Suiswati, 0203513012 (2015) TEACHERS’ AND STUDENTS’ PERCEPTIONS ON LEARNING LISTENING AND SPEAKING: The Case of Teaching English at Seventh Graders of Sekolah Menengah Pertama Negeri 11 Jayapura. Masters thesis, Universitas Negeri Semarang.

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Abstract

This study describes and explains the teachers’ and students’ perception on learning listening and speaking at junior high school: the case study of the seventh graders students of SMP Negeri 11 Jayapura. The importance of this study is while learning at school, students become bored. So, after they graduated, they did not use oral English, moreover written English. They just little know what is English. This study aims to know teacher’s and students’ perception on why that difficulties happend, explore the cause and find out the solutions. This study employed qualitative descriptive approach. Findings of teachers’ perception are conducted by in dept interviews and focus group discussions. Meanwhile the students' perceptions are conducted by filling a questionnaire and interviews. The analysis of the findings is explained by interpretation, verification, systematization of data to be formulated as a result of a study. The result of this study showed, first, the teachers argued that some students have difficulties in learning listening and speaking, while at the same time they also learn the rules of writing and reading, and second, the majority of students have difficulties learning English, becausse English is foreign language (unfamiliar) and found some differences between pronunciation and writing of English. Students also claimed to be bored because the learning method less attractive. The results also found that learning spoken English has natural characteristics, whereas the written English language learning has knowledge characteristics. Meanwhile to improve learning outcomes, in the first phase, students must learn spoken language through interactive methods, varied and fun. Then, Theory of writing which complicated while to put aside. After the students like, familiar and fluent in English, and the second phase can be given such as written English language skills (reading and writing). In conclusion, method of learning spoken English (listening and speaking) for junior high school students should be interactive and varied so that the learning process is fun. Based on the research results, teacher needs to improve spoken and written English learning strategies, so that after graduated, students can speak fluently and write correctly.

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