Theory of Perception.pdf

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13. Thrifty
Alqur'an: "The extravagant are brethren of the devils, and
the devil is unappreciative of his Lord". (QS Al-Isra,17:
27)
14. Honest
Alqur'an: "You shall not take each others' money illicitly,
nor shall you bribe the officials to deprive others of some
of their rights illicitly, while you know". (QS.
Albaciarah,2: 188)
15. Responsibility
Al-Qur’an: "Does the human being think that he will go
to nothing?" (Qs. Al-qiyamah,75: 36)
L. Perception
1. Definition of Perception
Students' perceptions in learning English are essential to the learning
process. Perception can be described essentially as a belief or opinion that
people hold on the basis of how things seems.. It means there is a chance that
people will have different views of the same thing, depending on how they
look. Chaplin (1968) says perception is a process to know something that
involving an understanding of people's belief about something is a knowledge
of something through the human sense. Likewise, Gibson (1985) defines
perception as the cognitive process which people use to understand the world
around them. It adds that perception is a mindful process in which the person
seeks to translate signals he or she receives, understands and reacts to a specific
thing. Perception is also described as the way in which some stimuli are
organized and interpreted towards some environmental phenomena,
recollection as a part of a process of cognition and rather than just seeing
something (Atkinson et. al., 1999).

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Robbins (2005) notes that perception is a process by which individuals
organize and interpret their sensory impressions to give significance to their
environment. There are conscious mental processes of perception, viewing,
reaction and comprehension in which someone gives a sense of stimulation.
Perception is not only about sensory processes but it is also a mental process.
Kreitner and Kinicki (2007, p. 207) both hold the same view that perception is
a cognitive mechanism that helps people to perceive and interpret their
environment. Perception requires processes to acquire, arrange and interpret
stimuli that affect the actions and shape attitudes. Perception, in other words,
may decide attitudes and actions. Therefore, if the students of MTsN 3 Demak
have positive perception, they tend to have good behavior or attitudes toward
the incorporating Task-based Learning with Islamic values in teaching English.
From those definitions, perception is viewed as the responses to a
stimulus or to the surroundings. These responses arise in the perception of
stimuli that people receive incoming data from their sensory receptors. These
reactions are then perceived as meaningful knowledge about the stimuli and
what are known as perceptions.
2. Types of Perception Dimension
According to Vernon (1987), there are three dimensions of perception, i.e
understanding,view and action.
1. Understanding
Understanding can be defined simply as knowledge about and how
something functions. It's the flexibility to think and behave according to what
one knows. Understanding requires a method of knowledge collection and
organization. This information is combined with previous knowledge (Perkins,
1998). Wiggins & McTighe (1998) formulate understanding as a a sufficient
grasp of concepts, principles or skills to help them to deal with new issues and
circumstances, determine how their present skills can be adequate and how
new skills or expertise might be required. On the basis of these definitions, it

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can be concluded that understanding is the knowledge of the relation between
the individual pieces of information. Understanding permits the use of
information. The level of awareness is higher than the basic level. If we
understand the concept, we understand its relevance, its tacit relation with and
sense of other important ideas.
2. View
The word view refers to the way of thinking about something. Ramsey
(1986) describes the view as a factual judgment. It is an honest attempt to draw
a fair inference from the facts of the case. He maintains that the opinion is
theoretically changeable based on how the proof is viewed. In a particular case,
a view or opinion is not always necessary on the basis of facts, and this kind of
view is known as a subjective argument. Some of the factors that affect
subjectivity are emotion and the individual perception of a reality.
3. Action
Action can simply be described as something that we do. It requires the
use of five senses and body movements, such as seeing, hearing, touching,
tasting, and smelling. According to Dretske (1988), action is a causal
mechanism that starts with intentions that are realized in the form of body
movements that ultimately affect the environment. In addition, Davidson
(1980) defines action as what an agent does that was deliberate under some
description. Action just deals with what a person does, it doesn't happen to a
person.
3. Types of Perception
According to Robbins (2002), there are two types of perception that arise
from interaction between person and object. They are negative and positive
perception. All of which are explained in the following description.
1. Positive Perception
Positive perception is a perception that describes all information
positively. In other words, positive perception is measured on an entity that

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requires a positive interpretation of its self. In addition, someone who has a
positive view would embrace and endorse the object that is perceived.
Furthermore, Robbins (2002: 14) said that the positive perception arises from
the individual enjoyment of a certain entity that becomes its source perception,
the individual awareness, and the individual experience of the perceived object.
2. Negative Perception
Negative perception is a perception that describes information
(known/unknown) in a negative way or not acceptable to the perceived object.
In other words, negative perception measures an object that includes its self,
which has a negative meaning. It is the product of the individual frustration
with a certain object that becomes its source interpretation, the individual's
ignorance, and the lack of knowledge of the perceived object. In addition,
anyone who has a negative view opposes the entity that has been viewed. Thus,
positive or negative expectations can often influence the capacity of the
individual to act. What's more, positive or negative perception depends on how
the person defines some awareness of the object that they perceive.
4. Principle of Perception
Santos (2010) divided the concepts of perception into three, which are as
follows:
1) Perception is relative not absoute
In relation to relative perception, the first stimulus would have a greater
effect than the next one. Based on these facts, an teacher will predict the
next lesson because he/she has learned the students' previous impressions
of the previous lesson.
2) Perception is selective
The capacity of a person to catch a stimulus is limiting, since the human
brain only collects a stimulus based on the most appealing object. On the
basis of this theory, the instructor must decide which materials should be
taught to the students in the selection process.

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3) Perception has arrangement
Perception has an arrangement when people receive a stimulus in the form
of relationships/groups. On the basis of this theory, the instructor must
arrange the learning materials in the same condition.
5. Process of Perception
Perception is a certain process. It began by acknowledging the
stimulation from the object through the sense of the organ, and then proceeded
with the nervous system stimulus registers called the sensation. In addition, this
process is brought to an end by thought, evaluating and interpreting in order to
achieve a meeting of the object. In relation to the process of perception, Ou
(2017) clarified that perception consists of three stages: selection, organization,
and interpretation.
1. Selection
Selection is the first step in the process of perception. In the selecting
process, all stimuli are obtained. Our experience and sensory adjustment to the
environment are diverse. Since our world embrace all, countless stimuli come
simultaneously to our sensory organs and await processing. However, we can
not interpret all the information available to us, because in doing so we will
encounter information overload and disorder. Therefore, we interpret only part
of the information from the world through a selective process.
2. Organizition
Organization is the second step of the perception process. We have to
arrange it in a way by seeking some meaningful patterns after selecting
knowledge from the outside world. This process of organisation, which is
achieved by classifying objects or individuals, is why some researchers often
refer to it as categorisation. In this stage of perception we will instantly notice
form, colour, texture, size etc in social and physical events or objects. A
individual chooses to notice what makes sense of it in this process. They
arrange what they saw and give it importance. It is constructivism that

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describes how to organize interactions that organize and interpret experiences
with the use of cognitive constructs.
3. Interpretation
The third stage of perception is interpretation that refers to the process of
assigning importance to the stimuli selected. When the chosen stimuli are
classified into organized and stable patterns, we attempt to make sense of them
by giving them meanings. Interpretation is the subjective mechanism by which
our beliefs become important for us. We create reasons for them in order to
interpret the significance of other acts.
6. Factors Influencing Perception
According to Altman, Valenzi, and Hodgetts (1985), there are four
factors that influence the individual's perception, namely 1) selection of
stimuli, 2) organization of stimuli, 3) the situation, and 4) the person’s self-
concept.
a. Selection of stimuli
Selection of stimuli is the first aspect that influences the perception of the
person. Selection is a method that focuses only on a limited number of stimuli.
This is one explanation why people interpret things differently, each person
selects separate cues and filters or screens from the others. For example, a
student might be doing a writing test so intently that he or she is evident from
the noises created by the surrounding area. The distractions are filtered out of
his or her awareness and do not interfere with the students' attention. People
have thresholds that vary from level to level. A student can write or read and
still be able to follow a TV show story, while the other student cannot.
b. Organization of stimuli
After the information is screened, it must be organized to make sense.
The mind is trying to bring order out of the disorganized onslaught of sensory
data by choosing individual objects and bringing them together in a coherent
way that is focused on experience. Altman, et al (1985: 87) argue that

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perceptual organization of information can help us categorize sensory inputs.
The categorization can make the complexity of the information easier before a
person can perceive the stimuli as meaningful information.
c. The situation
A situation influences what a person perceives, as does his or her past
experiences. The consistency of the interpretation of a situation often depends
on how a person organizes his actions to situations. Each person's hopes for a
situation around him or her differ. What he or she has perceived will influence
expectations for a situation (Altman et. al, 1985:89). Altman et. al (1985) adds
that familiarity with the situation and past experience influences even the
expectations of an individual. Students' expectations of the situation during the
task-based learning approach may affect their perceptions. The previous
experiences of students in the implementation of the method often affect their
views of the approach. If the students have already had a poor experience with
the use of the task-based learning approach, they would be negative. If, on the
other hand, students satisfy their expectation of the situation during the Task-
based Learning, they are optimistic about the approach.
d. Self-concept
The next element that affects the perception of someone is self-i concept.
Self-concept is our own thought and interpretation. Altman et. al (1985:90)
describe the conception of self as the experience of one's own. Our experience
of our world is influenced by our feel and perception. Altman et. al (1985) add
that self-understanding is very important as it determines a person's
interpretation and behavior. Students may consider themselves to be wise,
trustworthy, patient or intelligent. This conception of the self is important since
the mental representations of students decide much of what we experience and
do.

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Santoso (2010) notes that there are two factors which have an effect on
one's perception, i.e internal and external factors.
a. Internal factors
Internal factor is an individual's factor. It depends on mental factors like
thinking, feeling, personality, need, sex and motivation. Each human being has
a different family and environment characteristics and disposition. It's a factor
that comes from inside.
b. External factors
It's a factor coming from outside of the person. External factors also
influence the perception of others, and stimulation is an internal factor in the
monitoring process. The stimulation mechanism is carried out in the sense of
the organ or receptor, such as sight, sounds, hearing, etc. It can be inferred that
the meaning of the human orczan is a connector between the individual and the
object in the universe.
M. Conceptual framework
In this part, the researcher explains how the theories will support the
research. This research is aimed to find out the implementation, teacher’s and
students' perception, students’ engagement and affecting factors in the
implementation of incorporating Task-based Learning with Islamic values at
MTsN 3 Demak. In this case, the researcher chooses Class VII.A of the seventh
grade of MTsN 3 Demak as the subjects of the research. The theories suggested
by Nunan (2004) and Willis (1996) are used mainly to correlate the theories of
implementation of Task-based Learning with the actual implementation of
TBL in the class.
The Task-based Learning theories suggested by Nunan (2004) and Willis
(1996) help the researcher understand the concept, the goal, the input, the
procedure, the type of tasks, the teacher-learner roles, and the setting of Task-
based Learning in the actual implementation. The researcher focuses on how
the teacher implements TBL in the class of grade VII.A. The cycle of TBL