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
iii
iv
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
iii
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
v
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
vi
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
1
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
2
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.
3
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”.
4
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.
5
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
6
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.
7
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.
8
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.
9
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.
10
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
11
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
12
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.
13
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
14
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.
15
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.
16
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
17
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).
18
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.
19
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.
20
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
21
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
22
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
No Option F Percentage (%)
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.
No Option F Percentage (%)
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.
No Option F Percentage (%)
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
No Option F Percentage (%)
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.
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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
No Option F Percentage (%)
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.
No Option F Percentage (%)
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
No Option F Percentage (%)
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.
No Option F Percentage (%)
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
REFERENCES
Best. W. J, James V. K. (2010). Research in education.Chicago: Allyn & Bacon.
Billet, S. (2010). Learning through practice. New York: Springer Dordrecht
heideltberg.
Bimo, W. (1980). Pengantar psikologi umum. Yogyakarta: Andi publisher
Brown, H.D. (1994). Teaching by principles: An interactive approach to language
pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedadogy. New York: Longman inc
Brown, H. D. (2007). Teaching by principles: An interactive approach to
language pedagogy (3rd
ed). New York: Pearson Education.
Burns, A., & Joyce, H. (1997). Focus on speaking: National center for English
language teaching and research. Sydney: Macquire University press
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Chaney, A.L. & Burk, T.L. (1998). Teaching oral communication in grades k-8. Boston:
Allyn & Bacon.
Creswell, J. W. (2012). Research design pendekatan kualitatif, kuantitatif dan mixed,
(Cetakan ke-2). Yogyakarta: Pustaka Pelajar.
Depdiknas. (2003). Undang-undang RI nomor 20 tahun 2003, tentang sistem
pendidikan nasional. Jakarta: Depdiknas.
Depdiknas. (2013). Buku satuan kurikulum tingkat satuan pendidikan.
Jakarta: Depdiknas.
46
Ericsson, K. A. (1993). The role of deliberate practice in the acquisition of expert
performance. American Psychological Association – psychological.
review,100(3rd
ed), 10-15.
Finocchiaro, M. Michael, B. (1973). The foreign language learner, New York: Regents
Publishing.
Fraenkel, J. R., and Norman E. W. (2012). How to design and evaluate research in
education (8th ed). Boston: McGraw-Hill Higher Education.
Gerard, P. (2000). Writing a book that makes difference. Ohio: Story press.
Halliday, D., Resnick, R. & Walker,J., (1989), Fundamental of physics, John Wiley &
Sons INC., Canada.
Hamachek, D. (1995). Psychology in teaching, learning and growth. Boston: Allyn &
Bacon.
Hariyanto. (April, 2010). How prepare school with international standard in Indonesia.
Retrived on December 21st 2017 From link http://www.psb-psma.org.
Harmer, J. (1991). Practice of English language teaching. New York: Longman.
Harmer, J. (2005). The practice of English language teaching (4th ed). Pearson Longman:
Harlow.
Hornby, A. S. (1995). Oxford advanced learner’s dictionary of current English (5th ed).
Oxford: Oxford University Press.
John W. B., Emeritus. U & James V. K., (2006) Research in education (10th ed)
Chicago. Allyn & Bacon.
Lepank. (August, 2012) Pengertian peraturan menurut para ahli. Retrieved on October
25th, 2016. From link http://www.lepank.com/2012/08/pengertian-peraturan-
menurut-beberapa.html.
Leech, G. (1982). Principle of pragmatics. New York: Longman.
Mockler, R.J. (2002). Knowledge-based system for strategy for strategic planning.
Binghampton, UK: Haworth press.
47
Muchinsky, P.M., Kriek, H.J. & Schreuder, A.M.G (1998). Personnel psychology.
Johannesburg, South Africa: Thomson.
Neck. H. M., Patricia G. G. & Candida G. B. (2014). Teaching entrepreneurship.
UK: Cheltenham.
Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill.
Ramelan, (1992). Introduction to linguistic analysis, Semarang: IKIP Semarang
Press.
Rice, J. W. (2008). Language: A definition from first Principles - Three Grand Over the
Truckstop. Philica.com Article number 136.
Richard, J.C. & Renandya, W .A. (2002). Methodology in language teaching an
anthology of current practice, Cambridge, UK: Cambridge University Press.
Scott, W. A. & Ytreberg, L. H. (1990). Teaching English to children. Longman.
London.
Scott, W. A. & Ytreberg, L. H. (1993). Teaching English to children. Longman.
London.
Shook. J. R., John D., & James R. A. (2001). The Chicago school of
functionalism. UK: Thoemmes Press.
Sugiyono. (2012). Metode penelitian kuantitatif kualitatif. Bandung: Alfabeta.
Suryani. D. Y, Yenni R. & Aryuliva A. (2013). Journal of English language
teaching: Students’ perception toward English week at Darul hikmah
junior high school in Padang panjang. Vol. 2 no. 1. serie F. State
University of Padang.
Syakur. (1987). Language testing and evaluation. Surakarta: Sebelas Maret
University Press.
Thornbury, S. (2005). How to teach speaking. Harlow, England: Pearson Education.
48
Tina, M., Muhammad. Z, & Fauzia R. S. (2013). Journal of English language
teaching: Students’ perception on the use of English in bilingual class at
SMP N 1 2X11 enam lingkung. Vol. 2 no. 1. serie E. State University of
Padang.
Vilijoen, A., Sutherland, R., Myburg, A.A. & Berg, N.V.D. (2012). Pathogenicity
associated genes in Fusarium oxysporum f. sp. cubense race 4. South African
Journal of Science 109.
Wilen, W. (2013). Dinamic of effective secondary teaching (6th
ed). content technologies,
inc. and Cram101 publishing.
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
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
-
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.