the students’ perception toward warming up …

THE STUDENTS’ PERCEPTION TOWARD WARMING UP ACTIVITIES

IN LEARNING ENGLISH PROCESS

(A Descriptive Study at the Eighth Grade at SMP Ma’Had Miftahurrazaq

Pinrang)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the

Degree of Education In English Department

ST. HARTINA M

10535617314

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

MOTTO

Actually, after difficulty there is ease

(QS: Al-Insyirah)

DEDICATION

This thesis I dedicated to :

My beloved parents

My beloved brother and sisters

All my friends and family

5

ABSTRACT

ST. HARTINA M, 2020. The English Department, Faculty of Teacher Training

and Education Muhammadiyah University Of Makassar. Thesis: The students’

Perception Toward Warning Up Activities in Learning English Process (A

Descriptive Study at the Eighth Grade at SMP Ma’Had Miftahurrazaq

Pinrang).Guided by Arief Paturusi and Wildhan Burhanuddin.

The objective of this research was to find out the students’ perception

toward warming up activities in learning English at SMP Ma’Had Miftahurrazaq

Pao. The method of this research was descriptive method. The population was the

eighth grade at SMP Ma’Had Miftahurrazaq Pinrang in 2019/2020 academic year.

It used purposive sampling technique where the researcher took one class of the

eighth grade students which consisted of 15 students. The researcher obtained the

data by using questionnaire. Which the questionnaire applied to know the rate

percentage and frequency of the students’ perception warming up activities in

learning English process.

The findings of this research showed that the majority of the students

choose agree. It means that the use of warming up activities is helpful and give

positive impact to the students. It can be proofed by looking the result of the data,

there was ”Warming up activities arouse students’ interest so that they get

motivated to learn” 8 (53.33%) out of students choose strongly agree, 3 (20%)

choose agree, 2 (13.33% ) choose undecided, 1 (6.66%) choose disagree, and 1

(6.66%) choose strongly disagree. It means that they are motivated to learn

because learning with warming up activities can be interest, practical, effective

and fun and warming up activities was helpful in their learning English process.

Keywords: Perception, Warming Up, Learning Method.

6

ABSTRAK

St. Hartina M, 2020 Persepsi siswa terhadap Kegiatan Pemanasan dalam

Proses Belajar Bahasa Inggris, (Penelitian Deskriptif di Kelas VIII di SMP

Ma'Had Miftahurrazaq Pao Pinrang). Fakultas Pelatihan dan Pendidikan Guru,

Universitas Muhammadiyah Makassar. Dibimbing oleh Arief Paturusi and

Wildhan Burhanuddin.

Tujuan dari penelitian ini adalah untuk mengetahui persepsi persepsi siswa

terhadap kegiatan pemanasan dalam belajar bahasa Inggris di SMP

Ma'HadMiftahurrazaq Pao.Metode penelitian ini adalah metode deskriptif.

Populasi adalah siswa kelas delapan SMP Ma'Had Miftahurrazaq Pao pada tahun

akademik 2019/2020. Teknik pengambilan sampel menggunakan purposive

sampling dimana peneliti mengambil satu kelas dari siswa kelas delapan yang

terdiri dari 15 siswa. Peneliti memperoleh data dengan menggunakan kuesioner.

Kuesioner mana yang digunakan untuk mengetahui persentase tingkat dan

frekuensi persepsi siswa tentang kegiatan pemanasan dalam proses belajar bahasa

Inggris.

Temuan penelitian ini menunjukkan bahwa mayoritas siswa memilih

setuju. Ini berarti bahwa penggunaan kegiatan pemanasan sangat membantu dan

memberikan dampak positif bagi siswa. Hal ini dapat dibuktikan dengan melihat

hasil data, terdapat ”Kegiatan pemanasan membangkitkan minat siswa sehingga

mereka termotivasi untuk belajar” 8 (53.33%) dari siswa memilih sangat setuju, 3

(20%) memilih setuju, 2 (13.33%) memilih tidak diputuskan, 1 (6.66%) memilih

tidak setuju, dan 1 (6.66%) memilih sangat tidak setuju. Ini berarti bahwa mereka

termotivasi untuk belajar karena kegiatan belajar dengan pemanasan dapat

menarik, praktis, efektif dan kegiatan yang menyenangkan dan membantu dalam

proses belajar bahasa Inggris mereka.

Keywords: Pendapat, Pemanasan, Metode Pembelajaran.

7

ACKNOWLEDGMENTS

Bismillahirrahmanirrahiim

All praise be to Allah, the Lord of the worlds, who has bestowed upon the

researcher in completing this proposal. Peace and blessing from Allah’s

Messenger, Prophet Muhammad SAW, his family, his companions, and all of his

followers.

In finishing this proposal, the researcher got many guidance and

motivation from people around her. There for, she would like to express her

grateful to them, they are: her beloved family, especially her parents, her sisters

and her brother, for their patience and their support to the researcher life.

The researcher also realizes that she would never finish this proposal

without the help of some people. Therefore, she would like to give appreciation

and special thanks to:

1. Rector of Muhammadiyah University of Makassar, Prof. Dr. H Abd.

Rahman Rahim, SE.,MM.

2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of the FKIP Unismuh

Makassar.

3. Ummi Khaerati Syam S.Pd., M.Pd., the Head of English Education

Department of FKIP UNISMUH Makassar, who gave her valuable

authorities and suggestion in doing proposal, also for lecturers and staffs

of English Education Department for giving the knowledge and guidance

and help during the researcher’s study.

8

4. The writers’ high appreciation and great thankful are due to consultant Dr.

M. Arif Paturusi, M.Pd and Widhan Burhanuddin, S.Pd., M.Hum who

have given their valuable time and guidance to finish this thesis.

5. All the lecturers of FKIP UNISMUH especially to the lecturers of

English Department and all staff of Muhammadiayah University of

Makassar for their guidance during the years of the writers’ study.

6. Thanks to the teacher’s and eighth grade SMP Ma’Had Miftahurrazaq Pao

who were willing to be the sample in this research.

7. The writer would like to express deepest and affectionate thank to my

parents Nahara and Marsuki and also my sister for their prayers, supports,

advices, love, sacrifices and continual understanding through my life.

8. The writer very grateful to have some close friends who always help and

support me. The first appreciation goes to Muhammad Hafizullah you are

always good listener for every problem I faced, especially when I had

revise this thesis and re-start over and over again. The writer also want to

express my appreciation to my kindhearted friend Rodiah Nahdatul

Warda for their company at any times gave best support to the researcher

and motivator to make this done. The next appreciation also for Ulan

Mutia, Sakina, Surniati, Musyawirah Salman, Jusni, fika and who

encourage me to finish this thesis.

9. Thanks also the writes’ frined’s in JAGUAR 2014 (class J) who have give

their energy and motivation during the writer arranging this thesis.

9

Makassar, Februay 2020

St. Hartina M

10

TABLE OF CONTENTS

Page

COVER i

HALAMAN PENGESAHAN ii

APPROVAL SHEET iii

COUNSELLING SHEET iv

SURAT PERNYATAAN v

SURAT PERJANJIAN vi

MOTTO vii

ABSTRACT viii

ACKNOWLEDGMENT ix

TABLE OF CONTENTS x

LIST OF FIGURE xi

LIST OF TABLE xii

CHAPTER I : INTRODUCTION 1

A. Background 1

B. Problem Statement 3

C. Objectives of the Research 3

D. Significance of the Research 3

E. Scope of the research 3

CHAPTER II : REVIEW OF RELATED LITERATURE 4

A. Previous Related Research Findings 4

B. Some Pertinent Ideas 5

1. Concept of Perception 5

a. Definion of perception 5

b. Visual perception theory 7

c. Types of perception 8

d. Factors influencing of perception 9

e. Indicators of perception 10

f. Changes of perception 10

2. Concept of Learning 11

a. Definition of learning 11

b. Types of learning 11

3. Concept of Warming Up 12

a. Definition of warming up activities 12

b. Indicators of Warming up 13

c. Types of warming up 16

11

d. Advantage and disadvantage of warming up 16

C. Framework of the Study 18

CHAPTER III : RESEARCH METHOD 19

A. Research Design 19

B. Population and Sample 19

1. Population 19

2. Sample 19

C. Research Variable 20

D. Instrument of Research 20

E. Technique of Data Analysis 20

CHAPTER IV : FINDINGS AND DISCUSSION 22

A. Findings 22

B. Discussion 33

CHAPTER V : CONCLUSION AND SUGGESTION 36

A. Conclusion 36

B. Suggestion 37

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

12

LIST OF FIGURE

Page

Figure 2.1 Conceptual Framework 18

13

LIST OF TABLE

Page

Table 3.1 Likert Scale 21

14

LIST OF TABLE

Page

Table 4.1. Warming up is a short activity that is not the main part of a lesson

22

Table 4.2. A warming up is related to the lesson topic and other activities

of a lesson

23

Table 4.3. It helps students to begin to think in English, review previous

class lesson and become interested in class

23

Table 4.4. Do you think warming up activities need a long time

24

Table 4.5. Warming up activities helped me to find a new information

25

Table 4.6. Warming up activities help the students connect the old knowledge

between a new knowledge

25

Table 4.7. Warming up activities create a positive learning environment for

the students to participate in the class comfortably

26

Table 4.8. Warming up activities build rapport and mutual trust among students

and teachers

26

Table 4.9. Warming up activities helped build trust with my friends

27

Table 4.10. Warming up activities help students know the lesson objective

27

Table 4.11. Warming up activity fails to serve students if it too difficult as

compared to their level of competence

28

Table 4.12. Warming up activities increase students motivation

28

Table 4.13. Warming up activity helps students to start a class with an

15

interesting and motivating task

29

Table 4.14. Warming up activities arouse students’ interest so that they get

motivated to learn

29

Table 4.15. I like it if my teacher applies warming up activities in the

learning process

30

Table 4.16. Warming up activities make me more active in the learning

English process

30

Table 4.17. Warming up is very influential in the process of learning

English

31

Table 4.18. I am more interested if my teacher implements warming up

activities in learning English process

31

Table 4.19. Warming up activities make me more focused in the learning

English process

32

Table 4.20. I followed the warming up process that implemented by

teachers with good attention

33

16

LIST OF APPENDICES

Page

Appendices A. Questionnaire (Teaching Method and Classroom

Management) 51

Appendices B. Score of types of students’ perception on lecturer’s

Teaching method and classroom management in speaking

class 52

Appendices C. Validity test and reliability test 53

17

CHAPTER I

INTRODUCTION

A. Background of the Research

English is the most important language in the world because it links the

whole world together. In Indonesia, English has been taught from elementary

school until collage and it has been studied from elementary school and

kindergarten right now. All of them can be actualized through speaking and other

basic skill such as listening, reading, and writing. In school, English is a foreign

language. Most of the students think English is difficult subject.

Learning is the process of acquiring new, or modifying existing, knowledge,

behaviors, skills, and values. According to Hasibuan (1994) learning is activities

comprise the teachers’ interaction among teacher and students to create good

physical and mental situations and also make students focus in teaching and

learning process. The good situation of physical and mental give support students.

Learning process consists of three stages, they are pre-teaching, while-teaching

and post-teaching activities. Another activity that is commonly practiced in the

pre-teaching activities is warming up.

There are a lot of students’ problems in learning English like they make a

lot of errors in pronunciation, vocabulary and confidence. In addition, the students

generally the problems are the students always feel difficult about expressing

ideas from the mind, the ability of students vocabulary is low, they do not

confidence and feel nervous, and also afraid of making a mistake pronunciation

when speaking English, to overcome this problem, the teacher needs to find the

1

1

18

effective way to teach learning English. This is the reason why the warming up is

a important preparation before learning English process. Therefore, warming up is

needed in teaching and learning process.

The interaction among students and teachers establish the success of

teaching and learning process. In learning English, teacher have important role to

interact with the students. According Nuratika (2018) the roles of teacher are

explain activities, check students’ understand and control the class during learning

process. But the students’ interaction also important when they can response the

teachers, it means they understand the material.

Based on the experience of the researcher, there are some schools that do

not use warming up activities in learning English process, researcher see that

many students are not very interested in learning English. This is why researcher

was interested in doing research on SMP Ma’had Miftahurrazaq Pinrang because

in this school the teacher use warming activities before learning English process.

In learning English, the teacher should find the way to make student

interaction each other and the teacher. There are several activities used in learning

process, one of which is warming up activities. In this study, researchers wanted

to know the students’ perception about the use of warming up method, whether

the application of this activities can increase students’ interest in learning English

and how important the influence of warming up in learning English process.

19

B. Problem statement of the research

Based on the background above there is the question which become the

problem was what are the students’ perception toward warming up activities in

learning English process?

C. Objective of the research

Based on the Problem statement above, the objectives of the research was

to know the students’ perception toward warming up activities in learning

English.

D. Significance of the research

This research has benefits to theorycally, it is useful for students, the teacher

and future researcher.

1. For students, the students are expected to be more motivated to follow the

learning English process. Thus, they can be more active and participate in

teaching and learning process.

2. For teachers, the teachers will know the importance as well as the types of

warming up activities in learning English process. The findings of this

research may inspire them to apply the activities as strategies in learning

English process.

3. For future researchers this study can give information and some references

for future researchers.

20

E. Scope of the research

To simplify the research, the scope of the research is focus on what are the

students’ perception toward warming up activities in learning English process at

second grade of SMP Ma’had Miftahurrazaq Pinrang.

21

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

There are a lot researchers conducted theirs research that related to this

research as follows:

Akhter (2014) found that introduction emphasizing on warm up activity has

a number of benefits. Starting a class with a warm up activity may promote

interest among students, set a friendly environment, increase students’

participation, attract their attention etc. A survey has conducted among some

universities for this paper to find out whether warm up activity plays an important

role in language classroom and whether it is useful for teachers and students in

language teaching and learning. The result of the survey showed that it is helpful

to use a warm up activity in language classroom.

Bijari (2012) state that warming up trough the analysis of the findings

gotten from the students’ pretests and posttests, we have come to the conclusion

that the role of warm ups is one of being an attention injector for students. That

facilitates their involvement in the class work by sharing answers, trying to

participate, paying attention, giving the answers, encouraging to take part in the

lesson, participating as volunteers, working on the exercises, drawing, and writing

the exercises. The findings revealed that participants in the experimental group,

who had received the treatments on warm up tasks, significantly enhanced better

performance in a writing test.

4

22

Handayani (2017) conclude that the teacher use the warm up activities in

appropriate way based on the theory of warm up implementation and it is helpful

to use the warm up activity in teaching learning process with the positive

responses given by the students. Warm up activity may bring variety in class and

keep the students’ attention. Based on the result of this research, it is better for the

teacher which uses the warm up activities to make the more class interesting.

The implication of these finding is, that the use of warming up activities is a

good method or good way because it can make student interested, develop their

imagination and more active in class. The research above and this research have

the similarity and difference. The first similarity is object of the research that is

use the same activities that is warming up activities. The second is the differences

between this research and above research, that the they are researching about the

effectiveness of warming up activities and also the researches above only use the

activities namely effectiveness of warming up activities but in this research

students perception towards warming up activities.

B. Some Pertinent Idea

1. Conceptual of Perception

a. Definition of Perception

Perception is the process through which the information from

outside environtment is selected, received, organized and interpreted to

make it meaningful to people. According to Saleh in Findiyani thesis

(2015), perception may refer to the activities to observe the objects to get

the information using sense organs and then processed by brain. In

23

addition, Robbins in Agustinas thesis (2018) perception is the process

taken by individual to govern and to interpret perception of sensory to give

significance in their environment.

According to Robbin in Thahir (2018) perception is the process

taken by individuals to govern and to interpret perception of sensory to

give significance in their environment. Perception can be defined as people

recognition and interpretation of sensory information. Perception also

includes how people respond the information. People can think of

perception as a process where they take in sensory information from

environment and used the information in order to interact with

environment. Perception allows people to take the sensory information in

make into something meaningful.

Barry (1998) stated that perception is the set of process by which

recognize, organize, and make stimuli in our environment. The key

distinction between the two main theories of perception is emphasizing

each gives to the role of sensation and higher cognitive process perception.

Leavit (2002) found that definition of perception in the narrow sense is

right, how to see something. While general perception is opinion, how to

define something.

Slameto in Sulastiani (2013) found that perception is process to

input message or information to human brain by the human perception that

continuously make relation with environment. This relation is done by the

five senses those were senses of sight, sense of feeling, sense of smell, and

24

sense of touch. Rakhmat in Udrus (2015) states that perception is

experienced about the object, even or relation is giving with concluding

the information and translating. Lindays and Norman (1997) found that

perception as the process by which organism interpret and organize

sensation to produce a meaningful experience of the world. Sensation. By

those definitions, the writer can conclude perception is the process when

people express their sense and experience or when people organize their

interpretation to produce a meaningful experience.

From the above explanation it became clear that perception is the

process comprises an identification, feeling, and intellectual activity that

have connection to create perception. In this respect, perception is an

opinion of knowledge about an object based on observation.

b. Visual Perception Theory

In order to receive information from the environment we were

equipped with sense organize eye, ear, nose. Each sense organ is part of a

sensory system which receives sensory inputs and transmits sensory

information to the brain.

Darmuh (2016) stated that a particular problem for psychologist is

to explain the process by which the physical energy received by sense

organs forms the basis of perceptual experience. Sensory inputs were

somehow converted into perceptions of desk and computers, flowers and

buildings, cars and planes; in sights, sounds, smells, taste, and touch

experiences.

25

A major theoretical issue on which psychologist were divided is the

extent to which perception relies directly on the information present in the

stimulus. Some argue that perceptual processes were not direct, but depend

on the perceivers expectations and previous knowledge as well as the

information available in the stimulus itself.

Psychologist distinguish between two types or processes in

perception there were bottom-up processing and top-down processing.

Bottom-up processing is also known as data-driven processing, because

perception begins with stimulus itself. Processing is carried out in one

direction from the retina to the visual cortex, with each successive stage in

the visual pathway carrying out ever more complex analysis of the input.

c. Types of Perception

Based on explanation perception from Zanden in Nurul thesis

(2015) divides perception in three types as follow:

1) Person Perception

Person perception refers to those processes by which we came to

know and think about other. Their characteristic, qualities, and inner state.

We construct image of others in ways that serve to stabilize, make

predictable, and render our manageable view of the social world to the extend

to which we attribute stable straits and enduring disposition to the others

people.We feel that we are better able to understand their behavior and

predict their future actions and we use these nations to guide our interaction

which them.

26

2) Social Perception

Social perception means that trying to understand people whether they

are professional at, political, leaders, criminal defendants, entertainer, or loved

one closer to home is not easy task.

3) Perception of Situation

Social psycholinguistics views a situation as all the social factors

that influence a person’s experience or behavior at a given time, and given a

place. It is an interaction of time and space within which we act in specific

ways.

d. Factors Influencing of Perception

According to Siagian (1995), there are three factors that can influence the

occurrence of perception.

1) Individuals of Perception

The individual influence can be in the form of attitude, motivation,

knowledge and hope. Therefore, a person can interpret an object to observe from

individual.

2) Target on Perception

The purpose is to observe an object, event, or person. The object, event

or person as the target of observation can influence the construct of perception

on the matter.

3) Situation of Perception the environment is one of influence that causes

perception to occur.

27

In summary, the perception is an information processing in the human

mind that involves sense organ to observe, detect, relate, and interprets of certain

objects as the target. The process happens with full awareness of the person who

perceives the matter.

e. Indicator of Perception

According to Robbins in Agustina thesis (2018) there are two indicators

of perception:

1) Acceptance / Reabsorbtion

The process of acceptance or reabsorbtion is indicator of perception in

psychology stage, it is about the function of the five sense in grasping external

stimulus.

2) Understanding / Evaluation

The external stimuli that have been grasped will evaluate. It is subjective

evaluation. It will different perception of each person environment.

f. Changes of Perception

Perception is not something static, but can change. The first change

process affected by the psychological processes of the nervous system in the

human senses. If a stimulus not change, adaption and habituation that will be

occur affect response to a stimulus is increasingly weak. Habituation tended

psychology from receptor that less sensitive after receiving a lot of stimulus.

Whole adaptation is reduced concern if the stimulus appeared many times.

Stimuli that appear regularly are more easily adapted than the appearance of

irregular stimulus.

28

The purpose of perception has shifted meaning. Marr in Sulastianis thesis

(2018) believed that the purpose of perception is to define information from

outside world. Shifted purpose of perception comes from an evolutionary

perspective who stated that perception is the way for creatures to enhance the

chance of survival.

2. Concept of Learning

a) Definition of Learning

Learning is changes in behavior that result from experience or

mechanistically as changes in the organism that result from experience. Winkel

(1996), said that learning as a mental activity/psychic, which takes place in

active interaction with environment the resulted in changes in knowledge,

understanding, skills, values and attitudes. The change is permanent and scar.

Learning can be seen as an attempt to make the process of change in behavior

towards selting as the experience of interacting with the environment. While,

according to Slameto (1995) “learning is a changing process as a result of the

interaction with the environment to fulfill the needs in life. The changing is not

only in increasing knowledge, but also skill, attitudes, the way of thinking,

interest, adaptation, and the others”. Learning is an activity done by everyone

that can be hold anywhere and anytime.

b) Types of Learning

According to Watanabe (2018) learning types should be nurtured and

celebrate, and identifying their characteristics can help make this happen, there

are seven types of learning:

29

1) Visual learning is learning types do well when they use symbol, boxes,

charts, and color in their notes.

2) Verbal learningpractice things like reciting information out loud, writing

their own notes and highlighting key points.

3) Aural learning involves using sound and music. Auditory learners develop

understanding and memory by hearing and listening.

4) Physical learning involves using your body and sense of touch to learn.

Physical learners learn by doing, touching, moving, building and are

describe as a hands on.

5) Logical learning often learn by asking a lot of questions. Logical learners

want to understand the whole picture. They are natural thinkers who learn

by classifying, categorizing and thinking abstractly about patterns and

relationships etc.

6) Social learning prefer to learn in groups rather than on their own, and like

generating ideas by brainstorming with others.

7) Solitary learners tend to be more independent and introspective, spending a

lot of time on their own, enjoying their own company.

3. Concept of Warming Up

a.) Definition of Warming Up Activities

Warming up activities is a short activity in the beginning of a lesson

that help students to feel relaxed. According to Kaynin in Akhters thesis (2014)

claims that warming up are different types of activities which help the students

begin to think in English, review previously introduced materials and became

30

interested in the lesson. A warming up stage is a preparatory stage which helps

the students feel relaxed and also sets a positive mood for learning (Rushidi,

2013).

Kay (1995) claims that warming up are different types of activities

which help the students begin to think in English, review previously introduced

materials and become interested in the lesson. Lassche (2005) defines that for

language learning lesson a warming up stage is the “initial orientation”. So a

warming up activities is used to start a class with and interesting task to help

the students be comfortable in classroom setting and to help them start thinking

in learning English.

b.) Theory of Warming Up

Christopher Cotter (2011) states that warming up activities in lesson

plans receive less attention that it should. Some teachers tend to prepare

these activities few minutes before starting the class. A well prepared warm

up offers more than just “have fun” in a session, it allows teachers to create

a comfortable atmosphere in the classroom. Teachers have to be sure about

what they are teaching and how much information the students have about

the subject, and then he/she needs to connect the topic with students’ present

understanding. Simple conversation between learners that allow him or her

to sit back and observe the languages abilities that they have. Warming up

activities also provides the opportunity to reach each student and arouse

their interest, even the more reluctant students can be engaged by using a

low risk warming up activity it also not only offers an approach to students,

31

but also gives the possibility of reviewing language skills presented in past

English lessons and activate previous knowledge

c.) Indicators of Warming Up

1. Principles and Warming Up

Velandia (2008) proposes some principles to design a warming up

activity. He suggests that a warm-up activity should take place at the

beginning of the class. It will help the teachers catch the students’ attention. It

has to be interesting so that students get motivated from the very beginning. It

is usually a short activity as it is a preparatory stage of other stages of a

lesson. Warm up activity has to be related with the lesson topic so that in

other stages students can get involved in different activities easily to develop

their language skill. Following is the diagram that displays some of the

principles of warm up activity taken from Velandia (2008).

Robertson and Acklam (2000) also have described the main features

of a warm-up activity. They include that a warm-up activity needs to be

interesting to motivate the students for practicing English. It will not be the

main part of the lesson as a warming up activity is a short activity. Warming

up can be used to give the students a chance to revise previously studied

language.

2. Background knowledge and warming up activities

In the introductory session of a lesson, it is essential to activate

students’ existing knowledge and relate them to the new information they are

going to learn. Garcia and Martin (2004) mention that one of the objectives of

32

using warming up activity is to activate students’ background knowledge.

Teachers need to understand what students already know about the topic they

are going to teach and they need to connect the topic with the students’

present understanding. Teachers should start teaching from the point about

which students have knowledge or they are familiar and we comprehend

something only when we can relate it to something we already know only

when we can relate the new experience to an existing knowledge structure.

Cheung (1998) describes two types of background knowledge, subject

knowledge and encountered knowledge. Subject knowledge is students’ prior

knowledge acquired from educational institutes and whatever students learn

through interaction with the world is encountered knowledge. If students are

presented with new materials or topics or tasks by relating their subject

knowledge and encountered knowledge, it will be easier for them to be

connected to the new knowledge and they will be more eager to learn.

A warming up activity helps the students trigger their existing

knowledge and also drive their mind towards the main activity, this is the way

students can build a connection between the old and new information Nemati

and Habibi(2012).If students get the idea about what knowledge and skills

they will acquire from the starting of the class, their achievement level will be

high (Joshi, 2006. A brief warming up activity can build a relationship

between the students and the learning materials Hasan and Akhand (2013). If

learners find that a task is related to their learning needs, they will perform

33

the task with higher effort. But their performance level will be minimum

when the task will be irrelevant with their needs Murphy (2002).

3. Motivation of Warming up

Thestudents will be motivated to learn when the activities and

exercises for language learning are interesting to them. The warming up

activity used to motivate students should be interesting Ruiz and Ramirez

(2008). Crookes and Schmidt (1991) define that motivation is learners’

interest and enthusiasm for the learning materials and tasks used in class and

it indicates their levels of attention, concentration and enjoyment.

In the preparation stage, a warming up exercise can act as an

important factor to arouse students’ interest to motivate them Jun (2000).

Wisniewska (2012) also mentions that interest builds motivation and

exploration to learn, to develop broad knowledge and to attain skills and

experience, beginning a class with a warming up activity is a good way to

grow curiosity and interest among the learners and motivate them to give

their attention in further activities to know more Zhu (2010).

d.) Types of warming up activities

There is some warming up activities to encourage students in the

learning process. According to Jun (2000), there are fourth types of warming

up activities in practice.

1) Reading story is a short story in normal speed one or two times attracts

student’s keenness and interest in the stories.

34

2) Question and answer activity, this activity helps students build their

knowledge at the same time. They use vocabulary and structures that are

connected with a particular function.

3) Using a picture or humor story is type of activity can do a great deal to

arouse interest among students.

4) Game is type of activity can make the student feel relaxed.

e.) Advantage and Disadvantage of Warming Up Activities

1) Advantages

According to Akhter (2014) the advantage of warming up activities in

learning process is, it can motivate the students to participate in class activities,

activate the students’ background knowledge, help the teachers introduce a new

topic in interesting way or help get the students’ attention.

2) Disadvantages

Disadvantage of warming up activities in learning process is warming up

activities have proven to be failed, teacher and students have different feelings in

the organization of the teaching and learning process because they have different

assumption of the activities conducted in the classroom. Therefore, the

organization of learning process must be suitable in warming up.Otherwise, the

warming up activity is most likely will be failed. According to Krashen in

Findiyanis thesis students must get language competence from warming up

activities because the absence of this knowledge will affect students’

understandings to grasp the meaning of the activities.

35

C. Conceptual framework

The conceptual framework underlying in this research is given in the

following diagram:

Figure 2.1 Conceptual Framework of the Research

Based on the conceptual framework above is explain about the students’

perception toward warming up activities, the research used questionnaire to know

the students perception toward about warming up activitiesin learning English

process. Warming up activities is short activity in the beginning of the lesson that

help students to feel relaxed. It activities have many advantages in learning

English process like increase the students’ motivation, attention, vocabulary and

so on. However, it also has disadvantages.Through students’ perception about the

use of warming up activities in learning process, the researcher will see whether

the use of warming up activities is effective in learning process.

Learning English Process

Warming Up Activities

Students' Perception

36

CHAPTER III

RESEARCH METHOD

This chapter discusses about the methodology of the research refers to the

research design, subject of the study, participants, research instrument, data

collection and data analysis.

A. Research Design

The aim of the study was to describe the students’ perception towards the

implementation of warming up activities in the teaching and learning process at

SMP Ma’had Miftahurrazaq Pinrang, the design used in this research is

Qualitative Descriptive. The researcher will doing observation and give

questionnaire.

In this research, the researcher described verbally about the students

perception towards warming up activities in the class based on the data obtained

through observation and give questionnaire. The researcher was find out what the

students think about the warming up method that is applied by the teacher.

B. Research Setting and Subject

1. Research Setting

The population of this study was the students of SMP Miftahurrazaq

Pinrang, register 2019/2020 academic years. There were 3 classes that consisted

15 – 20 students.

19

37

2. Research Subject

The research uses purposive sampling technique. The sample of this

research consist of one classes, VIII which consist 15 students’ at SMP Ma’had

Miftahurrazaq Pinrang.

C. Research Variable

The variable was one of the important elements of research. The variable of

this research was the use of the independent variable was the warming up

activities while dependent variable is the learning English process.

D. Instrument of Research

In this research, the researcher was used questionnaire to gather information

from the students about what is their perception toward warming up activity in

learning English process. The students had to answer honestly what they felt about

the statements or questions. There were 20 statements which consist of 3

indicators, the first is warming up and its principles, second is background

knowledge and warming up, the last is motivation and warming up, and 2

variables such as the use of the independent variable is the warming up activities

while dependent variable is the learning English process.

E. Technique of Data Analysis

In this research, the research was collected the data by using questionnaire.

The researcherdesigned questionnaire to understand what is the students’

perception towardwarming up activities in learning English process.To analysis

the data, techniques wereemployed carefully and systematically. The datawas

gather from students through questionnaire. The data was analyzed by Likert

38

Scale procedures indicating whether one Strongly Agree (SA), Agree (A),

Undecided (U), Disagree (D), or Strongly Disagree (SD), with each statements.

Each response associate with point of value and an individual. Score determined

by summing the point value of each statement.

1. The Likert Scale and Scoring

Table.3.1. Likert Scale

No Items Score

1 Strongly Agree 5

2 Agree 4

3 Undecided 3

4 Disagree 2

5 Strongly Disagree 1

(Sugiyono, 2012:135)

Calculating the percentage of the students score by using the following

formula :

× 100%

Where : P : Precentage

f : Frequency of the score

n : Total respondent

39

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with the findings of the research and discussion of the

result of the data analysis.

A. Findings

In this part, the researcher describes the result of the data analysis based on

the problem statement. The result of the data analysis indicated there were

students’ perception towards warming up activities in learning English process.

There were 3 indicators that was analyzed such as warming up and principles,

background knowledge of warming up and motivation and warming up.

Based on the total classification of students’ questionnaire showed that most

of students choose strongly agree and agree that warming up activities was helpful

in their learning English process. The students’ perception could be seen clearly in

the following explanation:

1. Indicator Warming Up And Principles

a. Item 1

Table 4.1 “Warming up is a short activity that is not the main part of a

lesson”

No. Opinion Frequency Percentage (%)

1. Strongly Agree 2 13.33

2. Agree 5 33.33

3. Undecided 2 13.33

4. Disagree 4 26.66

5. Strongly Disagree 2 13.33

Total 15 100

22

40

Based on the table above shows that 2 (13.33%) students who choose

strongly agree, 5 (33.33%) choose agree, 2 (13.33%) choose undecided, 4

(26.66%) choose disagree and 2 (13.33%) choose strongly disagree. It means that

most of students agree that warm up is a short activity and not the main part of a

lesson.

b. Item 2

Table 4.2 “A warming up is related to the lesson topic and other activities of

a lesson ”



2. Agree 4 26.66

3. Undecided 5 33.3

4. Disagree 2 13.33


Total 15 100

The table showed that 2 (13.33%) students choose strongly agree, 4

(26.66%) choose agree, 5 (33.33%) choose undecided, 2 (13.33%) disagree, and 2

(13.33%) students choose strongly disagree. It means that most of students agree

that a warming up activities is related to the lesson topic.

c. Item 3

Table 4.3 “It helps students to begin to think in English, review previous class

lesson and become interested in class”



2. Agree 2 13.33


4. Disagree 1 6.66

5. Strongly Disagree - -

Total 15 100

41

The table showed that 7 (46.66%) students’ choose strongly agree, 2

(13.33%) agree, 5 (33.33%) choose undecided, 1 (6.66%) choose disagree, and

none students choose strongly disagree. It means that not all the students agree

about the statement even there are some students undecided and disagree, but

most of the students strongly agree that warming up activities helps students to

begin to think in English, review previous-class lesson and become interested in

class.

d. Item 4

Table 4.4 “Do you think warming up activities need a long time?”


1. Strongly Agree - -

2. Agree 1 6.66


4. Disagree 7 46.66

5. Strongly Disagree 3 20

Total 15 100

The table showed that none of students’ choose strongly disagree, 1

(6.66%) choose agree, 4 (26.66%) choose undecided, 7 (46.66%) choose

disagree, and 3 (20%) choose strongly disagree. It means the students’ disagree

about the statement even there are some students undecided, but most of the

students disagree that warming up activities need a long time.

2. IndicatorBackground Knowledge Of Warming Up

e. Item 5

Table 4.5 “Warming up activities helped me to find a new information”



2. Agree 5 33.33


4. Disagree 1 6.66

42


Total 15 100

The table showed that 4 (26.66%) students’ choose strongly agree, 5

(33.33%) choose agree, 4 (26.66%) students choose undecided, 1 (6.66%) choose

disagree, and 1 (6.66%) choose strongly disagree. It means that most of the

students agree that warming up activities can helped the students to find a new

information.

f. Item 6

Table 4.6 “Warming up activities help the students connect the oldknowledge

between a new knowledge”


1. Strongly Agree 3 20

2. Agree 4 26.66

3. Undecided 3 20

4. Disagree 2 13.33


Total 15 100

The table showed that 3 (20%) out of students choose strongly agree, 4

(26.66%) students choose agree, 3 (20%) students choose disagree, 2 (13.33%)

choose undecided and 3 (20%) strongly disagree. It means that most of the

students agree that warm up activities can help the students’ to connect the old

and new knowledge.

g. Item 7

Table 4.7 “Warming up activities create a positive learning environment for

the students to participate in the class comfortably”



2. Agree 4 26.66

43


4. Disagree 1 6.66


Total 15 100

The table showed that 5 (33.33%) students choose strongly disagree, 4

(26.66%) choose agree, 4 (26.66%) students choose undecided, 1 (6.66%) choose

disagree and 1 (6.66%) strongly disagree.It means that most of the students agree

that warming up activities create a positive learning environment.

h. Item 8

Table 4.8 “Warming up activities build rapport and mutual trust among

students and teachers”



2. Agree 6 40

3. Undecided 1 6.66

4. Disagree - -


Total 15 100

The showed that 8 (53.33%) out of students choose strongly agree, 6

(40%) choose agree, 1 (6.66%) choose undecided, none students choose disagree,

and strongly disagree. It means that most of the students strongly agree thatwarm

up activities build rapport and mutual trust among students and teachers.

i. Item 9

Table 4.9 “Warming up activities helped build trust with my friends”



2. Agree 5 33.33


4. Disagree - -


44

Total 15 100

The table showed that 2 (13.33%) out of students choose strongly agree, 5

(33.33%) choose agree, 7 (46.66%) students choose undecided, none students

choose disagree, and 1 (6.66%) choose strongly disagree. It means that most of

the students undecided thatwarming up activities can helped build trust the

students with their friends.

j. Item10

Table 4.10 “Warming up activities help students know the lesson objective”



2. Agree 5 33.33


4. Disagree 2 13.33


Total 15 100

The table showed that 2 (13.33%) students choose strongly agree, 5

(33.33%) students choose agree, 5 (33.33%) students choose undecided, 2

(13.33%) students choose disagree and 1 (6.66%) strongly disagree. It means that

not all the students agree about the statement even there are some students

undecided and disagree, but most of the students agree that the use of warming up

activities can help the students know the lesson objective.

k. Item 11

Table 4.11 “Warming up activity fails to serve students if it too difficult as

compared to their level of competence”



2. Agree 5 33.33

3. Undecided 6 40

45

4. Disagree 3 20


Total 15 100

The table showed that, none students choose strongly agree, 5 (33.33%)

choose agree, 6 (20%) choose undecided, 3 (20%) choose disagree, and 1 (6.66%)

students choose strongly disagree. It means that not all the students agree about

the statement even there are some students undecided and disagree, that warming

up activity will be fails to serve students if it too difficult as compared to their

level of competence.

3. Indicator Motivation And Warming Up

l. Item 12

Table 4.12 “Warming up activities increase students motivation”



2. Agree 4 26.66

3. Undecided - -

4. Disagree 6 40


Total 15 100

The table showed that 3 (20%) students choose strongly agree, 4 (26.66%)

choose agree, none students chose undecided, 6 (40%) choose disagree, and 2

(13.33%) choose strongly disagree. It means that not all the students disagree

about the statementeven there are some students agree, that warming up activities

increase the students’ motivation.

m. Item 13

Table 4.13 “Warming up activity helps students to start a class with an

interesting and motivating task”

46



2. Agree 7 46.66


4. Disagree 1 6.66


Total 15 100


(46.66%) choose agree, 4 (23.33%) choose undecided, 1 (6.66%) choose disagree,

and 1 (6.66%) students’ choose strongly disagree. It means that not all the

students’ agree about the statement even there are some students undecided and

disagree, but most of the students agree that warming up activity helps students to

start a class with an interesting and motivating task.

n. Item 14

Table 4.14 “Warming up activities arouse students’ interest so that they get

motivated to learn”



2. Agree 3 20


4. Disagree 1 6.66


Total 15 100


(20%) choose agree, 2 (13.33% ) choose undecided, 1 (6.66%) choose disagree,

and 1 (6.66%) choose strongly disagree. It means that most of the students

strongly agree that warm up activities arouse the students interest to get motivated

to learn.

47

o. Item 15

Table 4.15 “I like it if my teacher applies warming up activities in the

learning process”



2. Agree 6 40

3. Undecided 1 6.66

4. Disagree 4 26.66


Total 15 100

The table above showed that 4 (26.66%) out of students choose strongly

agree, 6 (40%) choose agree, 1 (6.66%) choose undecided, 4 (26.66%) choose

disagree, and none students choose strongly disagree. It means that not all the

students agree about the statement even there are some students undecided and

disagree, but most of the students agree that they like it if the teacher applies the

warming up activities.

p. Item 16

Table 4.16 “Warming up activities make me more active in the learning

English process”



2. Agree 5 33.33

3. Undecided 3 20

4. Disagree - -


Total 15 100


(33.33%) choose agree, 3 (20%) choose undecided, and none students choose

48

disagree and strongly disagree. It means that most of the students strongly agree

that warming up activities make they are more active in the class.

q. Item 17

Table 4.17 “Warming up is very influential in the process of learning

English”


1. Strongly Agree 5 33,33

2. Agree 3 20

3. Undecided 2 13,33

4. Disagree 5 53,33


Total 15 100

The table showed that 5 (33.33%) out of students chose strongly agree, 3

(20%) choose agree, 2 (13.33%) chose undecided, 5 (33.33%) choose disagree,

and none students choose strongly disagree. It means that not all the students’

agree about the statement even there are some students undecided, that warming

up is very influential in the process of learning English.

r. Item 18

Table 4.18 “I am more interested if my teacher implements warming up

activities in learning English process”



2. Agree 4 26.66

3. Undecided 3 20

4. Disagree 2 13.33


Total 15 100

The table showed that 6 (40%) out of students chose strongly agree, 4

(26.66%) choose agree, 3 (20%) choose undecided, 2 (13.33%) choose disagree

49

and none of students choose strongly disagree. It means that most of the students

strongly agree that they are more interested if the teacher implements warming up

activities.

s. Item 19

Table 4.19 “Warming up activities make me more focused in the learning

English process”



2. Agree 4 26.66


4. Disagree 3 20


Total 15 100

The table showed that none of students choose strongly agree, 4 (26.66%)

choose agree, 2 (13.33%) choose undecided, 3 (20%) choose disagree and 6

(40%) choose strongly disagree. It means that not all the students disagree about

the statement even there are some students agree and strongly disagree, that

warming up activities make the students more focused in the learning process.

t. Item 20

Table 4.20 “I followed the warming up process that implemented by teachers

with good attention”



2. Agree 3 20

3. Undecided 3 20

4. Disagree 1 6,66

5. Strongly Disagree 1 6,66

Total 15 100

50


(20%) choose agree, 3 (20%) choose undecided, 1 (6.66%) choose disagree, and 1

(6.66%) choose strongly disagree. It means that most of the students strongly

agree that they are followed the warmingup process with good attention.

Based on the explanation above, there are seven points of students’

perception toward warming up activities in learning English process. First is

warming up as basic activity to start the lesson, second, warming made the

students get prepared in learning process, third, warming up activities attracted the

student’s attention of lesson fourth, warming up activities made the students focus

in the teaching and learning process., fifth, warming up activities were fun and

condusive in the class, six, warming up activities was related to the topic and the

last, warming up activities were conducted in short time.

B. Discussion

Based on the data analysis collected through questionnaire, it was found

that the majority of students choose agree offer the statements. In the

questionnaire that had been distributed, the students were asked to respond 20

items related to their perception towards the use of warming up activities in

learning English process. Below are the detail explanation based on the indicators

the questionnaire:

1. Warming Up and Its Principles

In this indicator most of students agree with the statements for example in

the item two “a warming up is related to the lesson topic and other activities of a

lesson”. It means that the students agree that warming up activities always related

51

to the lesson it supports by Velandia (2008) suggest warm up activity has to be

related with the lesson topic so that in other stages students can get involved in

different activities easily to develop their language skill.

2. Background Knowledge and Warming Up

In the background knowledge and warming upindicatorit was found that the

majority of the students choose agree, it can be seen from the item 6 “Warming up

activities help the students connect the old knowledge between a new knowledge’

it means the warming up can help the students to understand new experiences and

connect the new and old knowledge. This supported by Nemati and Habibi (2012)

mention that a warming up activity helps the students trigger their existing

knowledge and also drive their mind towards the main activity, this is the way

students can build a connection between the old and new information. Garcia and

Martin (2004) mention that one of the objectives of using warming up activity is

to activate students’ background knowledge.Here the writer conclude that if the

students get the idea about what knowledge and skills it can help the students

more active and their achievement level will be high.

3. Motivation and Warming Up

In the last indicator motivation and warming up, it was found that the

majority of the students choose agree. It means that the use of smartphone

increasing their motivation during learning English process. It showed by the one

of the items of the questionnaire, there is “warming up activities arouse students

interest so that they get motivated to learn” most of the students choose agree. It

means that they are motivated to learn because warming up activities. This

52

supported by Wisniewska (2012) also mentions that interest builds motivation and

exploration to learn, to develop broad knowledge and to attain skills and

experience, beginning a class with a warming up activity is a good way to grow

curiosity and interest among the learners and motivate them to give their attention

in further activities to know more.Here the writer conclude that they are motivated

to learn because learning with warming up activities can be interest, practical,

effective and fun.

53

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consist of two sections, the first section dealt with the

conclusion of findings of the research and the other one deal with suggestion.

A. Conclusion

Based on the research findings and discussion in the previous chapter, it

can be conclude that the eighth grade at SMP Ma’Had Miftahurrazaq Pinrang as

the respondents in this research that warming up activities can give positive

impact to the students. Warming up activities is helpful required the students to

actively open mind and warming up make students build the knowledge than

students can prepare themselves in the learning English process.

In conclusion, teachers can use warm up to get students’ attention at the

beginning of the class. Also, the use of warm up also can be a good exercise for

the students to recall their background knowledge. As well as, teachers can

discuss the lesson objectives in the warm up session so that students get a clear

goal to give higher effort to learn. However, this paper has found that the positive

judgment from the respondents came from their experience in learning. It can be

seen from the students questionnaire, the agreement was showed that they agree

warming up activities really help them in learning English process, interact with

their friends, their teacher about important information, increase their motivation

in learning English process and etc.

B. Suggestions 35

54

Based on the result of the data analysis and conclusion, the researcher suggested

that :

1. For students

The students should be more passionate in the teaching and

learning process because warming up helps them to get focus in the

beginning of lesson. The students can keep attention in the beginning to

minimize the weakness.

2. For teachers

The teachers can use warming up activity in every lesson, teachers

also should have some types warming up for students in teaching and

learning process. Therefore, students will be more active and enthusiastic

in the teaching and learning process.

3. For future researchers

The future researcher can use a similar topic in this research, but

with the different samples or more variables.

55

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APPENDIX 1

QUESTIONNAIRE

A. Identity of the Respondent

Name :

Class :

B. Direction

Please check Please check (√) and rate yourself honestly based on

what you actually do given the statements using the following scales :

SA : Strongly Agree

A : Agree

U : Undecided

D : Disagree

SD : Strongly Disagree

Statement SA A U D SD

A. Warming up and its principles

1. Warming up is a short activity that is not

the main part of a lesson.

2. A warming up is related to the lesson topic

and other activities of a lesson

3. It helps students to begin to think in

English, review previous class lesson and

become interested in class

4. Do you think warming up activities need a

long time?

B. Background knowledge and warming up

5. Warming up activities helped me to find a

new information

59

6. Warming up activities help the students

connect the old knowledge between a new

knowledge

7. Warming up activities create a positive

learning environment for the students to

participate in the class comfortably

8. Warming up activities build rapport and

mutual trust among students and teachers

9. Warming up activities helped build trust

with my friends

10. Warming up activities help students know

the lesson objective

11. Warming up activity fails to serve students

if it too difficult as compared to their

level of competence

C. Motivation and warming up

12. Warming up activities increase student

motivation

13. Warming up activity helps students to start

a class with an interesting and motivating

task

14. Warming up activities arouse students’

interest so that they get motivated to learn

15. I like it if my teacher applies warming up

activies in the learning process

16. Warming up activies make me more active

in the learning process

17. Warming up is very influential in the

process of learning English

18. I am more interested if my teacher

implements warming up activities in

learning process

19. Warming up activities make me more

focused in the learning process

20. I followed the warming up process that

implemented by teachers with good

attention.

Ashia Akhter,

2014

60

APPENDIX 2

INDONESION QUESTIONNAIRE

Statement SA A U D SD

A. Warming up and its principles

1. Pemanasan sebelum belajar adalah kegiatan singkat

yang bukan bagian utama dari pelajara.

2. Kegiatan warming up selalu berhubungan dengan

materi yang diberikan guru

3. Kegiatan ini membantu siswa untuk mulai focus

dalam pelajaran bahasa Inggris, meninjau.pelajaran

kelas sebelumnya dan menjadi tertarik pada kelas

4. Apakah menurut kamu kegiatan warming up

membutuhkan waktu yang lama

B. Background knowledge and warming up

5. Kegiatan warming up membantu saya menemukan

informasi baru

6. Kegiatan warming up membantu siswa

menguhubungkan pengetahuan baru dengan

pengetahuan lama

7. Kegiatan warming up menciptakan lingkungan belajar

yang positif bagi saya untuk berpartisipasi dalam

kelas dengan nyaman

8. Kegiatan pemanasan membangu hubungan dan rasa

saling percaya diantara siswa dan guru

9. Kegiatan pemanasan membantu saya mengenal satu

sama lain dan membangun kepercayaan dengan teman

saya

10. Kegiatan warming up membantu siswa mengetahui

tujuan pembelajaran

11. Kegiatan warming up gagal membantu siswa jika

terlalu sulit untu tingkat kompetensi mereka

C. Motivation and warming up

12. kegiatan warming up meningkatkan motivasi siswa

13. kegiatan warming up membantu siswauntuk memulai

kelas dengan tugas yang menarik

14. kegiatan warming up membangkitkan minat siswa

agar termotivasi untuk belajar

61

15. Saya menyukai jika guru saya menerapkan kegiatan

warming up sebelum proses pembelajaran

16. Kegiatan warming up membuat saya lebih aktif dalam

proses pembelajaran

17. Kegiatan warming up sangat berpengaruh dalam

proses belajar bahasa inggris

18. saya lebih tertarik jika guru saya

mengimplementasikan kegiatan warming up dalam

proses belajar

19. Kegiatan warming up membuat saya lebih focus

dalam proses belajar

20. Saya mengikuti kegiatan warming yang diterapkan

guru dengan sangat baik

Ashia Akhter,

2014

62

APPENDIX 3

The Result of the Students Responses on their Questionnaire

Items

Responses

SA A U D SD

A. Warming Up and It’s Principles

1 2 5 2 4 2

2 2 4 5 2 2

3 7 2 5 1 0

4 1 5 4 2 3

B. Background Knowledge and Warming Up

5 4 5 4 1 1

6 3 4 3 2 3

7 5 4 4 1 1

8 8 6 1 0 0

9 2 5 7 0 1

10 2 5 5 2 1

11 1 6 5 2 1

C. Motivation and Warming Up

12 3 4 0 6 2

13 2 7 4 1 1

14 8 3 2 1 1

15 4 6 1 4 0

16 7 5 3 0 0

17 5 3 2 5 0

18 6 4 3 2 0

19 0 4 2 3 6

20 7 3 3 1 1

Total 79 90 65 40 26

63

APPENDIX 4

Students’ Name of Eight Grade of SMP Ma’Had Miftahurrazaq Pao

Name Sample

ARFIAN S-1

CITRA LESTARI S-2

FARID MUTAUFIK MUHAJIRIN S-3

FAUZAN S-4

FERA S-5

HAIKAL S-6

HAISA S-7

HARINA S-8

IIN AMAYANTI S-9

MUH AWALUDDIN S-10

NU AFDA FEBIYATRI S-11

NURUL UMRAH. S S-12

NUR SYAFIKA S-13

RANI CAHYANI S-14

SRI IMELDA YANTI S-15

64

APPENDIX 5

Documentation

Documentation of Distributing Questionnaire

the students’ perception toward warming up …

Documents