The Teachers and Students Perceptions toward Participation Point System (PPS) in the

Teaching of English at VIII grade of SMPN 7 Malang

CHAPTER 1
INTRODUCTION
This chapter presents the background of the study, research problems, objective of the
study, significance of the study, and definition of key terms. The discussion of the point above is
presented in the following parts.
1.1 Background of the study
The use of English has become popular nowadays. In Indonesia, English is a foreign
language it is only used in the classroom. It is been taught from junior high school until
university. Government regulation (Peraturan Pemerintah, Number 28, 1990) states English is to
be taught from the first year of junior high school but may be taught as early as primary four at
the schools discretion. However, student still have problem in learning English. So, as a teacher
must have a way to make learning English Easy. Teach student is not easy to do. For that, to
make teacher easier in teaching in the classroom it needs a lesson plan. To make a good lesson
plan, a teacher must guide with syllabus and it must concord with curriculum. In junior high
school uses 2013 curriculum. According to skilbeck (1984, p6) said that a curriculum is
framework for the enhancement and organization of the varied and numerous experiences of
students in a school setting beyond the school. It means curriculum as guide in teaching
learning in education. But, it is not just lesson plan and syllabus, teaching media and assessment

also important to teaching English. Although so, the tasks of the teacher are not only preparing
learning well, but also motivate students to like English lesson. In SMPN 7 Malang especially
students at eight graders has no motivate to participate in learning English because of their
psychological barrier such as being afraid to speak in class or being afraid to make mistake in
class. So, it causes them to be passive when they learn English.
Student passive could be seen from the students when the learning activities in the classroom.
The typically students passive usually they always quietly take in new information and they do
not interact. In order to solve the passivity problem of the students, Kusual,Manit and Somarika
(2009) said:
student passivity is addressed not only for students who only listen to the teachers
talk in the classroom or remain silent during the teaching and learning process, but also for
those who do not want to be involved in a group randomly, those who are unwilling to study,
those who have no motivation and commitment, and those who do not participate to share
their ideas.

Thus, teachers must have various strategies to make the students keep curious, motivate, and
enthusiastic to participate during the learning process. But not only have strategies, teachers also
have student participation in classroom.
In the teaching and learning process student participation is one of the important parts.
According to Rogoff (1997,p.272) the students who participate actively could transform their
responsibility understanding to prepare to be engaged in learning activities. Students
participation in classroom such as asking questions, giving comment, discussing with friends.
Turner J.C and Hellen Patrick (2004) claim,
Participation in lessons facilitates learning. There are a number of ways that students
can participate overtly, including offering their ideas and thoughts spontaneously,

volunteering to answer questions, answering questions when called on, demonstrating at the
chalkboard, talking to peers or the teacher about tasks, and completing written work.
Students may also participate without these behavioral indicators of involvement by
watching, listening, and thinking.

Thus, teachers should have various strategies to make the students motivated. Motivation is an
influential factor in teaching learning process.
Dealing with students motivation might be one of the biggest challenges for some
teacher. Patel and Jain (2008, P.41) Motivation is considered with the arousal of the interest in
learning and to the extent is basic to learning. Therefore, motivation is the key of success in
learning teaching process. Without motivation, the goal of learning is difficult to be reached. The
success of learning depends on high or low motivation of students. It can reference learners in
teaching learning goal. To solve this problem, the teacher use strategies Participation Point
System (PPS) to make the point of participation become visible.
Participation point system (PPS) is a useful and simple method developed by Hadley
(1997). It has been developed to motivate the passive students to be active to speak English.
Participation point system (PPS) was also adapted by Jeffrey (2003) He believed that it could
solve the problem in English classroom communication, such as student passivity. He further
stated that this technique is very effective and simple to encourage students to be active. The
focus of method is not about giving points for every correct answer or acceptable grammar, but
the students motivation to participate in learning English. Hence, this method does not focus on
the skill but only the participation. Teachers usually write the point for active student secretly in
their notes. As a result, only high motivated students who always get benefit of the point and
students do not know their participating progress. The method has been used in many schools,
one of them in SMPN 7 Malang.

Teacher in SMPN 7 Malang uses method Participation Point System (PPS) for teaching
and learning, because according to their Participation Point System (PPS) is a method simple and
effective to teach. When researchers to do PPL (Program Pengalaman Lapangan) in there,
researcher did observations at eight graders, include A, B, C and D classes with the same teacher.
The teacher uses method Participation Point System (PPS) in every class. In the classroom the
students very enthusiastic and active when learn English. They are not afraid to speak English in
front of the class and answer wrong in the class. Therefore, teachers uses method PPS because it
very effective to increase the student participation in English lesson and make student like
English.
From the explanation above, the writer believes that by conducting this strategy the
students can increase participation in learning English. Some previous studies have demonstrated
that the strategy can improve the teachers and students perception through Participation Point
System (PPS).
Previous study that used PPS was conducted by Raine (2011) who applied PPS to
encourage more proactive learner participation in Japanese university English classes. The result
of his study is a survey administered to the learners suggests that the PPS described is effective
in encouraging a more proactive approach amongst learners in Japanese university English
classroom. The other previous study using PPS was conducted by Jumiati (2013) she applied
PPS to improving the students speaking ability. The aim of her study is to finding out the
improvement of students speaking accuracy and fluency through Participation Point System
(PPS) method in teaching speaking.

In this study, the writer had an interest in conducting a research entitled The Teachers
and Students Perceptions toward Participation Point System (PPS) in the Teaching of English at
VIII grade of SMPN 7 Malang. this study will investigate what are the teachers opinions and
students opinions about the implementation of Participation Point System (PPS) in English
lesson.
1.2 Research Questions
Based on the background of the research above, this research gives information about the
teachers and students perceptions toward PPS in the teaching of English at VIII grade of SMPN
7 Malang. The problem in this research can be formulated as follows:
1. What are the teachers opinions about the implementation of PPS in English lesson?
2. What are the students opinions about the implementation of PPS in English lesson?
1.3 Objective of the study
Based on the research question that mentioned above, purposes of the study are:
1. To know the teachers opinions about the implementation of PPS in English lesson
2. To know the students opinions about the implementation of PPS in English lesson
1.4 Significance of the study
The findings of this research are expected to be useful for teachers, students and future
researcher. For teachers, the findings of this research can be use as a help to increase motivated
the students. For students, the finding are expected to become a reference in the learning English
very well. And for future researchers, hopefully the findings of this research can become a good
reference if they want to conduct similar research.
1.5 Definition of Key Terms

There are some terms used in this study that needed to be defined to avoid misunderstanding
and misinterpretation, some terms used in this research need to be defined as follows:
1. Participation Point System
Participation point system (PPS) in this research is the method used by the teachers to
encourage students to participate actively in English teaching. This method is not about
giving points for every correct answer or acceptable grammar, but the students motivation
to participate in learning English.
2. Teachers Perception
Teachers perception in this research is Teachers opinion about strategies Participation
Point System (PPS) in English teaching
3. Students Perception
Students perception in this research is Students opinion about strategies Participation
Point System.
4. English Teaching
English Teaching in this research is the process where English subject is taught by the
teacher to the students.

CHAPTER II
REVIEW OF RELATED LITERATUR
In this chapter the writer presents about (1) Teaching English in Junior High
School (2) Participation Point System, (3) Motivation, (4) and also the review of previous
research.
2.1 TEACHING ENGLISH IN JUNIOR HIGH SCHOOL
2.1.1 DEFINITION OF TEACHING ENGLISH

Teaching is a very important to do. Teaching is not only a way of transferring knowledge
from teachers to students, but deeper than that. Anderson and Burns (1989: 8) said
Teaching is an interpersonal, interactive activity, typically involving verbal communication,
which is undertaken for the purpose of helping one or more students learn or change the ways
in which they can or will behave. Thus, a teacher must have many strategies to teach, not
only having a good instructional media and classroom management but also a good
construction communication with the students. With communication, teachers can understand
the students need in learning English.
2.1.2 TEACHING ENGLISH IN SMPN 7 MALANG
Teaching English is not easy to do. In SMPN 7 Malang researchers to find difference
such as style, enthusiasm and students attitude. Style learning in SMPN 7 Malang use
strategies Participation Point System (PPS). In there this strategy is effective to teaching.
Almost all of the students have low motivation to learning English, they lazy to learn
English, and afraid to speak in class. So, Participation Point System (PPS) is a good strategy
to increase participation students. Enthusiasm in teaching learning is very bad, they have
mindset that learning English is not fun. Therefore, teacher must know students need in terms
of learning the materials delivered and consider the specific needs of the learners.
2.1.2

THE CURRICULUM OF TEACHING ENGLISH IN SMPN 7 MALANG

In SMPN 7 Malang used 2013 curriculum. Loeloek (2013,P.2) said the 2013 curriculum
is newest curriculum in indonesia that use scientific approach in learning activity, which is
simplification from the previous curriculum, 2013 curriculum have some differences in
teaching preparation, teaching process, and evaluation from previous curriculum so,

scientific approach consist of observing, questioning, experimenting, associating, and

networking. Curriculum 2013 is good to applied in school. Before teaching and learning
process teachers must make lesson plan according 2013. Lesson plan is to make teacher
easier in teaching classroom, and to help teacher focus in teaching, Especially English.
2.2 PARTICIPATION POINT SYTEM
2.2.1 DEFINITION OF THE PARTICIPATION POINT SYSTEM
There are various definitions of Participation Point System from many psychologists. We
have to comprehend about what the participation point system is in order to know and
understand it.
Participation point system (PPS) is a useful and simple method developed by Hadley
(1997). PPS was also adapted by Jeffrey (2003). He believed that it could solve the problem
in English classroom communication, such as student passivity. He further stated that this
technique is very effective and simple to encourage students to be active. The main
advantage of the participation point system or PPS is its tangibility. The students hold the
discs or marbles in the classroom, extend their hands to receive them, and look at them with a
sense of achievement (Jeffrey, 2003, p: 2). this really takes what could often be called boring
classroom more of a game and the students take the points from the teacher really seriously.
This method is also very helpful to overcome the students passivity in speaking (Jeffrey,
2003, p. 1).
Based on the explanation above, the researcher can conclude that Participation Point
System is a method simple to increase the motivation of students in teaching and learning
activities. The focus of method is not about giving points for every correct answer or

acceptable grammar, but the students motivation to participate in learning English. Hence,
this method does not focus on the skill but only the participation.
2.2.2

THE EFFECTIVENESS OF PPS

The effectiveness of Participation point system is important to motivate students to

overcome their passivity, but this is no easy task for teachers, especially those of novice-level
students. Student attitude is an important factor since it affects their motivation towards
learning. Attitude is defined by Finchpark (2002, p.2) as, sets of beliefs about language
learning, the target culture, their culture, the teacher, the learning task, etc. Thus, if students
believe that they can succeed in English, it would assist in overcoming their passivity, and
not be afraid of making mistakes in front of the teacher. Attitude is in turn closely associated
with motivation and Norris-Holt (2001, p.1) defines motivation as, the learners
orientation with regard to the goal of learning a second language.
It means that the attitude students and the motivation it is important to increase activeness
of the teaching and learning process. Motivation is an influential factor in teaching learning
process. The success of learning depends on high or low motivation of students. It can
reference learners in teaching learning goal.
2.3

MOTIVATION

2.3.1 DEFINITION OF MOTIVATION

Motivation is very important in teaching and learning activity. In teaching and learning
process motivation can also be said as everything of the activator inside the students who
growth in learning teaching. Motivation is the power of activator that becomes active if need
to achieve need is very need or comprehended (Winkel,1984, P.27). Patel and Jain (2008,
P.40) states Motivation is the central factor in the effective management of process of

learning. Some types of motivation must be presented in learning. Patel and jain (2008,P.40)
also states Motivation is an energy change within a person characterized effective arousal and
anticipatory goal reaction.
Based on the explanation above, the researcher can conclude that motivation and teaching
and learning is one of aspect to increase ability students. The success of learning depends on
high or low motivation of students. Therefore, motivation is the key of success in learning
teaching process, without motivation the goal of learning is difficult to be reached.
2.3.2

IMPORTANCE OF MOTIVATION
Motivation is an important factor in teaching learning process. Patel and Jain (2008, P.40)

states there are several aspects of the importance of motivation:

A. Motivation makes expected change in human. Human can adjust himself with
B.
C.
D.
E.

society. Motivation plays main role to encourage people.

Motivation makes learning and teaching effective.
Motivation creates teaching atmosphere in classroom.
Motivation makes students active and creative, they desire to do some thing new.
Motivation creates interest for self studies in students. So, that the atmosphere of

motivated situations could be created.

F. Motivation makes students to identify themselves, motivated students can move
their limitation by using their powers and ambitions.
G. Motivation inspires students to become active and regular in their work and start

2.3.3

their work.
H. Motivation inspires students to prove their goal and objective.
KINDS OF MOTIVATION

Talking about kind of motivation, every psychologist gives his own opinion that is
different from others. The researcher will put some of them as a basic guide that are
commonly used. Frandsen in Sardiman (1990) also gives kinds of this motive:

a) Cognitive motives. This motive is show in indicate intrinsic, that is relation with
the satisfaction of individual. There is satisfaction of individual intern of human
and usually shape into process mental product. This motives is very primary in
learning activity in school.
b) Self-expression. Self-expression is a part of human behaviour. It needed by
creativity, full of imagination. So, in this case somebody want to show the selfactualization.
c) Self-enhancement. Through the self actualization and the development of
potential will increase the progress of somebody herself. The progress of man or
woman is wanted by people. So, competition is very important to students to get
achievement.
Winkel (1984 : 85 ) states that motivation divides into two, those are :
a) Internal motivation
Internal motivation is motivation that emerge from himself/herself without any
compulsions from outside. For example, a student interests in studying English because
of he is very interested in mastering the skills, and able to speak English fluently. The
students who have internal motivation will has the aim becomes educated people,
knowledgeable, and autonomous. Internal motivation is the principal motivation in
studying (Purwanto, 1990 : 65 ).
b) External motivation
External motivation is a kind of motivation that emerge in studying activity. It is
started and continued based on the stimulus which has not relationship with study
activity. It means that the students study unmotivated by the eager to be able in the

lesson, or the stimulus that emerge aim at to get something. For example, a student
studies because of he will get praise and his parents will be glad to him.
Based on the explanation above, the researcher can conclude that intrinsic motivation
is a motivation that makes someone active in her activities without influenced by the
outside influences. This motivation comes from the inside of her/him. Extrinsic is a
motivation that makes someone active in her activities because of the influence from the
outside of her.
2.4

REVIEW OF PREVIOUS RESEARCH

Researcher uses two previous studies. By Raine (2011) who applied PPS to
encourage more proactive learner participation in Japanese university English classes.
The result of his study is a survey administered to the learners suggests that the PPS
described is effective in encouraging a more proactive approach amongst learners in
Japanese university English classroom. He used descriptive quantitative research. The
other previous study using PPS was conducted by Jumiati (2013) she applied PPS to
improving the students speaking ability. The aim of her study is to finding out the
improvement of students speaking accuracy and fluency through Participation Point
System (PPS) method in teaching speaking. She used Classroom Action Research.
In this research the writer uses entitled The Teachers and Students Perceptions
toward Participation Point System (PPS) in the Teaching of English at VIII grade of
SMPN 7 Malang. The writer uses method descriptive quantitative, and used instrument
Questionnaire, interview and observation.

CHAPTER III
RESEARCH METHOD
This chapter divided into the four subtopics, namely research design, setting and
participant of research, technique of collecting the data, and technique of analysis the
data.
3.1 Research Design
This study aims to know the teachers and students opinions about the implementation of
PPS in English lesson. In conducting this study, the researcher uses descriptive-quantitative
design. Aliga&Gunderson (2000) states that descriptive-quantitative is designed to explain
the phenomena by collecting numerical data then analyze it mathematically. This is suitable
for explaining students and teachers perception mathematically based on the method
Participation Point System (PPS) in English teaching. Carrie (2007) also states the aim of
descriptive quantitative design is to create meaning through objectivity in the collected data.
Figure 3.1 displays the concept of quantitative research process.
Population and Sample

Research Problem

Review Literature

Adopting the Instrument

Data collection

Data Analysis

Conclusion
And
Suggestion

Figure 3.1 Component and process in quantitative research (sugiyono,2011)

In this case, researcher described the agreement and disagreement percentages of students and
teachers perception about Participation Point System in the teaching of English at VIII grade of
SMPN 7 Malang.
3.2 Setting and participant of research
The study was conducted in SMPN 7 Malang which is located at jl. Lembayung Bumiayu
Malang. SMPN 7 Malang was chosen as the setting because a teacher in there uses
Participation Point System as a method in English teaching.
The subjects of this study were the eight graders of SMPN 7 Malang and the English
teachers. The participation was three teachers and four class, the class of the participation
consisted of 150 students.
3.3 Collecting the Data
In this research, the researcher used three instruments, namely questionnaire, interview,
and observation.
3.3.1 Questioner
The researcher used questionnaire to obtain the data from the eight graders of SMPN 7
Malang. Sugiyono (2012:192) states that questionnaire is techniques of data collection is done by
giving a set of questions or written questions to the respondents to answer. In this research,
questionnaire was obvious to find out their general responses about their opinion after teachers
uses a method Participation Point System. The researcher used rating scale question. In rating
scale, the researcher uses five-point Likert scale, (1) Strongly agree, (2) Agree, (3) Neutral, (4)
Disagree, (5) Strongly disagree. There are 12 items in total. The item consists of participation

point system (PPS) and motivation. Each statement has the 5 choices of answer and each option
has point from 1 to 5 which is used calculate to final score as follow:
No

Statements

Strongly
agree
5

Agree

Neutral

Disagree

Strongly
disagree
1

1.
(Adopted from Likert Scale in Sugiyono:2012)
3.3.2

Interview
The researcher used interview guide to complete the data that doesnt occurs in the

questionnaire. The interviewer investigated 20 students for agreement or disagreement used

Participation Point System in English teaching. Get 20 students through system randomly, every
class take five students. And 3 teachers to explain about negative and positive used Participation
Point System during learning Process.
3.3.3

Observation
The researcher also gets the data from observation. In observation, the researcher focus

on teacher learning process used Participation Point System. Then the researcher use video
recording in observation due to analyze the teachers during learning process.
3.4 Analysis the data
After collecting the data, then researcher analyzed the data. First, researcher checked the
completeness answer of the respondents, whether the questionnaire have been answered or not.
Then the data which are in the form of students questionnaire rating scale (12items) is interpreted
into percentage then finding the mean and standard deviation of each item using PPS.

After analysis questionnaire, the researchers held interview to collect the further
information. The researcher used interview guide to complete the data that doesnt occurs in the
questionnaire. The interviewer investigated 20 students for agreement or disagreement used
Participation Point System in English teaching. And 3 teachers to explain about negative and
positive used Participation Point System during learning Process.
After held the interview, the researcher also collects the data by observation. In
observation, the researcher focus on teacher learning process used Participation Point System.
Then the researcher use video recording in observation due to analyze the teachers during
learning process.