STUDENT’S PERCEPTION OF THE FEASIBILITY

OF FACILITIES IN SUPPORTING ENGLISH LEARNING

AT SMP N 1 WIRADESA IN ACADEMIC YEAR 2019/2020

A PROPOSAL
Submitted as partial to fulfillment of the final examination of Educational
Research Subject

By:
MOKHAMMAD FARKHAN
0917012561

ENGLISH DEPARTMENT
TEACHER’S TRAINING AND EDUCATION FACULTY
PEKALONGAN UNIVERSITY
2020
 CHAPTER I
INTRODUCTION
This chapter presents background of the study, scope of the study, statements
of the study, objectives of the study, significance of the study and definition of
key terms.

A. Background of the Study

Education is essentially a learning process to change the way of
thinking and acting in accordance with educational goals. According to the
laws of the Republic of Indonesia No. 20 of 2003 concerning National
Education System Chapter I article 1 education is a conscious and planned
effort to create an atmosphere of learning and learning process so that
students actively develop their potential to have the spiritual strength of
religion, self-control, personality, intelligence, noble character, and the
skills needed by themselves, society, nation, and country. Based on the
statement, one effort to create an active and comfortable learning
environment is to be supported by adequate learning facilities. Learning
facilities in schools have an influence on the quality of student learning.
The influence can be in the form of supporting the willingness of students
to learn, also makes students less interested in learning if the facilities are
inadequate.
School facilities is learning infrastructure and learning facilities.
Learning infrastructure includes school buildings, classrooms, fields,
worship rooms, art spaces and sports equipment. Learning facilities
include textbooks, reading books, tools and school laboratory facilities and
various other learning media (Dimyati&Mudjiono, 2009:84). While
English learning facilities generally include language laboratory rooms,
LCDs, sound systems and large monitor screens in classrooms, and others.
Even today many countries in the world have used the Virtual Reality
(VR) media to support learning English. From the opinion above, learning
facilities have an important role to increase student interest in learning at
school.
 Based on the researcher’s experience while studying English in
high school, researcher found inconvenience when using English learning
facilities. The facility is a laboratory room. There was a lot of damage
there like a broken seat, earphones that did not work, a lot of graffiti on the
table that makes the learning atmosphere less comfortable, etc. In addition,
the condition of the laboratory was neglected because there was a lot of
dirt and dust on the lab ceiling. Even though good and comfortable
facilities can support student learning. Therefore, the researcher is
interested in researching more about the feasibility of English learning
facilities at school. The researcher would like to know whether students
currently feel the same way as researchers or not in the comfort of using
learning facilities in school, especially English. Further, what steps have
they taken so that the fulfillment of the facilities at the school is fulfilled
and can support their learning English.
In this research, researcher will conduct research in SMP N 1
Wiradesa because researcher has a cooperative relationship at the school.
Therefore, later researcher will examine the perceptions of students from
SMP N 1 Wiradesa on English learning facilities in schools.
B. Problem Statements
1. What expectations do students have of English language facilities
at school?
2. What steps have students taken so that the school knows about the
facilities students expect?
C. Objectives of the Study
1. To find out the expectations do students have of English language
facilities at school.
2. To find out the steps have students taken so that the school knows
about the facilities students expect.
D. Significance of the Study
1. Theoretically
This research is expected to make a scientific contribution
to the feasibility of learning facilities in schools
 2. Pedagogically
For teachers, the results of this study are expected to help
teachers find out students' interests and desires for school facilities
in learning English.
3. Practically
For Schools, the results of this study are expected to be a
consideration for improving the quality of facilities in schools.
E. Definition of Key Terms
1. Facilities
Based on Government Regulation No. 19 of 2005
concerning National Education Standards Regarding Facilities and
Infrastructure. "National education standards relating to the
minimum criteria of learning spaces, places to exercise, places of
worship, libraries, laboratories, workshops, places to play, places
to be creative and recreation, as well as other learning resources,
are needed to support the learning process".
2. Perception
In common terminology, perception is defined by Longman
Dictionary of Contemporary English as “a) the way you think
about something and your idea of what it is like; b) the way that
you notice things with your senses of sight, hearing etc.; c) the
natural ability to understand or notice things quickly.”
3. Learning English
According to Collins Dictionary, Learning is the process of gaining
knowledge through studying. While English is a) the language used
in Britain, the US, Australia, and some other countries; b) literature
written in English, studied as a subject at school or university. So,
Learning English is what people do when they want to learn how to
speak and understand the English language.
F. Outline of the Study
This proposal consists of three chapters are as follow:
 Chapter I is Introduction. It consists of background of the study,
problem statements, objectives of the study, significance of the study,
definition of key terms, and outline of the study.
Chapter II is Review of Related Literature. It consists of previous
studies, theoretical review, and theoretical framework.
Chapter III is Research Method. It consists of research design,
setting of the study, data and data source, technique of data collection, and
technique of data analysis.
 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature of the study, it
contains some subs chapter. They are previous studies, literature review, and
theoretical framework.
A. Previous Studies
In this research, the researcher has learned some studies from the
other topic in other researcher. The first previous study of the research
conducted by Fitriani (2017) entitled “Analisis Fasilitas Belajar dan Sikap
Guru dalam Optimalisasi Hasil Belajar Pkn Siswa Kelas V SDN
Candirejo 02”. The research focused on analyzing the effect of learning
facilities on student learning outcomes. In this case, researcher found
similarities and differences in the study with the research that researchers
will do. The similarity is in the form of problems that is about facilities in
school. While the differences are in the form of research subject. In that
research the subjects studied were the principal, teachers and fifth grade
students with the object of research in the form of learning facilities. But,
in this research, the subject of the study is students. Researcher would like
to know about student’s perception on school facilities.
The second previous study of this research conducted by Amah
(2014) entitled “Pengaruh Fasilitas Sekolah Terhadap Hasil Belajar
Akuntansi Dengan Lingkungan Sosial Sebagai Pemoderasi”. In that study,
researcher found similarity that the research aimed to examine the effect
of school facilities for learning, but the objective was different. It was
studied about learning outcomes accounting class XI and XII IPS 1 MAN
1 Madiun with the social environment as moderating, while this research
about learning English. From data collected by questionnaire while in this
research data collected by interview and observation.
The third previous study of this research conducted by Amsal
(2017) entitled Pengaruh Ketersediaan Fasilitas Belajar Terhadap
Aktivitas Belajar Siswa Pada Mata Pelajaran Ppkn Kelas VIII SMPT 15
 TKB Mandiri Bandar Lampung Tahun Pelajaran 2014/2015. In previous
study, researcher found similarity that the research aimed to describe the
influence of the availability of student learning facilities on student
learning activities in the eighth grade PPKn SMPT 15 TKB Mandiri
Bandar Lampung academic year 2014/2015. In that previous study, using
quantitative research methods with the object of research is class VIII
students, amounting to 25 people, while this research uses qualitative
methods. In previous studies, data collection techniques used data analysis
techniques x2 contingency coefficient, while this research used
observation and interview techniques.
B. Literature Review
1. Facilities
Facility is a matter of support needed for teaching and
learning activities, learning activities can run well or not influenced
by the completeness of existing facilities. This is consistent with the
opinion expressed by Widjaya (1994: 92), "the teaching and learning
process will run smoothly if supported by complete facilities, from
school buildings to the dominant means of teaching aids".
School facilities is learning infrastructure and learning
facilities. Learning infrastructure includes school buildings,
classrooms, fields, worship rooms, art spaces and sports equipment.
Learning facilities include textbooks, reading books, tools and
school laboratory facilities and various other learning media
(Dimyati&Mudjiono, 2009:84). While English learning facilities
generally include language laboratory rooms, LCDs, sound systems
and large monitor screens in classrooms, and others.
According to Muhroji (2004: 49), "Learning facilities are
all needed in the process of teaching and learning both moving and
not moving in order to achieve educational goals can run smoothly,
regularly, effectively, and efficiently."
From these opinions, a conclusion can be drawn that
learning facilities are all things in the form of movable or immovable
 objects and money (financing) that can facilitate, facilitate,
streamline and streamline the organization of learning activities to
achieve learning goals.
2. Perception
In our interaction with the physical outside world, it is
necessary to process information from it for the purpose of making
sense of the world and making ourselves safe and reassured. And
since our human beings enjoy the abilities to hear, see, smell, touch
and taste, we are able to sense the outside and be aware of what
happens around—this process of sensing the outside world is
completed by our perception, which, with our sensory organs, allows
us to recognize and identify the existence of all kinds of stimuli and
then evaluate and give meanings to them.
In common terminology, perception is defined by Longman
Dictionary of Contemporary English as “a) the way you think about
something and your idea of what it is like; b) the way that you notice
things with your senses of sight, hearing etc.; c) the natural ability to
understand or notice things quickly”. In philosophy, psychology, and
cognitive science, perception is the process of attaining awareness or
understanding of sensory information. The word “perception” comes
from the Latin words perceptio, percipio, and means “receiving,
collecting, action of taking possession, and apprehension with the
mind or senses”.
The perception process consists of three stages: selection,
organization, and interpretation.
A. Selection
Selection is the first stage in the process of perception,
during which we convert the environment stimuli into meaningful
experience. In daily life we are bombarded constantly by such a
large variety of information that at a blink moment we may
encounter these stimuli: the words we are hearing, the witness of an
accident, the ticking of a clock, to name but a few. Since our world
embraces everything, these are countless stimuli arriving at our
sensory organs simultaneously and waiting to be processed.
However, we cannot perceive all the information available to us,
because in doing so we would experience information overload and
disorder. Therefore, we perceive only part of the information from
the environment through a selective process, just as Singer (1987,
p.9) notes: “We experience everything in the world not as it is—but
only as the world comes to us through our sensory receptors.” A lot
of researchers have paid great attention to this selection stage of
perception. Bruner (1958, p.85), for instance, posits that “In the
interest of not overloading ourselves with too much information, we
limit our attention to those aspects of strangers or the situations that
are essential to what we are doing”.
Some people make an analogy of this selective process to
make a map. According to them, one cannot put everything into it
when making a map, instead, they have to make generalizations and
deletions, so that the unnecessary or unimportant information will be
deleted or generalized, with the important information being marked
in the map un-proportionately. Otherwise, it would be impossible to
draw a map. Similarly, when being surrounded by many competing
stimuli, we only pay attention to those stimuli which we are familiar
with or interested in through the selective process of perception.
Thus the existence of perception’s partiality, which will possibly
cause misunderstandings in communication, just as Chen and
Starosta says (2007, p.34) “The partiality of our perception is the
origin of misunderstanding in interactions, especially when people
are from different cultural backgrounds with diverse perception
systems”.
B. Organization
The second stage in perception process is organization.
After selecting information from the outside world, we need to
organize it in some way by finding certain meaningful patterns. This
organization stage is accomplished by putting things or people into
categories, and that is why it is also termed categorization by some
researchers. In this stage of perception, the social and physical
events or objects we encounter will immediately have shape, color,
texture, size, etc. For instance, when asked what a human being is,
some people may describe it from the perspective of skin color,
others from that of race or nationality. If we close our eyes and think
what our university library is, we experience an organized
environment with an internal and external structure. Organization
allows “us to structure and give coherence to our general knowledge
about people and the social world, providing typical patterns of
behavior and the range of likely variation between types of people
and their characteristic actions and attributes” (Cantor et al., 1982,
p.34). Perception at this stage enjoys two characteristics. First, the
organizing process gives human perception structure. We always put
raw stimuli from the outside world into structured meaningful
experience. Second, the process shows that human perception
possesses stability. That is to say, after we select stimuli and put
them into categories, the selected stimuli become durable.
C. Interpretation
The third stage in perception is interpretation, which refers
to the process of attaching meaning to the selected stimuli. Once the
selected stimuli have been categorized into structured and stable
patterns, we try to make sense of these patterns by assigning
meanings to them. But different people may give different
interpretations of the same stimulus. For instance, a police officer’s
arriving at the crime spot can be interpreted differently—the victim
may regard it as soothing and relief-giving, but the criminal will
definitely be frightened by it. Another example, a kiss or a big hug in
public is a common way of greeting each other in some western
countries, which has the function of saying “Hello!”, whereas in
many other countries they are always considered to be “lovemaking”
 behaviors. Such interpretation differences arise because “Culture
provides us with a perceptual lens that greatly influences how we
interpret and evaluate what we receive from the outside world”
(Samovar et al., 2000, p.57). When confronting a physical object or
event, almost everybody agrees on its objective part of meaning, but
what it means to any unique individual varies according to that
individual’s past experiences and cultural background. Different
experiences and backgrounds will result in people’s attributing
different meanings to the same stimulus, so perception diversity
appears. In the meaning-attribution process, people from cultures
that are close will have similar store of past experiences and
knowledge, so they will probably attribute similar meanings to the
same stimulus, thus similar perceptions. Then with these similar
perceptions, it is easier for communicators to understand the accurate
meaning of each other’s verbal and nonverbal behaviors, so
communication goes smoothly. By contrast, if communicators use
experiences or knowledge gained from their own culture to explain
the unknown behaviors in another culture, they will attribute quite
different meanings to the same stimulus, then perceptions differ, and
communication problems arise. It is no wonder that Varner and
Beamer (2006, p.29) remark “When we don’t share common
experiences, there is greater chance we will assign an incorrect
meaning to the signal”.
3. Learning English
According to Collins Dictionary, learning is the process of
gaining knowledge through studying. While English is a) the
language used in Britain, the US, Australia, and some other
countries; b) literature written in English, studied as a subject at
school or university. So, Learning English is what people do when
they want to learn how to speak and understand the English language
that might be learned at course, school, or university.
People who learn English can be called as English-language learners
(ELLs). ELLs are students who are unable to communicate fluently
or learn effectively in English, who often come from non-English-
speaking homes and backgrounds, and who typically require
specialized or modified instruction in both the English language and
in their academic courses (Great Schools Partnership, 2013).
English-language learners may also be students who were formerly
classified as limited English proficient, but who have since acquired
English-language abilities that have allowed them to transition into
regular academic courses taught in English. While assessment results
may indicate that they have achieved a level of English literacy that
allows them to participate and succeed in English-only learning
environments, the students may still struggle with academic
language. For this reason, the federal government requires schools
and programs receiving federal funding for English-language-learner
programs to monitor the academic progress of students and provide
appropriate academic support for up to two years after they transition
into regular academic courses.
C. Theoretical Framework

School Facilities in SMP N 1 Wiradesa

Students’ Perception

Learning English

Qualitative Method

Observation Interview

Theory by Mudjiono&Dimyati (2009)

Student’s perception about The steps that students should

school facilities taken

Conclusion

In this research, the researcher will focus on analyzing the

feasibility of facilities at SMP N 1 Wiradesa based on students’
perception in learning English. This research uses qualitative method,
because researcher will collect the data by using observation and
interview. The theory of facilities adopted in this research is the theory
proposed by Mudjiono and Dimyati (2009). Then, the researcher will find
out students’ perception about school facilities and also the steps that they
should take in order to fulfill what they need.
 CHAPTER III
RESEARCH METHOD
This chapter presents the research method of the study. It contains some sub
chapters. They are research design, setting of the study, data and data source,
technique of data collection, and technique of data analysis.

A. Research Design
There are two kinds of research design, they are qualitative and
quantitative approach. In this study, researcher will use research design
with qualitative descriptive approach. The researcher would like to get the
information about students' perceptions of the feasibility of supporting
facilities at school in learning English. In this case the researcher will use
the descriptive qualitative design. According to Ary (2002) Descriptive
research is studies are designed to obtain information concerning the
current status phenomena. In qualitative research, there is little or no
statistic. According to Cristine Marlow, qualitative the interpretive
approach generally uses words (qualitative data) rather than numbers or
concepts that can be quantified (qualitative data), so that rich description
of phenomena can be produced.
The results of the research emphasize more toward the data
interpretation found in the field. The results are not written in the form of
figures and tables with statistical measures, but it is illustrated in the form
of describing words to the results and it is presented in narrative.
B. Setting of the Study
The research will be conducted on February-March 2020 at SMP N
1 Wiradesa on Jl. Jend. A. Yani 400 telp/fax (0285) 4417255, 8413300,
Wiradesa Kabupaten Pekalongan 51152.
C. Data and Data Source
Data are raw materials that need to be processed to produce the
information, both qualitative and quantitative data that show the facts. On
the other side, data are material information about the object of study of
 something. The data can be found by doing observation, interview,
documentation, etc. hence the data of this research are the result of
interview from students about their perception of the feasibility facilities in
learning English at school.
The source of data in the study is subjects from which the data can
be obtained (Arikunto, 2006:129). In this study, the researcher will collect
the data from students at SMP N 1 Wiradesa as the source of data.
Thereby the data of this study are words or list which are collected from
interview.
D. Technique of Data Collection
Method of data is the techniques which are used by researcher to
collect data. Technique can be used through questionnaire, interview,
observation, etc. In this study, the researcher will use observation and
interview as technique of data collection.
Interview is a method of data collection with the question and
answer unilateral and done in a systematic and based on the research
objectives. Meanwhile, according to Moleong (2010) interview is a
conversation with a purpose. The conversation will be conducted by the
two parties, namely the interview (interviewer) is asking the interviewee
(interviewee) that provides an answer to that question.
Interview is indispensable and influential in the process of
collecting data in the study, in this study the researcher first prepares
materials that will be presented that includes an outline of what will be
asked or prepare a structured interview guide. Then the researcher will do
the interview in accordance with the desired plan. Here researcher is
actively asking questions and provoke discussion toward a particular
problem to the data source in order to obtain answers to existing problems
so as obtain research data.
E. Technique of Data Analysis
Miles and Huberman (1992: 246) state that there are three activity in
qualitative data analysis. They are data reduction, data display, conclusion
drawing/verification. The steps are arranged to make the researcher easier
in analyzing the data. There are: reducing the data, displaying the data,
analyzing the data and interpreting the data to answer the research
problem, finally drawing the conclusion and giving suggestion. For the
explanation they are:
1) Reducing data
For the first, the researcher makes a list of questions that will be
asked at the interview.
2) Data display
The second steps, the researcher analyzes questions by Mudjiono
and Dimyati theory of facilities. The researcher would display the
data about students’ perception of the feasibility of supporting
facilities at school in learning English
3) Drawing/verification
The last step is conclusion drawing/verification. After the data are
displayed in the in a form of table, then the researcher would be able
to interpret it and reaches conclusions and verifications. Derived
from the data displayed in tables, the next step conducted by the
researcher is describing and interpreting the data so that the
conclusions and verifications of the feasibility facilities based on
students’ perception can be made.
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