i

TEACHERS’ PERCEPTION TOWARDS TEACHING METHOD IN EFL

CLASS

(A Survey Study at Senior High School of Purwokerto Academic Year

2017/2018)

A THESIS

Submitted to the English Education Department as a Partial Fulfillment of

the Requirements for S.Pd. Degree

By

PRIMANA SURYA KUSUMA

1301050104

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION OF FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

2019

ii

APPROVAL

TITLE : TEACHERS’ PERCEPTION TOWARDS

TEACHING METHOD IN EFL CLASS (A Survey

Study at Senior High School of Purwokerto Academic

Year 2017/ 2018)

NAME : PRIMANA SURYA KUSUMA

STUDENT NUMBER : 1301050104

FACULTY : TEACHER TRAINING AND EDUCATION

DEPARTMENT : ENGLISH EDUCATION

SUPERVISOR : LISTIANI, M. Pd.

Approved by:

Listiani, M. Pd.

NIK. 2160448

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

iii

SKRIPSI BERJUDUL

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Primana Surya Kusuma

NIM : 1301050104

Program Studi : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Menyusun skripsi dengan judul

TEACHERS’ PERCEPTION TOWARDS TEACHING METHOD IN EFL

CLASS

(A Survey Study at Senior High School of Purwokerto Academic Year 2017/

2018)

Menyatakan dengan sungguh-sungguh bahwa skripsi ini adalah hasil karya tulis

saya sendiri dan bukan dibuatkan orang lain atau jiplakan atau modifikasi karya

orang lain. Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi,

termasuk pencabutan gelar sarjana yang telah saya peroleh.

Purwokerto, 17 Januari 2019

Yang menyatakan

Primana Surya Kusuma

NIM 1301050104

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

vi

STATEMENT OF ORIGINALITY

Hereby, I state that the thesis entitled “Teachers’ Perception Towards Teaching

Method in EFL Class” as partial fulfillment of the requirements to get S.Pd.

degree is my own original research result. If the originally of this thesis, either

partially or wholly, is later on consequence in plagiarism, I would be prepared to

receive the consequences in the form of any sanction such as losing my related

academic degree obtained from the institution as well as other rules prevailing in

Indonesia.

Purwokerto, 17 Januari 2019

Primana Surya Kusuma

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

vii

ACKNOWLEDMNET

Alhamdulillahirobil’alamin. Praise be to Alloh SWT who gives guidance,

blessing, and mercy, so that the thesis entitled “Teachers’ Perception Towards

Teaching Method in EFL” for requirements of S.Pd. Degree of English Education

Department of Teacher Training and Education Faculty could be finished.

In connection with the contribution several parties who had supported in

completing this thesis, the researcher wants to thank to;

1. Dr. H. Syamsuhadi Irsyad, S.H., M.H, The Rector of University of

Muhammadiyah Purwokerto

2. Drs. Pudiyono, M.Hum., the dean of Teacher Training and Education

Faculty as well as one of the inspiring lecturer in English Education

Department who has given permission to conduct this research.

3. Aulia Nisa Khusnia, S.S., M.A., who has given me an agreement to write

this research.

4. Listiani, M. Pd., who has guided me in planning until finishing this

research well.

5. All lecturers in English Education Department who has inspired and

guided during study in Muhammadiyah University of Purwokerto.

6. The headmaster of SMA N 1 Purwokerto, SMA N 2 Purwokerto, SMA N

4 Purwokerto, and SMA N 5 Purwokerto who has given me permission to

conduct this research.

7. All of English teachers in of SMA N 1 Purwokerto, SMA N 2 Purwokerto,

SMA N 4 Purwokerto, and SMA N 5 Purwokerto as my subject of this

research.

Hopefully, this thesis can give benefits generally for writer and especially for the

reader to improve the knowledge.

Purwokerto, 17 Januari 2019

Primana Surya Kusuma

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

viii

DEDICATION

Bismillahirrohmanirrohim:

This thesis is dedicated to:

1. Alloh SWT who has given me belief, blessing, guidance and mercy during

this study

2. My beloved father, Iman Sukarjono who always becomes my super father

hero and guidance when I feel worthless and moneyless. My beloved

mother, Sinta Harsini as my real angel but she does not have wings who

always treats me with her miracle speech to make me strong and boosted

me to do this thesis. Thank you so much Mom and Dad. I am so grateful to

be born in this world and have both of you.

3. My beloved older brother, Primana Denta Nugraha who teaches me how to

be tough, treats me well and ensure me that I can do what I want. My

beloved little brother, Primana Akmal Nur Fauzi who always hang around

and his laugh always haw haw that make me miss him when I am far.

4. All of my English lecturers in English Education Department. I just can

say thank you for giving me a lot of knowledge, guiding me all this time,

from the first semester until the rest of my status as university students and

helping me to achieve one of my big dreams. How lucky I am to meet

wonder woman and super men like you all.

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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5. My family in English Education Department, from A class until D class.

Thank you for coloring my life with so much sad and happy stories. I will

miss you all.

6. My beloved crazy friends in Kemem Gemez boarding house of Sadewa

Street corner. Riza Prihananto, Rizko Joan Arviandri, Ridwan Setiaji,

Rinaldi, Rahmat Mujiono, Andre Yulianto, Ronny Miftahul Anam,

Prayogo Pangestu, and Muhammad Ghiffary. They can be mothers,

fathers, friends, banker, drivers and enemies as well. I am so proud to

meet, know, and place you all as a part of my life. Especially, Riza

Prihananto who always be a good listener and lecture to boost me when I

need a motivation. Muhammad Ghiffary and Andre Yulianto who always

accompany me to playing DoTA from morning until midnight.

7. My amazing friends Penjilats Squad, Ina Nisa Aolia Nugraeni, Galih Wuri

Ekawati, Wuri Puspaningrum, Puspita Setyaningrum, and Eling Arum P

who always make a small birthday party. Thank you for teaching me to be

strong single and everything you gave to me. I am so blessed to have you

all in my life. I will miss you all.

8. My weird friends Cabe Cingir family, Pikky Fadhil, Rizqi Ibnu Hamzah,

Jamal Linggar Setiawan, Jalu Harsabawa, Ulya Darajati, Mega

Mutiarasari, Danti Endah Rosanti, Meilina Lisa and Ina Nisa Aolia

Nugraeni. Thank you for accepting me, thank you for togetherness in

English Corner and sharing our stories. Thank you for bullying me and

make me strong.

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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9. My extraordinary Sapphire Residence Squad, Faizal Amir, Jamal Linggar

Setiawan, Gusti Putra Darma, Jalu Harsabawa, Dinar Tyas, Vina Isdiana,

and Dinda Nur Aini who always cook and make a small party to fill my

aloneness.

10. My beloved friends PBI All Stars, Alvian, Dicky, Fajar, Arif, Ibnu, Aldo,

Yuli, Hangga, Pikky, Bagus, Riza, Deni, Erwin, Henta, Rama, Januar and

Rinaldi. Thank you for accepting me for playing futsal and playstation

together.

11. My beloved friends, Rizky A. N. Mubtady, Meidha Agustyasih, Dian

Anugrah, Feni Andriyani, Septika Dyah Mustika, Ai Fatmawati, Riza

Prihananto, Pikky Fadhil, Meilina Lisa, Pikky Lilla, Rama Rahardian,

Rizqi Ibnu Hamzah, Aditya Astu, Aldi G. Utomo, Indah Puji Rahayu, and

more. Thank you for making me proud of being myself. Thank you for

your great support.

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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MOTTO

THE MORE YOU TAKE, THE LESS YOU HAVE

(MASTER OOGWAY)

THE MORE YOU GIVE, THE MORE YOU WILL GET

DON’T PUT OFF UNTIL TOMORROW WHAT YOU CAN DO

TODAY

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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TABLE OF CONTENTS

COVER ................................................................................................... i

APPROVAL ............................................................................................ ii

LEGALIZTION LETTER ...................................................................... iii

DECLARATION LETTER .................................................................... iv

APPROVAL OF SCIENTIFIC ARTICLE ............................................. v

STATEMENT OF ORIGINALITY ........................................................ vi

ACKNOWLADGEMENT ...................................................................... vii

DEDICATION ........................................................................................ viii

MOTTO .................................................................................................. xi

TABLE OF CONTENTS ........................................................................ xii

LIST OF TABLES .................................................................................. xiv

LIST OF FIGURES ................................................................................ xvi

LIST OF APPENDICES ......................................................................... xviii

ABSTRACT ............................................................................................ xix

CHAPTER 1 INTRODUCTION .................................................... 1

1.1 The background of The Research ......................... 1

1.2 Reasons of Choosing The Topic ........................... 4

1.3 Research Question ................................................ 5

1.4 The Objective of The Research ............................ 5

CHAPTER 2 LITERATURE REVIEW ........................................ 6

2.1 Perception ............................................................. 6

2.2 The Definition of Method ..................................... 9

2.3 Teaching Method .................................................. 10

2.4 The Characteristic of Teaching Method ............... 11

2.5 The Factors of Teaching Method .......................... 13

2.6 Kinds of Teaching Method ................................... 15

2.7 Advantages of Teaching Method .......................... 20

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2.8 Relevant Previous Study ....................................... 25

2.9 Basic Assumption ................................................. 26

CHAPTER 3 RESEARCH METHODOLOGY ............................ 27

3.1 Method of The Research ....................................... 27

3.2 Subject of The Research ....................................... 27

3.3 Place and Time of The Research .......................... 28

3.4 Technique of Collecting Data ............................... 28

3.5 Data Analysis ........................................................ 31

CHAPTER 4 RESULT AND DISCUSSION ................................. 34

4.1 Result .................................................................... 34

4.2 Discussion ............................................................. 78

CHAPTER 5 CONCLUSION AND SUGGESTION .................... 82

5.1 Conclusion ............................................................ 82

5.2 Suggestion ............................................................. 82

REFERENCES

APPENDICESS

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LIST OF TABLES

Table 3.1 The Indicators of Questionnaire .............................................. 29

Table 3.2 Likert-scale.............................................................................. 32

Table 3.3 Determining the mean of total scale ....................................... 32

Table 3.4 Determining the percentage .................................................... 32

Table 3.5 Categorizing of Teachers’ Perception ..................................... 33

Table 4.1 percentage of Indicator 1 for item 1 ........................................ 36

Table 4.2 percentage of Indicator 1 for item 2 ........................................ 37

Table 4.3 percentage of Indicator 1 for item 3 ........................................ 39

Table 4.4 percentage of Indicator 2 for item 4 ........................................ 41

Table 4.5 percentage of Indicator 2 for item 5 ........................................ 42

Table 4.6 percentage of Indicator 2 for item 6 ........................................ 44

Table 4.7 percentage of Indicator 2 for item 7 ........................................ 45

Table 4.8 percentage of Indicator 3 for item 8 ........................................ 47

Table 4.9 percentage of Indicator 3 for item 9 ........................................ 49

Table 4.10 percentage of Indicator 3 for item 10 .................................... 50

Table 4.11 percentage of Indicator 4 for item 11 .................................... 52

Table 4.12 percentage of Indicator 4 for item 12 .................................... 53

Table 4.13 percentage of Indicator 4 for item 13 .................................... 55

Table 4.14 percentage of Indicator 5 for item 14 .................................... 57

Table 4.15 percentage of Indicator 5 for item 15 .................................... 58

Table 4.16 percentage of Indicator 5 for item 16 .................................... 60

Table 4.17 percentage of Indicator 5 for item 17 .................................... 62

Table 4.18 percentage of Indicator 6 for item 18 .................................... 63

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Table 4.19 percentage of Indicator 6 for item 19 .................................... 65

Table 4.20 percentage of Indicator 7 for item 20 .................................... 67

Table 4.21 percentage of Indicator 7 for item 21 .................................... 68

Table 4.22 percentage of Indicator 8 for item 22 .................................... 70

Table 4.23 percentage of Indicator 8 for item 23 .................................... 72

Table 4.24 percentage of Indicator 8 for item 24 .................................... 73

Table 4.25 percentage of Indicator 9 for item 25 .................................... 75

Table 4.26 percentage of Indicator 9 for item 26 .................................... 77

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LIST OF FIGURES

Figure 4.1 of Indicator 1 Item 1 .............................................................. 36

Figure 4.2 of Indicator 1 Item 2 .............................................................. 37

Figure 4.3 of Indicator 1 Item 3 .............................................................. 39

Figure 4.4 of Indicator 2 Item 4 .............................................................. 41

Figure 4.5 of Indicator 2 Item 5 .............................................................. 42

Figure 4.6 of Indicator 2 Item 6 .............................................................. 44

Figure 4.7 of Indicator 2 Item 7 .............................................................. 45

Figure 4.8 of Indicator 3 item 8 .............................................................. 47

Figure 4.9 of Indicator 3 Item 9 .............................................................. 48

Figure 4.10 of Indicator 3 Item 10 .......................................................... 50

Figure 4.11 of Indicator 4 Item 11 .......................................................... 52

Figure 4.12 of Indicator 4 Item 12 .......................................................... 53

Figure 4.13 of Indicator 4 Item 13 .......................................................... 55

Figure 4.14 of Indicator 5 Item 14 .......................................................... 57

Figure 4.15 of Indicator 5 Item 15 .......................................................... 58

Figure 4.16 of Indicator 5 Item 16 .......................................................... 60

Figure 4.17 of Indicator 6 Item 17 .......................................................... 62

Figure 4.18 of Indicator 6 Item 18 .......................................................... 63

Figure 4.19 of Indicator 6 Item 19 .......................................................... 65

Figure 4.20 of Indicator 7 Item 20 .......................................................... 67

Figure 4.21 of Indicator 7 Item 21 .......................................................... 68

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Figure 4.22 of Indicator 8 Item 22 .......................................................... 70

Figure 4.23 of Indicator 8 Item 23 .......................................................... 72

Figure 4.24 of Indicator 8 Item 24 .......................................................... 73

Figure 4.25 of Indicator 9 Item 25 .......................................................... 75

Figure 4.26 of Indicator 9 Item 26 .......................................................... 77

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LIST OF APPENDICES

Appendix 1 Questionnaire Indicators

Appendix 2 Instruments of The Research

Appendix 3 Questionnaire Result

Appendix 4 Letters of Permission

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019

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TEACHERS’ PERCEPTION TOWARDS TEACHING METHOD IN EFL

CLASS

(A Survey Study at Senior High School of Purwokerto Academic Year 2017/

2018)

By:

PRIMANA SURYA KUSUMA

(1301050104)

ABSTRACT

This research was aimed to find out what the teachers’ perception towards

teaching method in EFL. This research used descriptive survey study. The

subjects of this research were 13 English teachers from four different senior high

schools in Purwokerto that had implemented 2013 Curriculum. Namely, SMA N 1

Purwokerto, SMA N 2 Purwokerto, SMA N 4 Purwokerto, and SMA N 5

Purwokerto. Questionnaire was used as the main instrument to collect the data

which consisted of 26 statements related to teaching methods. Based on the

analysis result, most teachers had positive perception towards teaching method in

EFL. The highest mean score was on role play simulation method (3.6), and the

lowest mean score was on project-based learning method (2.7). The total of

percentage positive perception was 86% from 13 respondents in teaching method

in EFL class.

Keywords: teacher perception, teaching method.

Teachers’ Perception Towards…, Primana Surya Kusuma, FKIP UMP, 2019