d e tr o p p u

s Effecitve Teaching Methods (1996 ) e

d s e c u d o r p t c u d n o c g n i h c a e t e v it c e f f e n a t a h t s n i a l p x e h c i h

w sriable students ’

m e l b o r p d e s a e r c n i , e r o c s t s e t h g i h f o m r o f e h t n i s e m o c t u

o -solving skills ,and

.s ll i k s g n i n r a e l d e v o r p m i

.

5 SMAKoleseDeB irtto

y b n u r l o o h c s c il o h t a c a s i ) e g e ll o C o tt ir B e D ( o tt ir B e D e s e l o K A M S

m o h a s i tI . ) s ti u s e J e h T ( s u s e J f o y t e i c o

S ogenou sschoo lwhere t hestudent sare

1 6 1 . o n , t e e rt S o t p i c u s i d A a d s k a L n i d e t a c o l s i l o o h c s e h T . s y o b l l

a ,Yogyakatra.

m o r f d e v e ir t e r , e ti s b e w o tt ir B e D e s e l o K A M S m o r f n e k a T

( http://deb irttos.chi.d/)

.

6 Audioilngua lmethod

s r e g d o R d n a s d r a h c i

R (2001 :59 )explaint ha taudioilngua lmethodf ocuse s

t c e r r o c f o t n e m p o l e v e d e h t s r e v o c g n i n r a e l e h T . ll i k s g n i n e t s il n o y lt a e r g

d n a s e u g o l a i d f o e s u e h t h g u o r h t n o it a n o t n i d n a , m h t y h r , s s e rt s , n o it a i c n u n o r p

.s ll ir d

.

7 Task-BasedLanguageTeaching

d n a s d r a h c i

R Rodgers (2001 :223 )explain tha tTask-Based Language

e h T . g n i n r a e l e g a u g n a l e h t n i y ti v it c a n i a m e h t s a s k s a t g n i s u n o s e s u c o f g n i h c a e T

e v l o v n i y ti v it c

a s rea lcommunicaiton and carri esou tmeaningfult ask to promote

(25)

.

8 CooperaitveLanguageLearning

s r e g d o R d n a s d r a h c i

R ( 02 1: 0 193 )explain tha tCooperaitve Language

Learningintendst o havet hel earner sacquriet hel anguagebeing l earned t hrough

e v it i s o p r i e h t e s a e r c n i d n a s s e rt s r i e h t e c u d e r s u h t d n a p u o r g r o r i a p n i s e it i v it c a

s s a l

c room atmosphere .Thi smethod can be seen a sa method which requrie s

s t n e d u t s e h t g n o m a n o it a r e p o o c d n a n o it c a r e t n

i in order tha tthey can learn

d n a e r u s s e r p t u o h ti w r e h t e g o

t havemoremoitvaiton.

.

9 CommunicaitveLanguageTeaching

ti f m u r B d n a o r a i h c o n n i

F (1983) ,a sctied i n Richard sand Rodgers (2001 :

o t d e t c e p x e e r a s t n e d u t s , g n i h c a e T e g a u g n a L e v it a c i n u m m o C n i t a h t y a s , ) 7 5 1

d e r r u c c o n o it a c i n u m m o c e h T . y a w n e k o p s r o n e tt ir w n i r e h ti e , e t a c i n u m m o c

m e g a u g n a l e h t r e t s a m o t m e h t p l e h l li w s t n e d u t s e h t g n o m

a oreeasliy .Tohelpt he

e s u o t e l b a e b d l u o h s s e v l e s m e h t s r e h c a e t e h t , d o h t e m s i h t h g u o r h t n r a e l s t n e d u t s

e c l e C ( y l e t a ir p o r p p a d n a y lt n e u lf e g a u g n a l t e g r a t e h

t -Murcia ,2001 :8 .)

. 0

1 GenreBasedTeaching

a k n a i w e r e

D (2003 )explains t ha tgenrebased t eaching i soneapproach o f

e l b a n e t a h t g n i h c a e

t s the student sto create a paritcula rmeaning presented in a

, s e r u t a n , s e r u t a e f e h t e z i n g o c e r s t n e d u t s p l e h o t d e s o p p u s s i r e h c a e T . t x e t e l o h w

c it r a p a f o s c it s ir e t c a r a h c d n

a ula rkindoft ext .Throught his ,student sareexpected

e r a t a h t s t n e m e l e e g a u g n a l f o e c i o h c d n a , g n i n a e m , l a o g e h t d n a t s r e d n u o t

(26)

9 I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

s a d e s u s e ir o e h t e h t g n i s s u c s i d s e r u t a r e ti l e h t s s u c s i d l li w r e t p a h c s i h T

y b d e r r e f n i e b l li w s m e l b o r p h c r a e s e r e h t o t s r e w s n a e h T . y d u t s s i h t o t n o it a d n u o f

e h t m o r f d e n i a t b o a t a d e h t o t s e ir o e h t e h t g n it a l e

r research.Thi schapteri sdivided

t s ri f e h T . s tr a p n i a m o w t o t n

i p sa tri thetheoreitca ldesc irp itonandt hes econdpar t

. k r o w e m a r f l a c it e r o e h t e h t s i

.

A Theoreitca lDescrip iton

. y d u t s s i h t o t t n a v e l e r y lt c e ri d s e ir o e h t e h t t u o b a s k l a t n o it c e s s i h

T The

s a e d i e h t o t d a e l n a c t a h t n o it a n a l p x e f e ir b f o m r o f e h t n i d e d i v o r p e r a s e ir o e h t

. h c r a e s e r s i h t r o f d e s s u c s i

d Thi spar talso review sasimlia rresearch study to see

e c n a v e l e r e h

t t othi sresearch.

.

1 Reviewo fPreviou sStudyabou tPercep iton tr

a p s i h t n

I ,a repor to fcollaboraitve researche s itlted Percep iton so fthe

d

I ea l Teacher” and the Teacher- ni -Pracitce in t he ASEAN (1986 ) wli l be

y l n i a m d e t c u d n o c s r e h c r a e s e r s u o ir a v f o t l u s e r e h t s n i a t n o c t r o p e r s i h T . d e w e i v e r

e h t e t a g it s e v n i o t s e n i p p il i h P n

i percepiton abou tthe idea lteacher s in thei r

d e ti v n i ,s e v l e s m e h t s r e h c a e t e r e w s e h c r a e s e r e s e h t f o s t n a p i c it r a p e h T . n o i s s e f o r p

N A E S A f o s e ir t n u o c e v if m o r

f , namely Indonesia , Malaysia , Phiilppines ,

e r o p a g n i S d n a , d n a li a h

T .The purpose o fthi srepor ti sto create the idea o f

. g n i k n i h t f o y a w ’ s r e h c a e t e h t o t n i n o it a c u d e r e h c a e t l a c i h p o s o li h

(27)

y b d e tr o p p u s s a w h c i h w , h c r a e s e r y e v r u s s a d e t c u d n o c e r e w s e h c r a e s e r

d n a , s p o h s k r o w l a n o it a n , s t n e m u c o d t n a v e l e r e h t g n il a e v e r s i s y l a n a y r a t n e m u c o d

i c il o p s u o ir a

v e soft hecountires( p .3 .)

m o r

F et h researche s’ resu tls ,some idea scan be drawn .Frist ,teaching

s l o o h c s n i s r e h c a e t f o y ti v it c a y r a m ir p e h t s i s t n e d u t

s (p.6) .Becauseoft hisf ac,ti t

t a h t d e n i a l p x e r e t a l s

i teacher sshould havet heablitiy o rmastery oft heareat ha t

. ) 6 1 . p ( h c a e t y e h t

, d n o c e

S teacher sshould have approp irate teaching srtategies consideirng

s y a d e h t f o s e it i v it c a e h

t (p .33) .The teacher sshould be able to use the irght s

c e h t n i s e i g e t a rt

s las sacitv tiy tha tthe student swli lbe ableto learn effecitvely .

t n e m n o ri v n e e h t g n ir e d i s n o c g n i h c a e t ri e h t t s u j d a o t e l b a e b o s l a d l u o h s s r e h c a e T

. g n i h c a e t e h t f o ) s a e r a l a r u r r o n a b r u r e h ti e (

n i h c a e t y e h t n e h w g n i h c a e t f o e c n a tr o p m i e h t e v a h d l u o h s s r e h c a e t , d ri h T

. s s a l c e h

t The focu so fthe teacher’ steaching should be on helping student s

fl e s p o l e v e

d -driected ,lfie-long learning skills ,and encouraging them to think

l e t n i e k a m o t , y ll a c it ir

c ilgen tdecision ,and to t hink creaitvely and i maginaitvely.

. p

( 5 2 .) To beablet o attain t hosefocusesi sno taneasy t ask;t eacher sshould be

o t e l b

a understandt hes tiuaiton sandchoosethe irgh tsrtategiestot each.

s e r e h t m o r f d e t h g i s s a e d i e h t m o r

F earches ’resul,t i tcan beseent hatt he

t h g ir e h t w o n k d l u o h s s r e h c a e T . t n a tr o p m i y r e v s i g n i h c a e t n i d e s u s e i g e t a rt s

s e i g e t a rt

s to teach the student sconsideirng the goal so fthe teaching learning

e h t d n a , s t n e d u t s e h t f o s c it s ir e t c a r a h c e h t ,s s e c o r

(28)
(29)

fl e s d n a , n o it a u ti s e h

t -concept . Seleciton o f sitmul i involve s the proces s o f

e b t h g i m e r e h t t a h t t c a f e h t e ti p s e d , il u m it s f o s r e b m u n w e f a o t g n it a rt n e c n o c

i l u m it s e r o

m tha tcomet o someone’ smind .Each person’ smind select sdfiferen t

s r e h t o m o r f i l u m it

s ,and thi sbecomes one reason why people develop dfiferen t

n o it p e c r e

p s towardst hesamet hing .The selected sitmul iarel ate rbroughtt o t he

e h t n e h w e g a t s e h t s i i l u m it s f o n o it a z i n a g r O . il u m it s f o n o it a z i n a g r o f o e g a t s

i l u m it

s whichcomet o t hemind areprocessed and organized t o formameaning .

e h T . s e c n e ir e p x e s u o i v e r p n o d e s a b y a w a n i y ll u f g n i n a e m t u p e r a i l u m it s e h T

t n e r e f fi d o s l a s i s s e c o r

p from one individua lto another ,which causes dfiferen t

n o it p e c r e

p s amongpeople .

r e h t o e h

T twofactor swhichi n lfuencepercepitonareexternalf actors( seen

. ) w e i v f o t n i o p s s e c o r p s ti d n a d n i m e h t m o r

f Thes tiuaitoni st hecondiitonaround

. t s a p e h t n i s e c n e ir e p x e e h t g n i d u l c n i , l a u d i v i d n i e n

o Stiuaiton around one

c n e ir e p x e s u o i v e r p e h t o s l a d n a l a u d i v i d n

i e scanaffectt heproces so fperceiving .

fl e s , e li h w n a e

M -concep ti sthewayonei ndividua lperceiveorf ee labou thimsefl .

. t c e p s a l a n o it o m e s e v l o v n i o s l a s i h

T Bothstiuaitonandsefl-concep tcanaffectt he

a g r o e h t o s l a d n a i l u m it s f o n o it c e l e s f o s s e c o r

p nizaiton.

.

3 EngilshTeachingLearningi nI ndonesianHighSchool l

e v e l l o o h c s h g i h n i g n i n r a e l g n i h c a e t h s il g n

E need ssomeconsideraitons ,

h c i h

w a re mainly related wtih the teachers ,especially in Indonesia .In general ,

there are some idea stha tteacher sshould consider sin planning thei rteaching .

n a h c a e t o t g n i o g e r a y e h t t a h w d n a h e r o f e b w o n k t s u m r e h c a e t ,t s ri

F dmakeaplan

, ll e d d i R ( t a h t r o

(30)
(31)

e v e

d lop the teaching ablitiy through the cycle so frelfeciton sto gain the new

.) 1 2 e g a p ( s s a l c e h t n i d e t n e m e l p m i e b o t e g d e l w o n k

.

4 TheBackgroundandPrinciple so fJesui tEduca iton

e h t s a d e il p p a s i t a h t e l p i c n ir p l a t n e m a d n u f e h t s i m e t s y s n o it a c u d e t i u s e J

y b n u r e r a h c i h w e s o h t y ll a i c e p s e , s l o o h c s c il o h t a c t s o m n i g n i h c a e t r o f e n il e d i u g

e h t o t s r e f e r , e c a l p r e h t o e h t n i l l e w s a , a i s e n o d n I n i n o it a c u d e t i u s e J . s ti u s e J

a b d n a s t p e c n o

c sici dea sconveyed i n t he documen to fInternaitona lCommission

d e lt it n e , n o it a c u d E t i u s e J f o e t a l o t s o p A e h T n

o The Characterisitc so fJesui t

n o it a c u d

E (1987).

s n o it a d n u o f e h t e m o c e b h c i h w , s c it s ir e t c a r a h c d n a s e r u t a n e h t , k o o b s i h t n I

n o it a c u d E t i u s e J f

o i sexplained t ot her eaders .Presented belowaresomegenera l

. n o it a c u d e t i u s e J f o s t n i o

p Point staken are those which are drieclty relevan tto

. y d u t s s i h t

.

a Jesui teduca iton assists i n the tota lforma iton o feach i ndividua lwtihin 1

. p p ( y ti n u m m o c n a m u h e h

t 7- )1 9

s a l a u d i v i d n i h c a e f o s t n e l a t l l a p o l e v e d o t s e ir t s y a w l a n o it a c u d e t i u s e J

e h t g n i z i s a h p m e y b e n o d e b n a c m i a s i h T . t s e ll u f e h t o t s g n i s s e l b s ’ d o G

ll e w d n a t n e t e p m o

c -moitvatedt eaching .Mos tconcerngoest o t het eacher ,which

s n a e

m the teache r ha sthe mos tresponsiblitiy on carrying ou tthi spurpose .

r e h c a e

T s areexpected t o develop thei maginaitve, t heaffecitve ,and t hecreaitve

g e t a rt s g n i h c a e t l l A . t n e d u t s h c a e f o s n o i s n e m i

d i es and insrtument sincluding

(32)
(33)

.

5 TeachingLearningStrategies d

n a s e ir o e h

T srtategiesinsecond l anguaget eaching havebeen developing

h g u o r h

t the era s(Brown 1994 :14) .In recen tpeirods ,however ,the rtend so f

. g n i n r a e l f o s s e c o r p e v it a c i n u m m o c e h t n o g n i s u c o f e r a g n i h c a e t e g a u g n a

l I t

s d o h t e m e v it a c i n u m m o c s u o ir a v f o t n e m p o l e v e d e h t s r e g g ir

t in t eachinglearning

.s e it i v it c a

i t a h t s i s d o h t e m g n i n r a e l g n i h c a e t ll a n i t n i o p t n a tr o p m i e n

O n aclas ,st he

e h t t p u r s i d t h g i m t a h t s n o it c u rt s n i e v i g t o n d l u o h s r e h c a e

t students ’concenrtaiton

. s e it i v it c a n

o Insrtuciton sshould be given clealry and b irelfy wtih posiitve tone

(Orilch, Harder ,Callahan ,Trevisan, Brown, 2010 :200-201) .Thi swli lhelp the

s t n e d u t

s inanyt eachingsrtategiestol earneffecitvelyandenthusiasitcally.

r o j a m r u o f e r a e r e h

T kind soft eaching srtategy tha tarepossibly used by

. o tt ir B e D e s e l o K A M S n i s r e h c a e t e h

t Theexplanaitonbelowgive sbasici dea so f

e h

t theoreitca lteachingsrtategie s i(nt hef ormo fapproach ,method ,andt echnique)

n o it a t n e m e l p m i ri e h t d n

a ,s howingt het eachers’r olei ni mplemenitngt hemethods.

.

a Audioilngua lmethod d

r a h c i

R s andRodgers( 2001 :59 )explaint ha taudioilngualmethodf ocuse s

n e tt ir w h ti w d e u n it n o c e b t h g i m n e h t g n i n i a rt e h T . ll i k s g n i n e t s il n o y lt a e r g

.r e t a l s n o it a t n e s e r p e

r The learning cover s the developmen t o f correc t

t h g u o r h t n o it a n o t n i d n a , m h t y h r , s s e rt s , n o it a i c n u n o r

p he use o fdialogue sand

.s ll ir d

h tr u

F ermore, they say tha tthere are twelve type so ftechnique sused in

, d o h t e m l a u g n il o i d u

(34)
(35)
(36)

) 9 4 2 : 0 1 0 2 n w o r B d n a , n a s i v e r T , n a h a ll a C , r e d r a H , h c il r O

( . Fromt hei nformaiton

t , e g n a h c x

e hegroup wli lbeableto answerst hequesiton sassigned o rto discus s

e h

t topic s given by the teache.r Teacher s should assis t the student s in the

f o e s o p r u p e h t e v e i h c a o t ’ k c a rt t h g ir ‘ e h t e v a h l li w y e h t t a h t o s n o i s s u c s i

d the

. y ti v it c a

.

d Communica itveLanguageTeaching

n i d e ti c s a , ) 3 8 9 1 ( t if m u r B d n a o r a i h c o n n i

F Richardsand Rodgers (2001 :

) 7 5

1 , ys a tha tin Communicaitve Language Teaching ,student sare expected to

. y a w n e k o p s r o n e tt ir w n i r e h ti e , e t a c i n u m m o

c The communicaiton occurred

. y li s a e e r o m e g a u g n a l e h t r e t s a m o t m e h t p l e h l li w s t n e d u t s e h t g n o m

a Tohelpt he

t e h t , d o h t e m s i h t h g u o r h t n r a e l s t n e d u t

s eachers themselve sshouldbeablet ouse

e c l e C ( y l e t a ir p o r p p a d n a y lt n e u lf e g a u g n a l t e g r a t e h

t -Murcia ,2001 :8 .) Student s

e g a u g n a l e h t g n i s u n i l e d o m e h t e b n a c s r e h c a e t e h t fi y l e v it c e f f e e r o m n r a e l ll i w

y lr a e l c e e s n a c s t n e d u t s e h t h c i h

w .

n i d e ti c s a , 9 9 1 : 0 8 9 1 ( n il d n a C d n a n e e r

B RichardsandRodgers ,2001:167) ,

e v it a c i n u m m o C n i s r e h c a e t e h t t a h t n i a l p x

e Language Teaching have two main

. s e l o

r The fris trolefor t he t eacher i st o faclitiate t he proces so fcommunicaiton

g n o m

a the entrie paritcipants o fthe teaching learning acitviites ,including the

. s e v l e s m e h t s r e h c a e

t Howeve ,r t het eacheralso needs to becomean independen t

. h ti w e t a c i n u m m o c o t s t n e d u t s e h t r o f s s a l c e h t n i r o t a c i n u m m o c

.

e GenreBasedTeaching

s n i a l p x e ) 3 0 0 2 ( a k n a i w e r e

D tha t Genre Based Teaching enables the

(37)

u

s pposedt o helpstudent srecognizet hef eatures ,natures ,and characte irsitc so fa

t x e t f o d n i k r a l u c it r a

p .Throught his ,student sareexpectedt ounderstandt hegoal ,

.t x e t e h t h g u o r h t d e t n e s e r p e r a t a h t s t n e m e l e e g a u g n a l f o e c i o h c d n a , g n i n a e

m tI

c e b n a

c oncluded tha tGenre Based Teaching presents an approach tha tteaches

.s t x e t n o c h g u o r h t e g a u g n a l

a k n a i w e r e

D ,basedon Bruner’ sexplanaiton(1978 ,a sctiedi nDerewianka ,

, ) 3 0 0

2 also show ssomestepst ha tbecomet hef undamenta lprocedurestoconduc t

h

t e approacho fgenrebasedt eaching. Theexplanaitonbelowshowst hemaini dea

s i h t n i s p e t s h c a e f

o GenreBasedTeachinga rpp oach .

.

1 developing an understanding o fthe ifeld ,a sa srtong foundaiton and

e ti r w d n a d a e r n a c y e h t r e t a l t a h t o s s t n e d u t s r o f e g a m

i effecitvely.

.

2 famiilarizaitonwtiht hegenre ,o rmodelilng ,wheret het eache rexposes

s c it s ir e t c a r a h c d n a s e r u t a e f e h

t ,a swel last henatureand t hepurpose fo

s e p y t h c a

e oft het extgenretot hes tudent .s

.

3 developing contro love rthe genre ;the teache rhelp sthe student sto

f o e r n e g n i a tr e c o t n i n e tt ir w e b n a c t a h t s a e d i ri e h t f o s t p e c n o c e k a m

.s e c it c a r p g n it ir w r o f o s l a ; s t x e t

.

4 independen t construciton , where the student s rty to make the

h t t u o b a h c r a e s e r r e h tr u f y r a s s e c e n h ti w , s t x e t e h t f o n o it c u rt s n o

c e

d n a c i p o

t revising the dra tf sbased on pee rassessmen to rteacher’ s

.s t n e m m o c

.

5 extending and criitquing ; wtih sufifcien t understanding on the

(38)

. e

.i analyzing thetex tciritcallyast o i dentfiyt het opicdiscussed i nt he

.t x e t e n o n i s e r n e g d e x i m g n i v a h f o y ti li b a b o r p e h t d n a t x e t

.

6 creaitveexplotiaitonoft hegenre, wheret hestudent scancreaitvelyuse

e v it a e r c a n i ti e t a l u p i n a m o t d n a , n o it i d n o c d e ir a v e r o m a n i t x e t e h t

d n e t x e o t y a

w the funcitons ,features ,and the characte irsitc so fthe

. e r n e g r a l u c it r a p

.

6 The characterisitc so fAsian High School l earners i n l earning EFL and ti

h ti w l a e D t s u M s r e h c a e T e h t w o H

t h g ir e h t w o n k d l u o h s s r e h c a e t , n o it a n a l p x e s u o i v e r p e h t n i s

A srtategies to

g n i n r a e l g n i h c a e t g n i p o l e v e d e h t , o s l A . s t n e d u t s e h t h c a e

t srtategies in recen t

e v it a c i n u m m o c n o e r o m s i s e m

it process .One o fthe reason scan be found in

ll e d d i

R ’ s statement (2001 : 10). tI i s that student s need moitvaiton and

t n e m ti m m o

c in learning Engilsh and thu sthey prefe ra moslty communicaitve

g n i n r a e l r i e h t o t h c a o r p p

a . Thi si smuch related to the characteirsitc so fthe

e m o c e b o s l a h c i h w , s t n e d u t

s s the impo tran t consideraiton o fthe teacher sin

e h t g n i n n a l

p srtategiesfort herit eaching.

, e v i s s a p e r o m ) 5 0 0 2 , y e l x E y b d e n i a l p x e s a ( e r a a i s e n o d n I f o s r e n r a e l e h T

g n i w o h s s e h c r a e s e r r e h t o e m o s d e d i v o r p o s l a y e l x E . e v it c e lf e r n u d n a t n a il p m o c

s A . s r e n r a e l n a i s e n o d n I f o s c it s ir e t c a r a h c e h t t u o b a s g n i d n if r o s n o i s s u c s i d e h t

y e l x E n i d e ti

c (2005) ,Pikker tand Foste r(1996 )repo tred tha tin Cen rta lJava ,

s r e h c a e t l a n o it a n n a i s e n o d n

I w eresupposed t o evaluatet he student smemo irzing

, y e l x E n i d e ti c s a , 7 8 9 1 ( i d e R y b e n o d h c r a e s e r r e h t o n A . y ll a c it ir c e r o m y ti li b a

a i s e n o d n I , t a h t d e t n e s e r p ) 5 0 0

(39)
(40)
(41)

e d i v o r p d n a , y s a t n a f d n

a s a persona linvestment .I tmeans tha tteache rshould

li w n w o r i e h t m o r f n r a e l o t n o it a v it o m ’ s t n e d u t s e k o v

e lso t hat t hei rprogress i n

. g n i n r a e l ri e h t f o s t c e p s a r e h t o e h t b r u t s i d d n a d e r e p m a h e b t o n l li w y d u t s ri e h t

.

B Theoreitca lFramework n

o it c e s s i h

T comparest he previou sstudy abou tpercepiton and state sthi s

y d u t s s u o i v e r p e h t o t d e r a p m o c n o it i s o p h c r a e s e

r explained . Here i salso a

summaryofthet heo ire sexplainedi nt het heoreitca ldescirpitonandsynthesize sa

.s m e l b o r p h c r a e s e r e h t o t s r e w s n a l a c it e r o e h t e h t s a s i s e h t o p y h e h t o t e l a n o it a r

d e lt it n e t r o p e r s e h c r a e s e r e v it a r o b a ll o c e h

T Percep iton s o f the Idea l

r e h c a e T e h t d n a r e h c a e

T - ni -Pracitcei n t heASEAN (1986)explains t hei deao f

l a e d i e h t f o s a e d i e h T . s e v l e s m e h t s r e h c a e t e h t f o s n o it p e c r e p e h t s a s r e h c a e t l a e d i

p m i o t n o it a d n u o f a s a d e s u e b o t d e p o h e r a s r e h c a e

t rove t he t eache reducaiton .

The teache reducaiton wli ldecide whethe rthe teache r rtainee swli lbe i‘dea l

.t o n r o ’ s r e h c a e

t Compared to thi sco llaboraitve researche srepo tr ,thi sresearch

n e e s ’ r e h c a e t l a e d i‘ f o n o it p e c r e p e h t e e s o t g n i y rt s i n o it p e c r e p ’ s t n e d u t s t u o b a

e h t t u o b a r e h tr u f e t a g it s e v n i ll i w h c r a e s e r s i h T . w e i v f o t n i o p ’ s t n e d u t s e h t m o r f

a e d i d n o c e

s which can be i nferred from t he resutl soft he research (presented i n

e v o b a A t r a

p ) , tha t t‘eacher s should have approp irate teaching srtategies

s y a d e h t f o s e it i v it c a e h t g n ir e d i s n o

c ’. Thesei deaswli lbediscussed basedont he

. n o it p e c r e p ’ s t n e d u t s

u s e i g e t a rt s g n i h c a e

T sed by the teache rare affected by some factors ,

e h t g n i d u l c n

i basic and genera lp irnciple stha tbecome the foundaiton so fthe

(42)
(43)
(44)
(45)

8 2

I I I R E T P A H C

Y G O L O D O H T E M H C R A E S E R

e h t , r e t p a h c s i h t n

I research methodology i sdiscussed .The discussion g n it t e s h c r a e s e r e h t , l a r e n e g n i e p y t h c r a e s e r e h t f o n o it a n a l p x e e h t f o s t s i s n o c

o h w ( s t n a p i c it r a p h c r a e s e r , ) d e t c u d n o c s a w h c r a e s e r e h t n e h w d n a e r e h w

( w ee r

d e v l o v n

i a sthe subjec to fresearch) ,research insrtument s(how the data wa s a

t a d e h t w o h ( e u q i n h c e t s i s y l a n a a t a d , ) d e t c e ll o

c wa sanalyzed) ,and research .

) d e t c u d n o c s a w h c r a e s e r e h t w o h ( e r u d e c o r

p Thi schapte ri sused a sareference e

n o d s a w h c r a e s e r e h t w o h e e s o

t and how the researche ranalyzed the data to s

n

a wert heproblems.

.

A ResearchMethod

t , 1 r e t p a h c n i d e t n e s e r p d n u o r g k c a b h c r a e s e r e h t n o d e s a

B h e researcher

o t d e d i c e

d design a survey to study the percep iton. According to Wiersma . ” s t n e m e v e i h c a r o , s n o i n i p o , s e d u ti tt a e r u s a e m o t d e s u e r a s y e v r u s “ , ) 9 6 1 : 5 9 9 1

( I t

r o e s a c n i a tr e c f o a e d i n i a m e n o d n if d n a e t a g it s e v n i o t t a h t n e e s e b n a c

i , a n e m o n e h

p ti sbes tto use survey because the nature o fsurvey research i sto t

c e ll o

c informaitono fcetrainconceptsi naverys hor tamoun to fitm e. s

i h

T survey wa s a qualtiaitve research . tI s purpose i s to know the n

o it p e c r e p ’ s r e h c a e t d n a ’ s t n e d u t s t u o b a n o it a m r o f n

i on t heteaching srtategy in s

s a l c h s il g n

E by seeing t heplace, t he itme ,and t he proces swhere t heparitcula r n

o it i d n o c n i a tr e c r e d n u s n e p p a h r o i v a h e b r o t c

Gambar

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