Abstract
This research aims to find out students' perception of the English subject and provides an overview of the students learning outcome at SMA Negeri 1 Jangka Buya, Pidie Jaya. The instruments used in this research are questionnaires, interview guides, and documentation. Students' perceptions are classified into three categories: education, economy, and social interaction, and one group of negative question models support the other three. The student's perception of English is dominant in education. Generally, the students of SMAN 1 Jangka Buya come from dayah (Islamic school). They believe that mastering English can help them promote Islamic teachings more effectively. The negative question is the second dominant result; most students admit that language is a medium to build up connection and communication verbally or through written text. Meanwhile, in the economy category, students believe that we can increase income with English language skills. It is also shown that students who have good grades in English also have a high perception of certain categories. In comparison, students who have low perception get low learning outcomes on the English subject. So that, the students' perception and background must be hardly noticed by the teacher in planning a good teaching and learning process.
Highlights
Perception is an essential factor that students have to learn
Question number 3 has the highest contribution. This indicates that students' perceptions of English at SMA Negeri 1 Jangka Buya are genuinely dominant at the point of dakwah because they think that English ability will aid them to spread Islam communicatively through preaching and writing books, to other countries
Some students have a high perception toward English in the category of economy
Summary
Perception is an essential factor that students have to learn. This factor shapes the way learners react to learning, and it can be a determining factor between success and failure. Positive factors contribute to success in education, while negative factors contribute to failure. According to Hazari (2014), students learn more effectively when they perceive the learning environment positively. Perception constructs people’s beliefs and behaviors; in villages, especially isolated areas, people have no idea about the benefits of English. That is why they think English is not necessary to learn. Teachers must be aware of the difficulties and obstructions that students experience during the learning process, as Littlewood (2010) mentioned:
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