THE VOCATIONAL SCHOOL STUDENT’S CONCEPT
OF LEARNING ENGLISH
THESIS
Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora ( M. Hum.)
in English Language Study
by
Nurchotimah
056332021
THE VOCATIONAL SCHOOL STUDENT’S CONCEPT
OF LEARNING ENGLISH
THESIS
Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora ( M. Hum.)
in English Language Study
by
Nurchotimah
056332021
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDY SANATA DHARMA UNIVERSITY
STATEMENT OF ORIGINALITY
ACKNOWLEDGEMENTS
First of all I would like to show my greatest gratitude to Allah, the Merciful and the Compassionate, for everything granted to me so that I have finished this thesis. Thesis writing is the hardest task I have ever experienced in my life. Total commitment, tough effort, persistence to fight against the difficulty, and uncountable contribution from my sincere teachers in the Graduate Program in English Language Studies, Sanata Dharma Yogyakarta, were mixed together for the accomplishment of this thesis.
I am truly grateful to Dr. Novita Dewi, M.S., M.A., my thesis supervisor, for her real support and guidance. I will never forget her motherly care given to me when I was down facing a hard life. I am awfully sorry for missing the target of the thesis accomplishment before she went abroad. In particular, I wish to thank Dr. J. Bismoko, who was then my thesis supervisor. The breadth and the depth of his current and global perspectives in English Language Education has broadened and sharpened my perspectives in teaching English even though it took me long time to understand because of my limitation. I also thank Drs. F.X. Mukarto, M.S., Ph.D. for his great contribution and helpful suggestion. He has raised my spirit to keep on trying and show to resolve the difficulties.
My gratitude also goes to Dr. B.B. Dwijatmoko, M.A., the Head of the Graduate Program in English Language Studies, Sanata Dharma University. I thank him for being punctual, well-prepared classes, and his great concern on giving useful feedback during the lecturing process. I also thank Prof. Dr. Soepomo Poedjo Soedarmo, I learnt much from their classes and got some rich and precious experiences.
both government institutions had provided the scholarship. I also thank Dinas Pendidikan Sleman, who helps me much with official administration.
I am thankful to my research participants: Devi, Puji, Yustinus, and Ana, who spent their time to join this project in spite of their full school activities. Their stories from their personal learning experiences at school and outside the classroom have really become rich and valuable sources of the narratives I wrote in this thesis.
I also thank Mbak Lelyana, the administration staff of the Graduate Program in English Language Studies, Sanata Dharma University for her assistance to overcome some technical problems in my study. My love gratitude also goes to my friends in same batch in English Language Studies for the togetherness during my academic years in this school. The moments we shared together full of joy, laughter, and jokes, were unforgettable. Special thank s go to Mbak Rin Surtantini, my senior, who involved me as one of the participant in her study. This was a kind of learning by doing. I learnt how the research should be done through this project and she did it perfectly.
I would also like to thank the headmaster of SMK Muhammadiyah I Tempel, Drs. Akhid Yusroni and all teachers. They have supported me to finish the study as soon as possible.
I am fully aware that the accomplishment of this thesis was not separated from deep understandings of my children, Ibrahim Alhanif, Nida’ul Hanifah, Ibnu fuad Alhanif and their father, Mas Suradi S. Ag. I thank them so much for everything. The last gratitude is addressed to my parents, Bapak Komari and Ibu Katirah, for their prayers. I promise to be a faithful daughter to always accompany in their elderly time and pray for the ir happiness forever.
Yogyakarta, January 11, 2008.
TABLE OF CONTENTS
TITLE PAGE ………. i
APROVAL PAGE ……… ii
THESIS DEFENCE APROVAL PAGE ……… iii
STATEMENT OF ORIGINALITY……… iv
ACKNOWLEDGEMENTS ……… v
TABLE OF CONTENTS ……… vii
LIST OF FIGURES ………. ix
LIST OF TABLE ………. x
ABSTRACT ………. xi
ABSTRAK ……… xii
CHAPTER I: INTRODUCTION ……… 1
A. Background of the Study ………. 1
B. Problem Identification …. ……… 4
C. Problem Limitation ………. 5
D. Research Questions ………. 6
E. Research Goals and Objectives ……… 6
F. Research Benefits ………. 7
CHAPTER II: LITERATURE REVIEW ………. 9
A. Theoretical Review ………. 9
1. Vocational school ………. 9
a. Characteristics ………... 10
b. Student ………... 12
2. Student’s concept ………. 14
a. Definition of ‘concept’ ………... 14
b. Definition of learning ……….. 17
3. Learning English ………. 19
a. Learning English at vocational school ……… 24
b. Factors affecting learning English ……….. 28
4. Progressive qualitative research ... 36
B. Theoretical Framework ……… 38
CHAPTER III: METHODOLOGY ……… 42
A. Research Method ……… 42
B. The Nature of Data ………. 43
C. Data Sources ………... 43
D. Data Gathering Instruments and Data Presentation ……… 45
E. Research Procedure and Data Processing ………... 47
CHAPTER IV: ANALYSIS ………. 53
A. Data Analysis ………... 53
1. Procession class observation data ………. 53
5. Thematizing the relationships between student’s actions
and student’s reasons ………... 58
6. Constructing the tentative profile of each personal concept …... 59
7. Conducting individual student’s reflection ……….... 60
8. Analyzing the contribution to the learning success ………... 60
B. Find ings ………... 61
1. The profile of Dea’s concept ………. ... 61
2. The profile of Sri’s concept ………... 63
3. The profile of Yonas’ concept ………... 65
4. The profile of Putri’s concept ………... 67
C. Discussion ………... 69
1. Individual concept of language learning in interpreted narratives... 69
a. Dea’s personal concept ………... 69
b. Sri’s personal concept ………... 76
c. Yonas’ personal concept ………... 81
d. Putri’s personal concept ………... 89
2. The contribution of their concept to the learning success ... 96
CHAPTER V: CONCLUSIONS………... 104
A. Conclusions ………... 104
B. Implications ... 106
C. Recommendations ... 107
BIBLIOGRAPHY ... 109
APPENDICES ………... 112
Appendix 1: Observation Data ………... 112
Appendix 2: Interview data / Transcript of Interview ………. 123
Appendix 3: Research Journal ………. 158
Appendix 4: Category of Interview Data (1) ………... 167
Appendix 5: Category of Observation and Interview Data (2) ……… 177
LIST OF FIGURES
Figure 2.1 Theoretical framework for student’s concept,
action and reflection ………... 40
Figure 3.1 Vocational student’s concept of language learning from various viewpoints from different data sources …………... 46
Figure 3.2 Building a picture of vocational student’s concept
of learning English …... 48
LIST OF TABLES
Table 3.1.1 Blue print for class observation ………. 49
Table 3.1.2 Blueprint for in depth- interview ………... 50
Table 4.1.1 First observation data of Dea (A Sample) ………. 54
Table 4.1.2 The blueprint for interviews ……….. 56
Table 4.1.3 Part of the category of the observation and interview data of Dea : A sample ………... 57
Table 4.1.4 Part of tentative profile of Dea’s concept ... 59
Table 4.2.1 The profile of Dea’s concept ………... 61
Table 4.2.2 The profile of Sri’s concept ………... 63
Table 4.2.3 The profile of Yonas’ concept ………... 65
ABSTRACT
Nurchotimah. 2008. The Vocational School Student’s Concept of Learning English. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
The study on vocational school student ’s concept of learning English was to reveal thoughts, opinions and beliefs about learning English based on student ’s perspective as the subjects who did the learning. This study attempted to address two research questions, they were (1) What was the vocational student ’s concept of learning English? and (2) How was the concept reflected in their learning practice? Both questions were answered through a sequence of class observations, home-visit s, in-depth interviews and reflection. The study was conducted in two different vocational schools in Yogyakarta involving four research participants from different departments in which they studied English.
As the study was intended to search for the meaning which referred to how learning English meant to each participant’s life, future career, and self-fulfillment, the progressive qualitative research method was adopted. The main data were narratives and triangulated by observation data. Through the participant’s narrative, the study enabled students as the research participants to construct their own learning practices in the classroom and outside the classroom into some personal concept derived from what was going on in their mind and what they had done they believed could attain the success of learning English. This process was also aimed to eventually help them to become autonomous and effective learners.
The result of the research showed that the vocational student’s concept in learning English was formed through the process of conceptualization of the prior learning experiences, typical characteristics of vocational schools, learning-teaching activity at school, and interaction with native or non-native English speakers. These kinds of concept were then formulated into each participant’s learning profiles. They were; (1) learning English at vocational school was closely related to job preparation. (2) Learning English required much practice and persistence as it was a hard job. (3) The role of the teacher as facilitator was significant. (4) Student needed to conduct self- learning outside the classroom. (5) Interaction with English speakers increased student’s motivation to use English for real communication.
ABSTRAK
Nurchotimah. 2008. The Vocational School Student’s Concept of Learning English. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.
Studi mengenai konsep yang dimiliki murid sekolah kejuruan dalam mempelajari bahasa Inggris dimaksudkan untuk menggali pemikiran, pendapat dan keyakinan tentang belajar bahasa Inggris dalam perspektif murid sebagai pelaku yang belajar. Penelitian ini mencoba menjawab dua permasalahan, yaitu (1) Apakah konsep belajar bahasa Inggris yang dimiliki oleh murid sekolah kejuruan? Dan (2) bagaimana konsep itu tercermin dalam praktek belajar mereka? Kedua pertanyaan ini dijawab melalui serangkaian observasi didalam kelas, kunjungan rumah, interview dan refleksi oleh partisipan bersama peneliti. Penelitian dilakukan di dua sekolah kejuruan di Yogyakarta yang melibatkan empat orang murid sekolah kejuruan dari jurusan yang berbeda.
Karena penelitian ini ditujukan untuk menggali makna yang merujuk pada bagaimana belajar bahasa Inggris memberi makna pada masing- masing kehidupan partisipan penelitian, karir masa depan, dan penemuan jati dirinya maka penelitian ini menggunakan metode kualitatif progresif. Data yang utama merupakan data naratif dan didukung oleh data observasi. Melalui naratif yang dikemukakan oleh partisipan, penelitian ini diharapkan dapat memberikan kesempatan kepada murid sebagai partisipan penelitian untuk mengkontruksi tindakan belajar mereka di kelas dan diluar kelas menjadi konsep belajar mereka yang terbentuk berdasarkan apa yang selama ini mereka yakini bisa membantu meraih sukses dalam bahasa Inggris. Melalui proses ini diharapkan murid akhirnya mampu membantu diri mereka sendiri menjadi murid yang mandiri dan efektif dalam belajar bahasa Inggris.
Hasil penelitian menunjukkan bahwa konsep belajar bahasa Inggris yang dimiliki murid sekolah kejuruan diperoleh melalui proses konseptualisasi terhadap pengalaman belajar sebelumnya, karakteristik yang khas dari sekolah kejuruan, kegiatan belajar mengajar di sekolah dan interaksi dengan penuntur bahasa Inggris. Konsep ini dirumuskan menjadi profil belajar masing- masing murid. Konsep itu berupa; (1) belajar bahasa Inggris di sekolah kejuruan sangat erat hubungannya dengan persiapan kerja. (2) Belajar bahasa Inggris menuntut banyak praktek dan kegigihan karena hal itu merupakan tugas yang sulit. (3) Peran guru sebagai fasilitator sangat penting. (4) Murid perlu melakukan belajar mandiri di luar kelas. (5) Interaksi dengan pemakai bahasa Inggris meningkatkan motivasi siswa untuk menggunakan bahasa Inggris sebagai alat komunikasi yang nyata.
CHAPTER I
INTRODUCTION
This introductory chapter presents the background of the study, problem identification, problem limitation, problem formulation, research goals and objectives, and research benefits.
A. Background of the Study
The concept of learning throughout life emerges as one of the keys to the twenty first century (Dellors: 2001). It meets the challenges posed by a rapidly changing world. The only way of satisfying the need to learn is for each individual to learn how to learn. The four pillars of education proposed by UNESCO should be integrated into education. They are learning to know, learning to do, learning to be, and learning to live together. The concept of learning to know focuses on combining a sufficiently broad general education with the possibility of in-depth work on a selected number of subjects. Learning to do entails the acquisition of a competence that enables people to deal with a variety of situations and to work in teams. Learning to be refers to the independence and judgment combined with a stronger sense of personal responsibility for the attainment of common goals. Learning to live together develops an understandings of others and their history, tradition and spiritual values which results in a new spirit inducing people to implement common project or to manage the inevitable conflicts in intelligent and peaceful way.
Education is premeditated and planned efforts to create a learning atmosphere and learning process that enables its participants to actively develop their potential in order to gain the power of religious spirituality, self control, personality, intelligence, noble intention, as well as the skills required for themselves, the society, the nation (Depdiknas: 2003 b, translated).
This statement goes in line with the National Goal of Education in Indonesia, that is:
Education is aimed at developing participant’s potentials to create human beings who have the power of religious spiritua lity, who are noble-tempered, healthy, knowledgeable, smart, creative, self- fulfilling and they become democratic and responsible citizens (Depdiknas: 2003 b).
The national goal of education in general is applied for all education levels from elementary school until university. In terms of high school level, there are two main streams, namely (1) senior high school and (2) vocational high school. Both are characteristically different related to the specific goals of each institution. Senior high school focuses more on the preparation of the school leavers to pursue higher education in university. Vocational high school, however, concentrate on the preparation of the graduate to work.
enrich and train the participant with competencies suggested by the department they take.
Parallel with the specific goals of the vocational school, the graduates are expected to be skilled workers, ready to work according to their competency. Learning from the real workplace, it is not sufficient for vocational school graduates to possess technical skills only. They are also required to have strong personality which comprises two non-technical competencies. The first one is normative competency and the other is adaptive competency.
Accordingly, the program structure of the curriculum consists of normative, adaptive and productive. The normative competency consists of learning materials to build self-awareness as God’s creation, responsibility, and personality. The Normative program comprises religion, civics & history, Indonesian, Physic Education. The adaptive competency includes a set of competencies needed to maintain self-development such as communication, information, critical and logical thinking, and desire to make progress. The adaptive program includes mathematics, English, computer, entrepreneurship, and economy. The productive program varies according to each department. There are more than 200 departments either officially under the Department of the National Education or non-Depdiknas.
and presenting information and (2) it is to develop the participants logic and cognitive competence (Depdiknas: 2004).
Being the significant determinant factor for the passing grade, English always gets much attention. Real attempts to improve teachers’ quality by up grading programs, in-service training and promoting English teachers to maintain professional development by facilitating them to continue their study formally in the higher level are conducted by the government. It is fully realized that the success of the learning English is not only determined by the percentage the participants passing the National Examination but also by the percentage of the participants being able to use English for real communication they will encounter in the workplace.
In reality, however, English is still the obstacle which prevents the participants pass in the National Examinations. On the level of real communication, it is acknowledged that vocational graduates are still passive in English. There are many factors influencing and are so inter-related that it becomes complicated. Research is suggested not only on the teacher’s perspective in teaching English but also on the students’ concept in learning English, which refers to how the vocational students view learning English and what they do to reach the success. Therefore, vocational students’ concept in learning English is worth-examining.
B. Problem Identification
directly influences on the methodology the teacher employs and the concept the students develop to reach the success of learning English. The concept denotes the goal of learning English according to the students’ perspective, how to achieve the goal and what is needed to support it.
The concept of learning English at schools relates to many aspects. In general, Ornstein (1995) points out ten principles or conditions, which favor learning. They are: (1) A positive perception of self-concept and belief about personal abilities on the part of the student. (2) A motivation and interest to learn. (3). Goal-direction and focus to what is to be achieved. (4) Meaningful connections between prior knowledge and new information. (5) Metacognition-where students are able to organize and structure their thoughts as well as develop successful learning strategies, as aids to gaining understanding. (6) The state of ‘readiness’ to learn is related to student’s stage of development and previous levels of learning. (7) Opportunities for appropriate practice or rehearsal. (8). Opportunities for the transfer or learning to new or different situations. (9) Appropriate amounts of reinforcement are provided. (10) Appropriate amounts of positive feed back, realistic praise and encouragement are received by the student.
These suggest that the phenomenon of learning is influenced by a complex array of physical, social and psychological aspects.
C. Problem Limitation
examination on the issue. The limitation of the study enables other researchers to conduct some further on going studies on the issue, which might contribute theories of language learning.
The study is about how a group of vocational students conceptualizes their beliefs or constructs in learning English through a sequence of class observation, home visits, in-depth interviews and reflection. It is expected that they are able to construct their beliefs representing their profiles as successful English learners. Being informed by their English teachers, they are assumed to be more successful learners than the others in their own classroom. A set of beliefs they keep in mind underlies they view language learning and lead how they maintain the goal of language learning. It is, therefore, necessary to investigate the concept of learning English from their own perspectives.
D. Research Questions
This study aims to address the following research question: 1. What is the vocational school student’s concept of learning English? 2. How is the concept reflected in their learning practices?
E. Research Goal and Objectives
This study attempts at achieving the following goals:
1. To investigate vocational school student’s concept of learning English.
Examining how a group of vocational school students conceptualize their beliefs in learning English, the subsequent objectives become the significant steps to follow. The first step is to investigate how the students set up the goal of learning English and to examine how the students do to reach the goal. The next is to explore what the students need to reach the goal. Then, it is to uncover what the student’s beliefs in learning English and to construct the profile of the student’s concept in learning English. After that, reflecting on their beliefs in learning English is done. The last step is to reveal how their beliefs contribute to the success of learning English.
Employing a sequence of analysis, the study is expected to an answer all of the stated procedural objectives.
F. Research Benefit
There are two kinds of benefit that can be obtained from this research; they are scientific and technological benefits. For the scientific benefits, firstly, the study provides a model of progressive qualitative research in education in general, especially in vocational education in which English is learnt for specific purposes. Secondly, the study provides the opportunities for student-participants to be aware of their own beliefs about learning English according to their own perspectives. Thirdly, the study makes it possible for the researcher to empower a group of ‘marginalized people’ (student in vocational schools) to be self- fulfilling in the series of in-depth examination.
CHAPTER II
LITERATURE REVIEW
In order to answer the research problems theoretically, this chapter presents some related theories on the second language learning. It has two main points consisting of (1) theoretical review, and (2) theoretical framework.
A. Theore tical Review
The discussion of the cur rent literature on related topics in this section comprises the reviews of (1) vocational school, (2) concept of learning, (3) learning English, and (4) progressive qualitative research.
1. Vocational school
Vocational school is part of vocational education. United States Congress in Djojonegoro (1998) defines vocational education as ‘education program that is directly connected with the preparation the graduate for specific jobs or additional careers.’ In the law of the national education system number 2, 1989, it is clearly stated that vocational education is an education institution which prepares the students to be able to work in certain field s. More specifically, regulation number 29, 1990 about the secondary education explains that secondary vocational education is focused on the development of the student’s competency to perform a certain kind of jobs.
Lulusan (SKL)’. The SKL is then developed according to the level of education programs. In general, it is stated that:
Vocational education consisting of vocational high school and vocational madrasah aliyah (Islamic high schoolsunder the ministry of Religion) is aimed at: Improving excellence, knowledge, personality, nobelity, and independent life skills and continuing higher level education according to the departements (Depdiknas: 2006, translated).
At glance the competency standard of the vocational school is not different from that of senior high school. The typical characteristics of the competency standard of the vocational school lies on the last detailed item, that is, the vocational graduate should master the competency of skills and enterpreunership to meet the requirements of the workplaces and to pursue higher level education according to the departements.
In short, it can be said that vocational school is designed to prepare the participants to be productive people who are directly able to work according to their own vocational skills after attending competency-based instructions for 3 or 4 years.
a. Characteristics
(Yulmarino: 2002). The policy is intentionally designed to improve the quality and the relevancy of the vocational education as a whole.
In addition, Djojonegoro (1998) states that vocational school has certain characteristics. Vocational school is concentrated to prepare student to be ready to work therefore vocational school must be based on the ’demand driven’ rather than ‘supply driven’. Consequently, the materials learnt at school should focus more on the mastery of knowledge, skill, affection, and value demanded by the workplace. No matter the assessment system should be in line with the performance in the workplace.
Realizing the crucial role of the workplace, the mutual relationship between school and the workplace is the key point for vocational school. Being responsive and anticipative toward the advancement of technology is truly encouraged. More importantly, ‘learning by doing’ and ‘hands-on experience’ are compulsory to implement in the learning teaching process. This, of course, requires school facilities to enable student to practice. Inevitably, the budget for investment and operational cost is higher than that of general education.
b. Student
The student of the vocational school is required to accomplish the competency suggested by the National Curriculum. The programs applied in vocational school should be in line with the market demands. Those programs are also conducted based on the principle of the human capital investment. The higher quality of education and training the students obtain, the more productive they are expected. It, therefore, results in not only the improvement of national productivity but also that of the employees’ competitive power in a global market demand.
According to Sidi (2003), the General Director of Primary and Secondary Education, the globalization era is characterized by high competition among the nations. There are three competitive determinant factors, namely (1) technology, (2) management, and (3) qualified human resources. The first two factors are important, however, the human resources is the only active resource that eventually determines to win the competition. It suggests that education including vocational school should be directed to respond to the improvement of human resources.
through dual system or ‘Pendidikan Sistim Ganda’ (PSG) in which the implementation system of education and training, is not only at school but also in the workplace that provides real work of experience.
Secondly, the priority for development focuses more on increasing internal efficiency of vocational schools related to their future role. They are (1) improving the use of vocational school’s facilities to serve the variety of different students’ needs and (2) improving the quality and relevancy of vocational education to the needs and standards of the workplace.
In attempt to maintain the bargaining power, vocational school should adopt attitudes and values required at the workplace such as disciplined, obedient, effective and efficient. They should be provided with competencies that are generic to a certain field of work and flexible to adjust to specific needs of an industry. Thirdly, the student should master the key competencies, one of which is able to perform global communication, that is English.
implemented at vocational school. The students participate in real job training in a company for six months.
In terms of academic achievement reflected on the score of national examination, however, the raw- inputs of vocational school are lower than that of high school students. It comes to reason as high school students are prepared to keep on studying in university. Moreover, they are relatively from better economical and social condition, which usually has no fund restriction.
To sum up, a vocational student is a person who intentionally chooses the school based on his/ her interest of the department it offers for the practical purpose, that is ready to work after leaving the school. The special characteristics of vocational school student has, at some extent, influence the way they form the concept of learning English.
2. Concept of learning a. Definition of ‘concept’
Hulse as cited in Suharnan (2005) defines concept as ‘a collection or a set of attributes connected with particular rules.’ An attribute refers to every aspect of the object or event, which has similar characteristics to the object or another event. Worded differently denoting the same meaning, Solso in Suharnan (2005) proposes that a concept refers to apparently general characteristics of an object or idea.
Lexically, the word ’concept’ cited from The American Heritage Dictionary of the English Language (2000) is the synonym of conception and construct. All refer to (1) an abstract idea or general idea inferred or derived from specific instances, (2) the act or power of forming notions, ideas, or concepts, (3) something conceived in the mind; a concept, plan, design, idea, or thought, (4) an idea of something formed by mentally combining all its characteristics or particulars; a construct. Another definition cited from http://conceptskills.wikispaces.com are licensed under a Creative Commons Attribution Share-Alike 2.5 License states that ‘ a concept is a string of ideas. A concept holds many ideas together; an idea is as if a logo blocks not the final construction. The final construction is the concept’. Process of developing abstracts, rules, or mental constructs based on the concept formation, that is a process by whic h, a person learns to sort specific experiences into general rules or classes.
mental images to one another in relation to the unity of consciousness; (2.) reflection, i.e., the going back over different mental images, how they can be comprehended in one consciousness; and finally (3.) abstraction or the segregation of everything else by which the mental images differ. In order to make the mental images into concept, one must thus be able to compare, reflect, and abstract, for these three logical operations of the understanding are essential and general conditions of generating any concept whatever.
Concept is an abstract summary, general notion, and knowledge of a whole set of behaviors, attitudes or characteristics, which are seen as having something in common. Concept is used to assist in presenting / conveying precise meaning, categorizing, interpreting, structuring and making sense of phenomena (cited from Expert Group on International Econo mic and Social Classifications, at: http://unstats.un.org/unsd/class/family/glossary_short.htm).
Ornstein (1995) points out that a positive perception of self-concept and belief about personal abilities on the part of the students can favor the condition for successful learning. The role of concept formation of learning English is significant in that it will guide and stimulate students to actualize what they have shaped in the mind into a set of learning practices they believe can lead them to success. Although the mainstream literature in cognitive science regards the concept as a kind of mental particular, it has been suggested by some theorists that concept is a real thing (Margolis & Lawrence: 2006 as cited from http://plato.stanford.edu./entires/concepts).
process of conceptualization of the prior learning experiences, typical characteristics of vocational schools, learning- teaching activity at school, and interaction with native or non- native English speakers.
b. Definition of learning
Winkel (1991) defines learning as a mental or psychological activity that is persistent in an active interaction in the environment. Learning produces changes in knowledge, comprehending, skill, value, and attitude. The learning’s changes are relatively constant. Kohonen (2001) states that ’learning is a holistic process of relating to the world. It involves feeling, observing, thinking and acting, as a cyclic process.’ Feeling involves ‘a variety of personality factors, feeling both about ourselves and about others with whom we come into contact’ (Brown, 2000: 143). Personality factors, as learners’ emotional experience in learning, include self-esteem, inhibition, risk taking, anxiety, empathy, extroversion, and motivation. As feeling is also a form of attitudes that is, ‘a student’s feelings towards some particular object or class of object, Nicholls (2002) states that learner’s attitudes contribute to successful learning because by having positive attitudes they can easily learn something.
Learning is retention of information or skill. (3). Retention implies storage systems, memory, cognitive organization. (4) Learning involves active, conscious focus on and acting up on events outside the organism. (5) Learning is relatively permanent but subject to forgetting. (6) Learning involves some form of practice, perhaps reinforced practice. (7) Learning is a change in behavior.
Bagley & Hunter (1992) points out that current theory views learning as ‘the active engagement of learners in the construction of their own knowledge and understanding of facts, processes, and concepts’. Besides, de Corte (1993) contends that the definition of learning is a constructive, cumulative, self-regulated, intentional, situated, and collaborative process of knowledge and meaning building.
Based on the definition of concept and learning, the construct ‘concept of learning’ for the current study refers to any principles, beliefs, values, opinions, thoughts, views, or knowledge on language learning that develop in vocational students’ mind, or that the students hold, have, or construct to guide their learning practices in the classroom or outside the classroom.
English class, (7) attitudes towards English culture, (8) internal factors, (9) external factors, (10) learning practices in the classroom, (11) learning practices outside classroom, (12) teacher-talking–time, (13) helping students, (14) handling error correction, (15) interaction with the teacher, (16) interaction among students, (17) interactions with native speakers, (18) interaction with media, (19) difficulties in learning English, (20) attempts to cope the problems, (21) textbooks and referenced books, and (22) electronic media.
3. Learning English
Krashen (1982) in his acquisition-learning hypothesis finds that there are two ways for adult second language learners to develop knowledge of a second language: ‘acquisition’ and ‘learning’. Learners acquire as they are exposed to samples of the second language which they understand. It is an unconscious process to pick up their first language. Learning, on the other hand, is a conscious process of study and attention to form and rule learning. Natural and fluent communication result from acquisition and learning derived from formal instruction cannot turn into acquisition. As an illustration he cites as evidence that many speakers are quite fluent without ever having learned rules, while other speakers may ‘know’ rules but fail to apply them when they are focusing their attention on what they wantto say more than on how they are saying it.
language. The intricate web of variables that are spun together to affect how and why one learns or fails to learn a second language can be described by answering a multitude of questions that are being asked about this complex process.
The first question is Who. It refers to the subject who does the learning and it includes the origin where he / she comes from, the native language he / she speaks everyday, the level of educationa l background he / she is in, more importantly, the term Who also associates with internal factors of the learner such as intellectual capacity, personality, aptitude, attitude, and motivation. These answers focus on some of crucial variables affecting learners’ successes in acquiring a foreign language.
The next question is What. It is visibly connected with the nature of the subject matter itself which comprises the description of the language, the differences between first language and the second one, the meaning of key concepts such as communication, competence, proficiency, language use and the like. These are control to the discipline of linguistics.
Thirdly, it is about the How the language is learned. It deals with how learning takes place, how a person ensures success in language learning, what cognitive processes are utilized in second language learning, what kind of strategies the learner employs, and what the optimal interrelationship of cognitive, affective, and physical domains for successful language learning. These fields have invited many researchers to investigate such challenging phenomena.
success of children and adults in learning a second language. The opinion that children are ‘better’ language learners than adults is still in dispute.
The fifth question is Where the learning takes place. It broadly discusses whether the learners are attempting to acquire the second language within the cultural and linguistic milieus of the second language or they are focusing on a ‘foreign’ language context in which the second language is heard and spoken only in an artificial environment. It also examines how the socio-political conditions of a particular country effect the outcome of a learner’s mastery and how general intercultural contrasts and similarities effect the learning process.
The last issue focuses on Why the learners are attempting to acquire the second language. It relates to the goal of the learning, motivation, and other affective, emotional, personal, or intellectual reason the learners have for pursuing the gigantic task of learning another language.
Lightbown and Spada (1999) point out that acquisition occurs in natural settings in which the learner is exposed to the language at work or in social interaction or if the learner is a child in a school situation where most of the children are native speakers of the target language and where the instruction is directed toward native speakers.
variety of vocabulary and structures. (3) The learner is surrounded by the language for many hours each day. (4) Learners usually encounter a number of different people who use the target language proficiently. (5) Learners observe or participate in many different type of language events such as brief greeting, commercial transactions, instructions at school or in the work place. (6) Learners must often use their limited second language ability to respond to questions or get information. In these situations, the emphasis is on getting meaning across clearly and more proficient speakers tend to be tolerant of errors that do not interfere with meaning. (7) modified input is available in many one-to-one conversations.
Unlike the natural settings, the traditional instructional settings are characterized by condition in which; (1) errors are frequently corrected. Accuracy tends to be given priority over meaning interaction; (2) input is structurally graded, simplified, and sequenced by the teacher and the textbook. Linguistic items are presented and practiced in isolation, one item at a time, in a sequence from what is assumed to be ‘simple’ to that which is ‘complex’; (3) learning is often limited to only a few hours a week; (4) the teacher is often the only native or proficient speaker the student comes in contact with; (5) students experience a limited range of language discourse types; (6) students often feel great pressure to speak or write the second language and to do so correctly from the very beginning; (7) teachers often use the learners’ native language to give instructions or in other classroom management events.
communicative approach is based on innatist and interactionist theories of language learning and emphasizes the communication of meaning between teacher and students and among the students themselves in group or pair work. These are characteristics in communicative instructional settings; (1) there is a limited amount of error correction, and meaning is emphasized over form; (2) Input is simplified and made comprehensible by the use of contextual cues, props, and gestures, rather than through structural grading; (3) learners usually have only limited time for learning. Sometimes, however, subject- matter courses taught through the second language can add time for language learning; (4) Contact with proficient or native speakers of the language is limited; (5) A variety of discourse types are introduced through stories, role playing, and the use of ‘real- life’ materials such as newspapers, television broadcasts, and field trips; (6) There is little pressure to perform at high levels of accuracy, and there is often a greater emphasis on comprehension than on production, especially in the early stages of learning; (7) Modified input is a defining feature of this approach to instruction. The teacher in these classes makes every effort to speak to students in a level of language they can understand.
a. Learning English at vocational school
In general the purpose of English teaching in vocational schools are: (1) the participants are able to use English for communication, that is, for listening, expressing themselves, expressing opinion, and presenting information and (2) it is to develop the participants logic and cognitive competence. Learning English at vocational school is strongly affected by the main characteristics of the vocational school that is toprepare students to be ready to work. Consequently, the learning materials are adjusted in such a way that they support them to be able to communicate in the workplace, adapt to survive in the globalization era, and to pursue self-development.
English plays a significant role in vocatio nal school as it is one of the key competencies the vocational students have to master to perform global communication. Moreover, The Directorate of Technical and Vocational Education has launched the program of the Nationally or Internationally Standardized Vocational School to improve the quality of excellently competitive human resources (Depdiknas: 2007). This program emphasizes the use of English not only in adaptive program but also in productive one.
TOEIC stands for Test of English for International Communication (Lougheed: 2004). The purposes of TOEIC are: (1). As a standard assessment of English- language proficiency. (2). To evaluate the English language skills of non-native speakers of English in the field of business. TOEIC is adopted to vocational school as the TOEIC certificate is one of the requirement to apply for the job in multinational or foreign companies. It is clearly stated that the assessment for English competency should be conducted by the Institution under the license of International TOEIC (Depdiknas: 2003).
Entertainment such as cinema, theater, music, art, and media. (l). Health such as medical insurance, visiting doctors, dentists, clinics, and hospitals.
The test consists of (1) listening comprehension, which comprises 20 questions for pictures, 30 questions for question-response, 30 questions for short conversation, and 20 questions for short talks and reading section, which consists of 40 questions for incomplete sentences, 20 questions for error recognition, and 40 questions for reading comprehension. Considering the relevancy of the content with the real use of English in the workplaces, the National Examination Test has been designed like TOEIC, which consists of listening and reading sections. The difference lies only on the number for each section, which is fewer than the original one.
The score reflects the levels of proficiency ranging from 10 until 990. They are as follows: (a). Level 0 is Novice (TOEIC score 10 – 220). (b). Level 1 is Elementary (TOEIC score 225 – 400). (c). Level 1+ is Intermediate TOEIC score (405 – 600). (d) Level 2 is Working Proficiency (TOEIC score 605 – 780). (e) Level 2+ is Advance Working Proficiency (TOEIC score 785 – 900). (f). Level 3/3+ is General Professional Proficiency (TOEIC score 905 – 990).
three levels of competenc y standards, the first one is communication in English at novice level (TOEIC score: 10-300), the second one is that of elementary level (TOEIC Score: 305-450) and the last one is that of intermediate level (Score: 455-600). Each standard is developed into basic competencies.
At the novice level, the basic competencies are as follows: (a). Understanding basic expressions for social interaction. (b). Mentioning things, people, characteristics, times, days, months, and years. (c). Describing things, people, characteristics, time, days, months, and years. (d). Producing simple utterances adequate for basic functions. (e). Explaining progressive activities. (f). Understanding simple memo, menu, transportation schedules, and traffic signs. (g). Understanding foreign words or terms and simple sentences based on the formula. (h). Making simple invitation.
At the elementary level, the basic competencies are as follows: (a). Understanding daily conversation both in a professional and interpersonal context with non-native speakers. (b). Taking simple messages from direct or indirect interaction. (c). Telling his / her job description and educational background orally or in written form. (d). Telling past events and future activities. (e). Expressing a kind of feelings. (f). Understanding simple instructions. (g). Making short messages, instruction, and lists correctly and appropriately.
Understanding technical documents. (g). Making simple correspondence and report.
The basic competencies are implemented in all kinds of vocational schools, however, the teacher is free to adapt and adjust the materials according to each department. The implication of competency based curriculum affects on assessment. There are internal and external assessments. The former is called class based assessment done by the teacher during the learning teaching process to measure whether student has attained the standard competency. The letter is done by the National Body for Education Standard (BSNP, Badan Standar Nasional Pendidikan) as the quality control like national examination (Depdiknas: 2007).
Vocational school student is also benefited with the progressive idea to have productive subjects in English. At least, this phenomenon adds the learning hours to learn English at school. In short, learning English at vocational school tends to be more specific, that is how they learn English to support their future career, to meet the requirement in the workplaces, and to maintain the self-professional development.
b. Factors affecting learning English
Socio-culture factors are also influenced how language is learned. Ellis (2003) points out that social factor have a major impact on second language proficiency, but probably do not influence it directly. Social factors help to shape learner’s attitudes, which influence learning outcomes.
The term attitude refers to affect and is an evaluative, emotional reaction, that is, the degree of like or dislike associated with the attitudinal object (Zimbardo & Leippe, 1991). Attitudes toward the teacher, the class, the language, speakers of the language, and cultures of the language have all been found to statistically significant in their relationship with both student’s achievement and their intentions to continue language study (Gardner, 1985 b).
For many students, their beliefs about the nature of language learning may constitute a serious impediment that could affect their language-related attitude and behaviors. Different learners’ attitudes are manifested towards (1) the target language, (2) target language speakers, (3) the target language culture, (4) the social value of learning the L2, (5) particular uses of the target language, and (6) themselves as members of their own culture (Ellis: 2003). Learners’ attitudes have an impact on the level of L2 proficiency achieved by individual learners and are themselves influenced by this success.
In relation to language learning Mc Combs (1990) suggested that attitudes and beliefs about the self and the learning environment can influence a student’s tendency to approach, expend effort in, and persist in learning tasks on a continuing, self-directed basis. Learners’ attitudes play a significant role at the centre of their language learning process because it assumes that attitudes to language learning condition language learning behaviors.
An attitude is usually assumed to consist of three components; (1) cognitive, (2) affective, and (3) behavioral (Zimbardo & Leippe, 1991). The cognitive component comprises what a person knows or believes about the object of the attitude. The affective component is the degree of like or dislike, approval or disapproval associated with the attitudinal object, such as the teacher and the class. The behavioral component consists of attitudes that predispose people to act in a certain way. According to Wenden (1998) the kinds of attitudes that are crucial to learner autonomy are those relating to learners’ evaluations of their own role in learning and their learning ability.
In general, positive attitudes toward the L2, its speakers, and its culture can be expected to enhance learning and negative attitudes to impede learning.
of French second language reading, grammar, and vocabulary; it was unrelated to oral productive skills.
It is, however, admitted that intelligence is not the only factor leading to a success. Rather, it combines with many factors both from internal and external factors. Personal experience shows that many students whose academic performance has been weak obtained considerable success in second language learning.
It is commonly acknowledged that a number of personality characteristics affect second language learning. The empirical studies, however, have found difficulties to demonstrate their effects. Lightbown & Spada (2004) admitted that research investigating the effects of individual characteristics on second language learning shows different studies measuring a similar personality trait produce different results.
People tend to believe that an extroverted person is well-suited to language learning. The research, however, shows that in spite of the high correlation between success in language learning and learners’ scores on characteristics often associated with extroversion men as assertiveness and adventurousness; others have found that many successful language learners do not get high scores on measures of extroversion.
vocational students, who are more self-conscious than children, inhabitation becomes a particular.
Talkativeness and responsiveness are good characteristics of language learners as long as they are under controlled. Yet, in general, the available research does not show a clearly defined relationship personality and second language acquisition. This results from the fact that comparisons are made between studies that measure communicative ability and studies that measure grammatical accuracy or metalinguistic knowledge. Personality variables seem to be consistently related to the communicative ability.
In short, it is strongly believed that personality will be shown to have an important influence on success in language learning. The relationship is a complex one, however, in that it is probably not personality alone, but the way in which it combines with other factors, that contribute to second language learning.
Motivation in second language learning is a complex phenomenon which can be defined in terms of two factors: learners’ communicative needs and their attitudes towards the second language community. If learners need to speak the L2 in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it. Like wise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them.
degrees by certain goals or orientations toward learning the second language. There are two goals: (a) the integrative orientation, or a desire to learn the second language in order to interact and identify with members from the L2 community; and (b) the instrumental orientation, which refers to a desire to learn the L2 to achieve some practical goal (Gardner & Lambert: 1972). Because of the link between the integrative orientation and positive attitudes toward the L2 community, Gardner and Lambert (1972) suggested that individuals with this orientation would demonstrate greater motivational effort in learning and thus achieve greater L2 competence than individuals with an instrumental orientation.
In addition to this discussion Oxford and Shearin (1994) listed a number of reasons for L2 learning, including: (a) intellectual stimulation, (b) personal challenge, (c) showing off to friends, and (d) fascination with aspects of the language. Dornyei (1990) has suggested that the need for achievement and the desire for stimulation are powerful motivators, while Brooks and Schmidt (1991) include interest and curiosity in their list of motivators.
Extrinsically motivated behaviors are those behaviors that are performed not because of interest in the activity, but in order to arrive at some instrumental end. Extrinsic motivation implies lack self-determination in the behaviors performed. Some empirical evidence suggests that the distinction between intrinsic and extrinsic goals can be of service in predicting L2 learning out comes. For example, the result of Ramage’s (1990) study indicates that continuing students tend to be more motivated to learn language for language’s sake, that is, to be intrinsically motivated, than students who decide to discontinue language studies. Students who decide to discontinue language studies can be characterized by a stronger interest in language learning as a means to others goals (e.g., Academic credit), that is, to be more extrinsically mo tivated than students who continue language study.
Despite the significant role of motivation in L2 learning, unfortunately, the research cannot indicate precisely how motivation is related to learning (Light Bown & Spada:200). It is still in question whether it is motivation that produces successful learning or successful learning that enhances motivation or whether both are affected by other factors. Explicitly, Peter Skehan (1989) proposes a question whether learners are more highly motivated because they are successful, or whether they are successful because they are highly motivated.
supportive and non-threatening. Motivated students are clearly visible as they usually participate actively in class, express interest in the subject matter, and study a great deal.
To sum up, both research and common sense confirm the importance of motivation in L2 learning. In spite of the debate among researchers, most of them now agree (and most teachers intuitively know) that students’ attitudes and motivation have a great effect on their classroom achievement.
All factors discussed above are mixed together with the previous personal experiences of vocational students influenced by the characteristics of vocational school in which they learn English to shape their concept of learning English. The concept is used to assist in presenting/conveying precise meaning, categorizing, interpreting, structuring and making sense of phenomena, that is how learning should be conducted to reach the success. Personal experiences show that strongly established concept of learning English guide the learning practices, which in turns, leads to the success.
Considering the factors influencing learning English, many studies have been conducted to investigate the extent to which those factors contribute to success in learning. Through this recent study, it is essential to examine how some or all factors intermingled with characteristics of vocational school background affect the student’s concepts in Learning English. It is worth-examining as the study of vocational school student’s concept has not been conducted.
research on how the students conceptualize the ir learning. This study gives a room for them to voice what they believe it is true about learning English according to their perspective. During the process of reflection, the participant and I work together to reconstruct their beliefs and learning practices so they have better perspectives about learning English.
4. Progressive qualitative research
Progressive qualitative research proposed by Holliday (2002) is a research method by which people and the researcher are portrayed to construct the social world through their interpretation of it. Progressive qualitative research comprises the following features: (1) Reality and science are socially constructed; (2) Researchers are parts of research settings; (3) Investigation must be in reflexive, self-critical, creative-dialog; (4) Aims to problematize, reveal hidden realities, initiate discussion. (Holliday, 2002:18). These features are actualized in the process of how the researcher and participants work together to reconstruct what they have in mind in such a way that the participants eventually realize how much they are aware, what they think, and what they do. The researcher is not to impose, rather she provides a room for them to express freely through reflexive dialogs both in informal meetings or recorded interviews. They are expected to help themselves actualize their potentials.
marginalized group ( in this case a group of vocational students as participants) to become more autonomous, empowered, and emancipated in the progression of interest through their own social and individual reconstruction of their knowledge, skills, and attitudes. Those will be reflected through their better perspectives in learning English, that is, more efficient, productive and meaningful. They are marginalized in that their opinions and thoughts are often neglected and are not accounted for in the process of decision- making. They are posited as objects.
Surtantini (2006) in her recent study found that EFL teachers in the vocational high schools aremarginalized as their voices are slightly unheard and they do not have or are not given opportunities to articulate their voices. Given a role as people who do what the authority tells, they have no other choices but obey what to do. Consequently, the students are more marginalized. They might have had difficulties in learning English dealing with how English is taught at school as recommended by the authority but there is no bravery to articulate their voices.
have certain concepts, which are not actualized in the learning practices due to the personal restrictions.
Implementing this research method, it enhances the researcher to search meaning based on the stories or narratives uttered by the participants. Ushioda (2001) remarked that the value of a qualitative research approach lies in its potential to cast a different light on the phenomena under investigation and to raise a different set of issues. It is also supported by Glesne & Peshkin, (1992). Both stated that the openness of qualitative inquiry allows the researcher to approach the inherent complexity of social interaction and to justice to that complexity, to respect it in its own right.
B. Theoretical Framework
Concept is a set of beliefs, values, opinions, principles, or thoughts formed from lived experiences. A vocational student is a person who intentionally chooses the school based on his/ her interest of the department it offers for the practical purpose, that is ready to work after leaving the school. Concept of learning English is the forming of ideas or concept on language learning in vocational student’s mind and the understanding, action, and intention of English language learning. Learning English at vocational school tends to be more specific, that is how they learn English to support their future career, to meet the requirement in the workplaces, and to maintain the self-professional development.
Theoretically, vocational student learns English as it is one of the adaptive program designed for communicative purposes in the workplaces. This is in line with the characteristics of vocational school, which focuses more on preparing the graduates for specific jobs. The understanding is then reflected in the intention and action to persist on language learning that enables student to practice more rather than in theory.
In order to contextualize the theoretical review on the research questions of this study, it is essential to visualize how the related and dynamic interaction among the aspects in the issue of student’s concept in learning English constructs the theoretical framework of this study. This framework is expected to help design the research procedure to answer the research questions. My own plain model of the possible framework showing the relationship between student’s learning concept, their underlying basis of their concept, their autonomy of making the ir own decision in a learning context, and their learning practices is illustrated in figure 2.1 (page 37).
During the process, student’s attitudes, experience, thoughts, understanding, and values subsequently take shape in the students’ mind, are interconnected with each other, and become the basis of their language- learning
Bases:
VS Student’s Personal
Knowledge / Attitudes / Thoughts/ Values Understanding
?
Student’s Language Learning Concept
?
A Learning Context
?
Decision-making
Student’s practices in the classroom and outside the classroom
?
Thought and Reflection
(What, How, and Why-I-do-questions)
?
Improvement
( Concept and learning practices)
Figure 2.1. Theoretical framework for student’s concept, Student’s actions and reflection
The decision reflected in their learning practice implies what the student believes to be effective in learning English. For example, they enjoy listening and singing English songs to improve their pronunciation or they might visit the Borobudur temple to have real chance of communicating with foreigners.
This corresponds to the current perspectives in education, which require learners to become more autonomous and independent at different levels. In learning autonomy, the student takes charge of his /her own learning Benson (2003: 290). Learning autonomy allows learners to plan their own learning activities, monitor their progress and evaluate their outcomes.
CHAPTER III METHODOLOGY
The purpose of this chapter discusses the methodology for solving the research questions empirically. It comprises five major sections. They are (1) research method, (2) nature of data, (3) data setting and sources, (4) data gathering instruments and data presentation, and (5) data processing.
A. Research Method
As the study was aimed at revealing vocational student’s concept of learning English, which refers to lived experiences, progressive qualitative research method was employed. The researcher needed to listen, observe, and talk with the participants about their lived experiences related to learning English as this method provided a room for the researcher and the participants to work together to reconstruct and reflect what they had in minds and done they believed could lead them succeed in learning English.
B. The Nature of Data
Since the purpose of the study was to reveal how learning English means to the participants’ life,the data were narratives as the primary data gained from a sequence of in-depth interviews and a period of reflection, and they should be triangulated through a sequence of classroom observations, informal meetings, home visits, and cross checking with their teachers.
C. Data Sources
Being an English teacher for more than 17 years, personally I felt sure that vocational students had a set of beliefs in learning English, which they might not realize. The student ’ attitude to English learning increases due to the effect of the global era. Through this research I intended to advocate them by facilitating the participants to promote their opinions, beliefs, and thoughts related to learning English. They were not imposed, instead I helped them reflect and reconstruct what they had in mind so they would have clear pictures of their own concept or make a better perspective in learning English. Through the process of reflection, it is hoped that it would stimulate them to develop and improve the ir concept by themselves. Better perspectives related to language learning concept were eventually achieved. This also encouraged them to take responsibility for their own learning so that they developed skills and strategies for continuing to learning outside of the classroom.
the participants from four different department s in different location were expected to meet the criteria of richness and accessibility. The first school is located in the city while the other is situated far from the city center. Both, however, belong to public school where Junior School graduates have great demands to continue their study. Data gathering in these two schools (classroom observation, interview and reflection) was conducted from December 2006 until March 2007).
The sources of the data were (1) fo ur students from different departments as participants of the study, (2) field-notes, and (3) recorded interviews (audio-taped). The four student-participants, three females and one male were chosen based on their English teachers’ recommendation. Assuming that they knew which student with whom I could cooperate to get the richness of the data. The establishment of good relationship among their English teachers, the participants and me resulted in the accessibility for gaining the data. The student participants varied in terms of proficiency and family background. Three of them were at the second grade and the rest was still in the first year. She was chosen as in spite of being a junior student, she was one of the debate members. It was assumed that she had developed her own concept in learning English. The other participants were chosen since they were relatively better than the others.
park. It was done to narrow the gap between the participant and me so they were more comfortable and secure to tell stories. Due to the characteristics of teenage learners such informal chats were preferred and I could dive more deeply into their mind which was impossible to reveal only through recorded interviews. One of them even refused to be recorded. I had a hard time to persuade her.
In order to validate the data, informal talks with their teachers and friends and observation were also conducted. Fortunately, the English teacher association (MGMP) in which I was one of the board members often hold meetings or workshops to share ideas and to maintain professional development. I gained valuable data from the participants’ teachers through their stories to cross check what the participants had said. It was beneficial as we had limited time to meet due to the fixed schedules of the working time. As the headmasters had stated that none of us was allowed to leave the class just to serve this project. This, however, would not prevent the researcher to obtain the richness and the accessibility of data which were the criteria for data finding employed in this study.
D. Data Gathering Instruments and Data Presentation
