CHAPTER I

INTRODUCTION

1.1 Background

Knowledge is the provision of information from an educator (teacher) to the

students to gain understanding, learning, and experience. Provision of knowledge
delivered by the teacher is usually conducted in the school environment, especially in
the classroom, called teaching-learning process. However, the students usually enter
the classroom for teaching-learning process with carrying different emotional
conditions, some positive emotions while the others feel displeasure. Every condition
will affect the learning process which impacts the process and the outcomes (Moore,
2015). Therefore, the teachers should know various methods or ways in teaching and
learning process to ensure that the knowledge can be delivered effectively to the
students so that the learning objectives will be successful. Students will be enthused
by the learning process if they have motivation and passion in absorbing the
knowledge. One approach to stimulate the student’s learning motivation is
apperception. The apperception is a psychological interpretation of the mind, which is
merged with the observations and experiences possessed by a person (Bellucci, 2015;
Danziger, 1980). In education, the apperception can be utilized as a "stepping stone".
Before the teaching process begins, in order to be able to present a new lesson, the
teacher should create a logical representation by relating the new lesson material with
the previous material that is already understood by the students. In order to arrange
the apperception, teacher can do the activities through four pillars of apperception
which are creating an alfa zone, warmer, pre teach and scene setting.
Giving the apperception at every start of the lesson is very prompting for
assuring the readiness of the student in a learning activity. The apperception is able to
support the students to be steady in absorbing the lessons that will be transferred.
Furthermore, the apperception allows the teachers to raise the students’ curiosity,

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motivate the students and stimulate their passion to be involved in lesson feedback
and response to the teacher’s instruction. Nevertheless, most teachers do not execute
apperception process in their teaching and learning process, since they assume it is
not necessary for the successfull of learning objectives. Concerning the above
problem, this paper is made in order to be more knowledgeable of apperception,
to know how the teacher prepares apperception for the students to ‘tune in’ to the
learning process he/she is going to teach, and to adjust the apperception based on
the selected indicator from a lesson plan.

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 CHAPTER II
DISCUSSION

In this section, we are going to explain about how the teacher prepares
apperception for the students to tune in to the learning process of identifying social
function, text structure, and linguistic elements of writing a simple descriptive text based
on the indicator selected from English lesson plan for the 10th grade of High School.

Basic Competence Indicator

3.4 Analyze social function, text 3.5.1 Identify social function, text
structure, and linguistic elements of structure, and linguistic elements of a
written descriptive text by giving and simple descriptive text.
asking for short and simple information
related to people, object, and places in
accordance with the context of their use.

According to the indicator above, students should be able to identify social

function, text structure, and linguistic elements of a simple descriptive text. Before
students get into the learning process of identifying social function, text structure, and
linguistic elements of a simple descriptive text, the teacher should do apperception in the
beginning of the class. Teachers may use their own ways to do apperception based on
students’ situation and context. The apperception can be formed through the 4 pillars.
Therefore, the focus of the following discussion is how the teacher carries out the several
ways to do apperception through the 4 pillars. The explanation below may become a
reference for teachers to make their students tune in to the learning process of identifying
social function, text structure, and linguistic elements of a simple descriptive text.

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2.1. Alpha zone
The first pillar of apperception is alpha zone. To stimulate students’ motivation
of learning, the teacher may create an alpha zone through ice breaking, particularly
games in the beginning of the class. The game that can be played in the apperception is
‘Guessing game’. To create alpha zone, the teacher must direct students to get involved in
the Guessing game. Here is a procedure for Guessing game.

 Procedure of the Guessing game:

Materials needed
Preparing the material which is suitable to the students is one thing that should be
considered by the teacher in carrying out this game. The instruments used are
several pieces of paper in which each has been written the word of the name of
well-known people, animal, place or thing.

Instruction of Guessing Game

1. The teacher introduces the game to the students.
(e.g. “well my students, before we start the lesson today, let’s play a game, the
game is about guessing the name of well-known people, animals, places or
things”
2. The teacher chooses a student and asks him or her to stand up in front of the
class.
3. The teacher holds a piece of paper which has the name of a well-known person,
animal, place or thing written on above the student’s forehead. The student does
not know what the word is. Therefore he/she will guess the word by asking the
other students for six times. The other students should only use ‘yes or no’ to
answer the questions. If the student can’t guess what the word is, the teacher will
give the description of the word, such as: it has four legs, it has long neck and so
on (until he or she guesses the correct word)
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 4. The teacher asks the students to play the game in limited time. The teacher
should monitor and help the students if necessary.

The example below shows the situation of how the Guessing game is played in
the classroom:

The teacher asks one of the students to stand up in front of the class. Her name is Tia.
The teacher puts a piece of paper above her head. What is written on the paper is the
name of an animal. It is rabbit. Then Tia gives some questions to the other students.

Tia: “Is it the name of an actress?”

Students: “No”
Tia: “Is it the name of a place?”
Students: “No”
Tia: “Is it an animal?”
Students: “Yes”
Tia: “Does it live on the land?”
Students: “Yes”
Tia: “Is it a pet?”
Students: “Yes.”

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Tia: “Is it a dog?”
Students: “No.”

If the student cannot guess the word, the teacher will give the description of the word
as follows:

The teacher: “It has four legs, it is cute. It has soft fur. Its color can be black, white, or
brown.”
Tia: “Is it a cat?”
Teacher: “It can walk and jump”
Tia: “Is it a dog?”
Students: “No, it eats vegetables, especially carrot.”
Tia: “Is it a rabbit?”
Students: “Yes. You are right.”

2.2 Warmer
Since it is the first meeting with “descriptive text” as the topic, the warmer
stage is not implemented. The teacher can immediately proceed to the pre-teach stage.

2.3 Pre –teach

Before the lesson is going to be taught, the teacher gives the instructions that
the students must follow so that the learning situation will be conducive in order to
achieve the learning objectives. The teacher also will give an overview to the students
about the lesson that they are going to learn.
The example below shows how the teacher conducts the pre– teach in apperception.

“Students, pay attention, please. In today’s meeting, we will learn about descriptive text.
We will identify a descriptive text. What I expect from you all is that when the lesson
starts, you should pay full attention because at the end of our lesson, I will give you an
assignment.”

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2.4 Scene setting
This circumstance is the closest to the ‘whilst activity’. It is also referred to as
a hook towards the activity of teaching and learning. This is the scene setting towards the
lesson.

The example below shows how the teacher conducts the scene setting in apperception.
The teacher plays a short video describing a famous person. After the video is ended,
the teacher will ask students about what they have gotten from the video. This is scene
setting towards English lesson, which is descriptive text.

Teacher: “Students, take a look at the video displayed.”

(e.g. the video entitled The Description of A Popular Singer, Taylor Swift)

After students have done watching the video displayed, the teacher may ask questions in
regard to the video. Below is the examples of questions that the teacher may ask:

“Students, what did you get from the video?”

“What is the name of the character?”
“How old is she?
“What makes her popular? What is her job?”
“What is her hair color?
“What is the color of her eyes?”
Etc.

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 CHAPTER III
CONCLUSION

3.1 Conclusion

Based on the above analysis, it can be concluded that one approach to stimulate
the student’s learning motivation is apperception. The apperception is a psychological
interpretation of the mind, which is merged with the observations and experiences
possessed by a person. The apperception is conducted in the beginning of the class,
particularly before going into the teaching and learning process (whilst activity). The
apperception can be formed through the 4 pillars (alpha zone, warmer, pre–teach, and
scene setting). According to the indicator selected from English lesson plan for the 10 th
grade of High School in which students should be able to identify social function, text
structure, and linguistic elements of a simple descriptive text, the teacher may do the
apperception by using guessing game to create alpha zone, by giving an overview about
the lesson that they are going to learn and the instructions that the students must follow
when the learning process in class begins as in the pre–teach pillar, and by playing a short
video about the description a famous person to create scene setting. When the
apperception is accomplished, the students are motivated so that the students may follow
the learning process enthusiastically, and it eventually will lead to success in achieving
the learning objectives.

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 REFERENCES

Moore, O. O. (2015). Motivating unmotivated students to focus on academics an action

research study. (Dissertation), Capella University.

Bellucci, F. (2015). Logic, psychology, and apperception: Charles S. Peirce and Johann F.
Herbart. Journal of the History of Ideas, 76(1): 69-91.

Danziger, K. (1980). Wundt’s theory of behavior and volition. In R.W. Rieber (Ed.),
Wilhelm Wundt and the making of a scientific psychology. New York: Plenum Press. pp:
73-87.

Puteri, L. H. (2018). The Apperception Approach for Stimulating Student Learning

Motivation. Institut Agama Islam Darussalam, Martapura, South Borneo, Indonesia

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