THE STUDENTS’ PERCEPTION TOWARD IMPLEMENTATION OF ENGLISH SPEAKING AREA AT MA’HAD AL-JAMI’AH OF STAIN PALANGKA RAYA
THESIS Presented to the Department of Education of the State Islamic College of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam
By:
CHOIRUL FUADI SRN.1001120546
THE STATE ISLAMIC COLLEGE OF PALANGKA RAYA THE DEPARTMENT OF EDUCATION THE STUDY PROGRAM OF ENGLISH EDUCATION 1435 H / 2014 M
MOTTO
(٦) ن َﻣ َﻊ اﻟْﻌُ ْﺴ ِﺮ ﻳُ ْﺴ ًﺮا ِإ 6. Verily, with every difficulty there is relief (Asy-Syarh : 6)
THE STUDENTS’ PERCEPTION TOWARD IMPLEMENTATION OF ENGLISH SPEAKING AREA AT MA’HAD AL-JAMI’AH OF STAIN PALANGKA RAYA ABSTRACT The objectives of the study are (1) To measure the students’ perception toward implementation of English speaking area at Mahad Al-Jamiah of STAIN Palangka Raya, and (2) To analyze background behind them. In the study, the writer used descriptive quantitative method to collect the data. The population of the study was the students who ever live in English speaking area at Mahad Al-Jamiah of STAIN Palangka Raya academic year 2013/2014, with amount 207 students. The writer took 100 students as the sample for questionnaire to answer first problem of the study and the writer took 20 students as the respondents to answer second problem of the study. This study belonged to survey research. The techniques of data collecting in the study were: interview and Questionnaire. In analyzing the data, the writer used some procedures. They are (1) Data compiling, (2) Data displaying. The main research findings showed that: (1) More than 50 % students agree to the rules of Mahad Al-Jamiah STAIN Palangka Raya, it was because the rules made them always speak English without blended another language (2) There were 59 students (59%) felt agreed that English speaking area improve their English skills. It was because they can practice it every day (3) There were 54 % students agreed to the language court, it was because made them having motivation to always speak English and support to mastery English (4) There were 53 % students agreed to joint all the activity in English speaking area, it was because they need to improve English skills and knowledge (5) Most of students give positive response to English speaking area. They thought that English speaking area was suitable place for learn English (6) They prefer live share room to student by different program study than same program study to support their English ability. (7) The students prefer speak local language than English, 63 % student agreed that local language affect in their speaking at English speaking area. It was because local language used since child, more easily, and using in daily. Keyword: English speaking area and students’ perception.
PERSEPSI MAHASISWA TERHADAP PENERAPAN AREA WAJIB BERBAHASA INGGRIS DI MA’HAD AL-JAMI’AH STAIN PALANGKA RAYA ABSTRAK Penelitian ini bertujuan untuk (1) mengukur persepsi mahasiswa terhadap penerapan kawasan wajib berbahasa Inggris di Mahad Al-Jamiah STAIN Palangka Raya. (2) untuk menganalisa latar belakang mahasiswa mengapa mempunyai persepsi. Penelitian ini menggunakan metode deskripsi kuantitatif. Populasi penilitian ini adalah mahasiswa yang pernah tinggal di area wajib berbahasa Inggris di Ma’had Al-Jamiah STAIN Palangka Raya tahun akademik 2013/2014, dengan jumlah 207 mahasiswa. 100 mahasiswa diambil sebagai sample untuk menjawab soal angket untuk menyelesaikan tujuan penelitian yang pertama. Dan 20 mahasiswa sebagai respondents untuk menjawab tujuan penelitian yang kedua melalui teknik wawancara. Penelitian ini termasuk kedalam jenis survey. Teknik pengumpulan data menggunakan cara wawancara dan angket. Dalam menganalisa data menggunakan beberapa prosedur diantaranya penyusunan data dan memaparkan data. Hasil dari penelitian menunjukkan bahwa (1) lebih dari 50 % mahasiswa setuju dengan peraturan yang ada di Mahad Al-Jamiah STAIN Palangka Raya, hal itu dikarenakan peraturan tersebut membuat mereka berbicara dalam bahasa inggris, (2) 59 % mahasiswa setuju bahwa kawasan wajib berbahasa Inggris membantu mereka mengembangkan kemampuan bahasa Inggris mereka. Hal itu dikarenakan mereka dapat mempraktikan bahasa inggris setiap hari, (3) 54 % mahasiswa setuju terhadap mahkamah bahasa, hal itu dikarenakan mereka memberi motivasi berbicara bahasa Inggris dan mendukung mereka dalam penguasaan bahasa inggris, (4) 53 % mahasiswa setuju untuk mengikuti semua kegiatan yang ada di kawasan wajib berbahasa Inggris, hal itu dikarenakan mereka ingin meningkatkan kemampuan dan pegetahuan mereka tentang bahasa inggris, (5) kebanyakan mahasiswa memberikan respon positif terhadap English speaking area. Mereka berpendapat bahwa kawasan wajib berbahasa Inggris merupakan tempat yang cocok untuk belajar bahasa inggris, (6) mereka setuju dengan tinggal bersama dengan mahasiswa yang berbeda prodi untuk mendukung kemampuan bahasa inggris mereka, (7) mahasiswa lebih menyukai berbicara bahasa daerah daripada bahasa inggris. Hal itu dikarenakan bahasa daerah sudah digunakan sejak kecil, lebih mudah digunakan dan telah digunakan dalam kehidupan sehari-hari. Kata Kunci : Kawasan wajib Berbahasa Inggris dan Persepsi Mahasiswa.
ACKNOWLEDGEMENTS Bismillahirrahmanirrahim The researcher likes to show my best gratitude to the almighty, Allah SWT who has given his a drop of knowledge with uncountable power and patience. Peace and salutation be on to greatest reformer in Islam, he is Muhammad SAW. The researcher finally was able to finish this thesis. In addition, the writer would like to dedicate the best thank to: 1.
Dr. Ibnu Elmi A.S. Pelu, SH, MH., as rector of STAIN Palangka Raya for his permission and to conduct this research.
2.
Drs. Fahmi, M.Pd ., The Vice Chairman of Academic Affairs and Institutional Development
3.
Triwid S.N., M.Pd., as the chair of the Department of Education.
4.
Santi Erliana, M.Pd., as the coordinator of English Education Study Program
5.
Nahdhiyah, S.S.,M.Pd., as the first advisor
6.
Catharina Elmayantie, M.Pd., as the second advisor
7.
Hj. Apni Ranti, M.Hum., as the academic advisor The writer realized that the thesis is still far from the perfect therefore some
constructive suggestions are welcomed. Finally may Allah always bless us. Alhamdulillahirabbil„Alamin Palangka Raya,
Oktober 2014
CHOIRUL FUADI SRN. 1001120546
DEDICATION This thesis is dedicated to some special people as follows: 1. My beloved parents, Murtijo and Siti Ariyah, S.Pd,SD. Thank for everything you give to me. You are my inspirations and motivations for whole of my life. 2. My beloved brother, Ihsanal Huda and Salis Nur Islamuddin. 3. My beloved lecturers, Hj. Apni Ranti, M.Hum, Nahdhiyah,S.S., M.Pd, Catharina Elmayantie,M.Pd, Luqman Baehaqi., S.S., M.Pd., Dr. H. Abdul Qodir, M.Pd., Dra. Halimah, M.Pd., Santi Erliana, M.Pd., Rahmadi Nirwanto, M.Pd. and all of the lecturers of TBI, thank for everything that you have given to me for my education and experiences. 4. Special thank for Kampoeng Inggris Standford’s Team: Mr.Syam, Mr.Luqman, Mr. Artha, Mr.Haji, Mr.Fajri, Miss Uswa, Miss Novi, and Miss Ina. 5. My lovely girl Prastiti Diah Hastuti, SP., as your support, lovely, and motivation every time. 6. My beloved friend in LPM STAIN Palangka Raya and all LPM in Kalselteng. 7. My beloved friend in FLP Palangka Raya and FLP Kalteng. 8. My beloved friend in TBI 2010. 9. All of student of STAIN Palangka Raya academic year 2013/2014. 10.
Last but not least, Ibnu Baihaki, Perdi Kastolani, Feranika, Tria Fitria
Ningrum, as your help and other people who help me in this thesis.
TABLE OF CONTENT Page PAGE OF COVER........................................................................................ i PAGE OF TITTLE ...................................................................................... ii APPROVAL OF THE THESIS ADVISORY COMMITTEE APPROVAL OF THE BOARD EXAMINER ................................................................... iii ACKNOWLEDGMENTS ............................................................................. iv DECLARATION OF AUTHENTICCATION ............................................ v DEDICATION ............................................................................................. vi MOTTO ........................................................................................................ vi ABSTRACT .................................................................................................. vii TABLE OF CONTENT ............................................................................... viii LIST OF TABLE ......................................................................................... xi LIST OF FIGURE ........................................................................................ xii LIST OF ABBREVIATIONS AND SYMBOLS ......................................... xiii LIST OF APPENDICES .............................................................................. xiv
CHAPTER I
INTRODUCTION A. Background of the Study .............................................. 1 B. Previous Study .............................................................. 5 C. Problem of the Study .................................................... 6 D. Limitation of the Study ................................................ 7 E. Assumption of the Study .............................................. 7 F. Objective of the Study .................................................. 7 G. Significance of the Study .............................................. 8 H. Operational Definition ................................................. 8 I. Frame of Discussion ..................................................... 10
CHAPTER II REVIEW OF RELATED LITERATURE A. The Concept of Perception ............................................ 11 B. The Concept of English Speaking Area ....................... 14 C. The Benefit of English Speaking Area ......................... 17 D. The Concept of Ma’had Al-Jami’ah Speaking Area ... 18 E. Process of Learner’s Perception ................................... 21 F. Frame of Thinking ........................................................ 23 CHAPTER III
RESEARCH METHOD A. Research Type ............................................................ 25 B. Research Design ......................................................... 25 C. Population and Sample 1. Population .............................................................. 27 2. Sample .................................................................... 28 D. Research Instrument 1. Research Instrument ............................................. 30 2. Research Instrument Try Out ............................... 34 3. Research Instrument Reliability ............................ 35 4. Research Instrument Validity ............................... 37 E. Data Collection Procedure .......................................... 40 F. Data Analysis ............................................................ 41
CHAPTER IV RESULT OF THE STUDY A. Description of the Data ................................................ 47 B. Result of the Data Analysis 1. Questionnaire analyze ............................................ 50 2. Interview data result and analyze ......................... 65 CHAPTER V
DISCUSSION A. The students’ perception toward implementation of English speaking area ................................................ 80 B. Analyze background behind them ............................. 88
CHAPTER VI CLOSURE A. Conclusion .................................................................. 94 B. Suggestion ................................................................... 96
REFERENCES APPENDIXES
LIST OF TABLES
3.1 Result of Reliable ............................................................................................ 38 3.2 Result of Face Validity .................................................................................... 40 4.1 The calculation Mean of Students’ Perception (item 1) .................................... 51 4.2 The calculation of Deviation Score and Standard deviation of students’ .......... 52 4.3 Result of the Questionnaire .............................................................................. 53
LIST OF FIGURES Figure 2.1 Psychological Variables between stimulus and response .................................. 23 3.2 Process of Perception ...................................................................................... 24 2.3 The Frame of Thinking of the Study ................................................................ 25 4.4 Chart of students’ perception toward English speaking area (Number) ............. 66 4.5 Chart of students’ perception toward English speaking area (Percent) .............. 67
LIST OF ABBREVIATIONS AND SYMBOLS
STAIN
is Sekolah Tinggi Agama Islam Negeri
NAD
is Nor Afiani Dewi
BDH
is Badariah
EKA
is Ema Karlina
HBH
is Habibah
JLI
is Junaidi Lil Iman
MMH
is Mahmudah
SDI
is Salimardiyanti
SRO
is Suroso
NJI
is Nor Julia Iswati
WNI
is Winda Normilani
EAA
is Eni Andri Ani
MFH
is Marfuah
MRI
is Misri
NAP
is Nindya Ananda Putri
PRS
is Putri Rafa Salihah
SAP
is Siti Anisa Putri
SMA
is Sri Mandalika
STA
is Sri Tumika
TTW
is Tities Triwuryani
NADP
is Nidya Ayu Diah Prastiya
LIST OF APPENDICES
Appendices 1. RESULT OF PILOT STUDY 2. RESULT OF QUESTIONNAIRE 3. RESULT OF INTERVIEW QUESTIONNAIRE AND INTERVIEW GUIDELINE
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CURRIVULUM VITAE
Choirul Fuadi was born on August 31, 1992 in Pangkalan Bun, Kalimantan Tengah. He came from Desa Arga Mulya, Pangkalan Banteng district, Kotawaringin Barat Regency, Kalimnatan Tengah. He is first boy of Mr. Murtijo and Mrs. Siti Ariyah, S.Pd.SD. He has two brothers. He started his study in Elementary school in SDN 1 Arga Mulya and Graduated on 2004. Then he continued his study in SMPN 2 Pangkalan Banteng and Graduated on 2007. Afterwards, he studied in SMAN 1 Pangkalan Banteng and graduated on 2010. He continued his study in STAIN Palangka Raya. He took English degree Education Program on 2010. He finished his study for 4.5 years. Finally, he got his degree and graduated on 2014. He has dreams to be English teacher, guide, translator, journalist media and lecturer.
