THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY
STUDENTS OF SMP KRISTEN LENTERA
THESIS
Submitted in Partial Fulfillment
of the Requirements of the Degree of
Sarjana Pendidikan
Elisabeth Novia Tayl
112009022
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY
STUDENTS OF SMP KRISTEN LENTERA
THESIS
Submitted in Partial Fulfillment
of the Requirements of the Degree of
Sarjana Pendidikan
Elisabeth Novia Tayl
112009022
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To be the best of my knowledge and my belief, this contains mo material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Elisabeth Novia Tayl and Martha Nandari, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Teaching Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Elisabeth Novia Tayl
Student ID Number : 112009022
Study Program : English Language Teaching Department Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY STUDENTS OF SMP KRISTEN LENTERA
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : _____________
Verified by signee,
Elisabeth Novia Tayl
Approved by
THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY
STUDENTS OF SMP KRISTEN LENTERA
Elisabeth Novia Tayl
Abstract
Many Indonesian students learn English. However, they have a small chance to use it outside the classroom as a daily communication language because English is a foreign language in Indonesia. Therefore, this study is aimed to investigate what kind of activities of using English the students do outside the classroom and how the activities help them in learning English. A total of 130 SMP Kristen Lentera students in three different levels of study participated in filling in the questionnaire and were grouped into several categories. Then, five of eleven participants who strongly agree with all statements in the questionnaire were involved in an interview. The study revealed that the five participants used English outside the classroom to communicate, do a free voluntary reading, sing or listening to English songs, watch English videos or movies, surf to the internet and use mobile phone, and write pieces of writing. It was found those activities help learners in improving their English, especially in speaking and vocabulary. The results of the study suggest that teachers can utilize the students’ outside classroom activities of using English as part of the teaching materials to enhance successful learning.
Key words: using English outside classroom
INTRODUCTION
Language is a communication tool for human being. By using a language, we
could express our opinions, hopes, and dreams (Tavil, 2009). Therefore, many people
try to learn other languages in order to be able to share their opinions, hopes, and
dreams with people who speak in different languages.
Nowadays, the language many people learn is English due to the fact that
English is an international language, so that it becomes a liaison media for everyone
to communicate with people from different parts of the world. This situation happens
in Indonesia. Many Indonesian students learn English from the primary school to the
study in a college that offers English language learning program when they graduate
from senior high school.
On the other hand, Indonesian students have a very small chance to use
English in daily life because English is a foreign language in Indonesia (i.e. English is
not used in daily communication). Commonly, many Indonesian students use the
language only in the classroom during the teaching and learning activity. This
situation will inhibit the students to have successful language learning. Huang and
Naerssen claimed that successful oral communication involves functional practice
such as speaking to other people, watching films and TV programs (cited in Pickard,
1996). The statement brought an idea that learning English in the classroom is not
enough if the English learners want to have a successful learning in order to reach the
goal of learning the language, such as having a successful oral communication.
Therefore, it becomes a challenge for English teachers to make their students use
English outside the classroom, so that the students will get a successful learning.
Considering the two contrary situations in which many Indonesian students
learn English but have very small chance to use it in daily life, the writer was
interested in doing a research on outside classroom activities of using English. The
writer chose a junior high school from one private school in Ambarawa as the
research site. The aim of the study was to find out whether the junior high school
students use English outside the classroom, how they use it, and how the activities of
using English outside classroom help them to learn English. The study is worth
studying because teachers may find materials for outside classroom activities in order
was “Do SMP Kristen Lentera students use English outside classroom?”Then, sub-research questions were developed as follows:
1. How do SMP Kristen Lentera students use English outside classroom?
2. How do the activities of using English outside classroom help SMP Kristen
Lentera students learn English?
Outside classroom
In this study, outside classroom refers to the setting of using English, which is
not done in the teaching and learning activity of English in the classroom. Several
examples of outside classroom activities taken from several different studies
(Tılfarlıoğlu and Kınsız, 2011; Macleod and Larrson, 2011; Knight, 2007) are:
1. Communicating in English
Having a communication in English with other people is one way to use
English in which people use their listening skill to listen and understand the
content of the conversation and their speaking skill to address their ideas to the
interlocutor. In a study about using English outside the classroom, Knight (2007)
proposed several examples of communicating in English, such as talking to
customers, speaking with friends, talking to co-workers, and talking to
supervisors. Associated with the use of English in communication, scholar argued
that having a communication in English would help someone to improve his or
her spoken English. One of the best ways to acquire a language is by using the
target language for communication because communication brings an interaction,
so that people will get more input and it will help them to improve their speaking
2. Singing or listening to English songs
Most people love to listen to songs. Furthermore, songs can be used as a
medium of learning English outside classroom. A study among Chinese college
students to find strategies of learning English vocabulary from English pop songs
revealed that most of students learn English pronunciation and meaning from
English songs (Xiaowei, 2010).
Another study entitled Using English Songs: an Enjoyable and Effective
Approach to ELT revealed that singing or listening to English songs can lead
people to ask questions about the language, and before people sing the songs, they
will be encouraged to learn how they have to speak the language and pronounce
the words in the song (Shen, 2009). It was also claimed that most people are
excited to understand what the singers of English songs try to convey in the songs,
so that they will look up for the meaning and indirectly remember the words
(Shen, 2009).
3. Doing a free voluntary reading
Krashen (2004) defined free voluntary reading as "recreational reading”.
In other words, it is reading for personal pleasure or desire. The examples can be
reading novels, short stories, textbooks etc. Scholar argued that free voluntary
reading could help the readers to improve their English ability. Free voluntary
reading will bring an effect on the readers’ reading comprehension, writing style,
vocabulary, grammar, and spelling (Krashen, cited in Yamashita, 2008). In
another paper, it was claimed that free voluntary reading increases the language
writing because when someone reads voluntarily, the person will get a
comprehensible input in an enjoyable and low-pressure situation (Krashen, 2003).
4. Watching TV programs, videos or movies in English
Some scholars argued that watching English movies would help someone
to improve their English vocabulary. English movies could be used as an
encyclopedia because in the movies, there are many kinds of vocabulary items,
voice stuffs, and cultural things (Chenchen, 2011). Another scholar claimed that
movies helped students understand the language more easily because they give
students audio and visual objects (Hu, 2006). The statement was in line with
Chenchen (2011) who claimed that the situation and the communication in a
movie were so real. Furthermore, if people watch a movie, they will know what
the speaking situation of the target language is like and they will pick up the target
language in a natural way, especially for the conversation.
5. Surfing to the internet and using mobile phone
Another way of using English is by surfing to the internet or using mobile
phone in which English is used as the language setting for the technologies.
Lightbown and Spada (2003) stated that the use of World Wide Web will help
learners to apply the skill in comprehending the English instructions (cited in
Macleod & Larrson, 2011).
6. Writing story or experience in English.
In relation to writing in English, Browne conducted a study to find
vocabularies from writing. He added that it is possible for learners to enhance
their vocabulary knowledge through writing activity.
Some studies were done to investigate whether the students use English
outside classroom or not. One example is a study to investigate the exposure to
English toward the Swedish students between the age of 14 and 16. The study
revealed that nowadays, teenagers are exposed to English in a daily life through
technology, such as internet, film, or music (Macleod & Larrson, 2011). In the study,
the exposure of English was divided into four basic skills of English. They were:
Listening skill: the researchers found that music is the highest media that expose
English to the students.
Speaking skill: the researchers found that a few students use English to communicate
with their friends or relatives whereas many students use English outside classroom
through singing the English songs.
Reading skill: the researchers found that female students use their reading skill
through reading sing lyrics, magazines, books and internet whereas the male students
use their reading skill through reading instructions from the computer games and the
internet.
Writing skill: the researchers found that the students use their writing skill of English
in the internet chat room rather than writing a poem or short story.
Another example is a study done to find out-of-class language learning
strategy. The study revealed that the participants did outside classroom activities of
using English, such as reading newspaper and novel, listening to the radio, and
participants supplement their learning activities outside the classroom (Bialystok,
1981, cited in Pickard, 1996). Another study of using English outside the classroom
revealed that using English outside the classroom can be useful supplement for
learning and help students in the language acquisition (Knight, 2007). The study also
revealed that there is a correlation between learners outside classroom activities and
their language proficiency (Knight, 2007).
THE STUDY
Context of the Study
In order to find the students’ outside classroom activities of using English and
how the activities help them in learning English, the writer chose Sekolah Kristen
Lentera (SKL) as the research site. The school was chosen because English is one of
the school subjects and it is located in the small town of Ambarawa, Central Java,
Indonesia that belongs to foreign language learning context. Moreover, because it is
near to the writer’s neighborhood and the writer has already known many of the
students, the school is easily accessible to the writer. The school has three educational
levels, such as kindergarten, elementary school, and junior high school. English is
used as a medium of instruction in the English language learning.
Participant
A total of 130 junior high school students from three different levels of study
participated in filling in the questionnaire and were grouped into several categories
based on the questionnaire results. Junior high school students were chosen because
they are English foreign language learners and easily accessible in gathering the data.
writer took five participants who strongly agree toward all statements in the
questionnaire to be involved in an interview. The participants were chosen because
their positive responses toward all statements in the questionnaire indirectly showed
that they have a high positive attitude toward learning English, which could be
assumed that the more positive attitude toward learning English they have, the more
they use English. By interviewing the five participants, the writer could find many
outside classroom activities of using English and how the activities helped them in
learning English.
Research Instrument
The study was a descriptive qualitative study that used two research
instruments, which were questionnaire and interview. To choose the participant to be
interviewed by categorizing them based on their attitude toward learning English, the
writer used a questionnaire that was adapted from AMTB (Attitude Motivation Test
Battery) developed by Gardner. It has five positive statements with six options to be
chosen. The questionnaire was translated into Bahasa Indonesia in order to ease the
participants in filling-in the questionnaire. To get the data about how the students use
English outside the classroom and how the activities help them in learning English,
the writer conducted an interview with the five students who strongly agree with all
statements in the questionnaire.
Data collection
The questionnaire was administered to 130 junior high school students of
SKL. In the questionnaire, the participants had to give a checklist toward the options
the study (e.g. 2nd grade of junior high school), gender, and phone number were
obtained from the participants themselves through personal information form given in
the questionnaire. Using the questionnaire, the writer grouped the participants and
chose five participants who strongly agree with all statements in the questionnaire to
be involved in an interview in order to find the data about outside classroom activities
of using English the students do and how the activities help them in learning English.
Data analysis
Bar chart and a brief description were presented to give a clear explanation of
the questionnaire results. The interview results about outside classroom activities of
using English and how the activities help them in learning English were translated
into English, presented in the form of clean transcriptions and analyzed descriptively
using the literature review used by the writer.
FINDINGS AND DISCUSSION
This chapter presented the results of the research done in Sekolah Kristen
Lentera (SKL). It was divided into two sections. The first section presented the result
of the questionnaire that was distributed to the 130 Junior High School students of
SKL. The second section presented the results of interview toward five students who
strongly agree toward all statements in the questionnaire, which was aimed to find
whether students use English outside the classroom, what the activities are, and how
the activities help the students in learning English.
A. Attitude toward Learning English
Figure 1. Attitude scale toward English language learning
The questionnaire result was divided into seven categories in which 20 – 29
points became the central limit of the seven categories. The writer chose the
participants to be interviewed from the participants who got the highest score, which
is 50 points, and the lowest score, which is 0 point. From the statistical data shown, 11
students got 50 points, which means they chose “Strongly Agree” to all statements in
the questionnaire. However, none of 130 students got 0 point or none of them strongly
disagree toward all statements in the questionnaire. Therefore, the writer only
involved five of 11 students who strongly agree with all statements to be interviewed.
B. Outside Classroom Activities of Using English
This section provides the interview results toward five of eleven students who
strongly agree toward all statements in the questionnaire (i.e. 50-points group) in
order to find outside classroom activities of using English and how the activities help
them in learning English. The interview results were divided into several categories,
which are:
The five participants used English for communication. Three participants
stated that it was quite often for them to use English, whereas the others gave
seldom and sometimes as their time frequency of using English to communicate
with people around them, such as friends, family or their English teachers. Even
though the time frequency of using English was different, the main point is they
used English for communication and they did not only use it inside the classroom
but also outside the classroom, such as in their home, in the school, on the road,
and even everywhere.
Then, two participants said that speaking in English was enjoyable and the
three others said that it was good. The two examples responses were “It is
enjoyable and can improve my English in term of speaking” (Participant B, March
27, 2013) and “It is good because it can improve my English in term of having
conversation” (Participant C, March 27, 2013).
The responses brought an idea that having a conversation with other
people in English help the students to increase their English speaking skill. This is
in line with the Noonan’s theory (2005) who said that communication brought an
interaction, so that people will get more input and it will help them to improve
their speaking skill.
2. Doing a free voluntary reading
Four of the five students interviewed read English reading texts, such as
novels, comic strips and textbooks. From the four students, two participants read
When they were asked to give opinion toward the texts, four of them gave positive
responses.
One example of the responses taken from participant C who likes to read
the English version of Avatar stories was “It is really enjoyable because as what I
said before, it can improve my English” (Participant C, March 27, 2013). The
word enjoyable showed the participant’s pleasure in reading the Avatar stories,
and this participant claimed that the activity improved the English ability.
Participant D who likes to read English comic strips (e.g. Detective Conan
and Donald Duck) also claimed similar response specifically. “It is good because
we can practice to translate the meaning of a word. It is easier to remember the
meaning through reading comic strips” (Participant D, March 27, 2013).
The data indicated that reading English comic strips gave a contribution to
English vocabulary improvement. This situation is in line with Krashen’s theory
(cited in Yamashita, 2008) that free voluntary reading will bring an effect on the
readers’ reading comprehension, writing style, vocabulary, grammar, and spelling.
This happened because when someone reads voluntarily, the person will get a
comprehensible input in an enjoyable and low-pressure situation (Krashen, 2003).
Therefore, free voluntary reading is good to be done because it helps learners to
improve their English, especially in vocabulary.
3. Singing or listening to English songs
Three of five participants stated that they often sang English songs
whereas the others only listened to the songs, and some of them stated that they
give their opinions toward singing or listening to English songs, the participants
looked it as an enjoyable and good activity. Three of them stated that by singing
or listening to English songs, they could improve their English. One example of
the responses was:
Listening to English songs is really exciting because by using the language
that we do not use daily, we do not only listen to how good the songs are,
but we are more motivated to find the meaning of the songs.
(Participant C, March 27, 2013)
The statement above brought an idea that English songs can become
motivational stimulant for someone to learn English new words. This is in line
with Shen (2009) who said that singing or listening to English songs can lead
them to ask questions about the language, and before people sing the songs, they
will be encouraged to learn pronouncing the words in the songs and look up for
the meaning so that they indirectly remember the words. Therefore, singing or
listening to English songs are good outside classroom activities because they help
EFL learners to improve their English, especially in vocabulary and
pronunciation.
4. Watching English videos or movies
Five participants who were interviewed watched English videos or movies.
When one participant was asked about what movie or video he watched, he stated
that he watched animation movie recently as a preparation for the story telling
competition. Then, the participant also stated that watching English movies was
Out of the film quality, watching English movies is fun because besides
improving our English skills, we are also more motivated to seek the
meaning of the language. Because of that, watching movies is like learning
English in a different way.
(Participant C, March 27, 2013)
The participant’s positive statement above indicated that while watching
English videos or movies without reading the subtitles, people actually learn
English and improve their English, especially in vocabulary. This associated with
Chenchen (2011) who said that English movies could be used as an encyclopedia
because in the movies, there are any kinds of vocabulary items, voice stuffs, and
cultural things. Knowing this situation, it can be concluded that when someone
watches an English movie, they increase their English vocabulary because there
are many new words they will get from the movies.
Not only improving the vocabulary, when another participant was asked
to give their opinion toward watching English movies or videos without reading
the subtitles, the participant also stated that it could improve her knowledge of
English conversation. “It is good because it can improve the English knowledge in
terms of vocabulary and conversation” (Participant A, March 27, 2013).
The participant A’s response indicated that watching English movies gives
EFL learners a visualization of how English conversation happened. Therefore,
people will know how to apply the grammar, words or sentences in a
conversation. This is in line with Chenchen (2011) who said that the situation and
they will know what the speaking situation of the target language is like and they
will pick up the target language in a natural way, especially for the conversation.
5. Surfing to the internet and using mobile phone
The five participants said that they used English as the language setting for
their mobile phone and the internet access. Participant C claimed that when he did
chatting with his friends in Facebook, he quite often used English. In relation to
the use of internet and mobile phone, all participants stated that using English as
the language setting was good because they indirectly learned English through it.
Below is one statement given by Participant D.
Using English as the language setting is more convenient, and it is good
for us. Indirectly, we learn English and if we get difficulties, we can look
into Bahasa Indonesia what the meaning of the English word is.
(Participant D, March 27, 2013)
Participant D claimed that using internet or mobile phone in which English
was used as the language setting indirectly helped to improve English vocabulary.
The statement is in line with Lightbown and Spada (cited in Macleod and Larrson,
2011) who stated that the use of World Wide Web will help learners to apply the
skill in comprehending the English instructions. Therefore, it could be said that
using internet or mobile phone where English is used as the language setting will
result in vocabulary enhancement, so that people will be able to comprehend the
English instructions easily.
6. Writing in English
long story. Participant C stated that he usually writes a piece of writing about
Avatar story and even he is joined in Avatar story writer’s worldwide community
where English is used to write the story and the members of the community are
not only from inside but also outside Indonesia. Another participant who is
participant D claimed that he started to write his experiences in English because
he wanted to get a scholarship in Singapore. Therefore, he began to practice
writing in English since the beginning of 2013.
When all participants were asked to give opinion toward writing in
English, they stated that it was good, challenging and enjoyable. One example
statement was “We can get many vocabularies through writing. Therefore, if we
go abroad, it will not be difficult to have a conversation in English” (Participant
D, March 27, 2013).
Participant D claimed that writing in English could improve the English
vocabulary, so that the vocabulary improvement would help him in conversation.
The response is related to a research done by Browne (2003: 62) who found that
learners learn new vocabularies from writing. Therefore, when someone writes in
English, it will enhance his or her vocabulary indirectly.
CONCLUSION
The study set out to determine what outside classroom activities of using
English the students did and how the activities helped the students in learning English.
The study revealed that the students use English in various activities outside the
classroom, such as speaking to other people in English, reading English books and
programs, surfing to the internet, using English as the language setting for their
mobile phone, and writing story or experience in English. In this study, the
participants claimed that the activities help them learning English outside classroom.
The result is in line with Bialystok’s theory (cited in Pickard, 1996) who claimed that
the out-of-class activities supplement the students’ language learning. By doing the
activities, students did not only learn English in the classroom but also they learned it
out of the classroom. Moreover, using the language in the daily life, which is the real
situation and not classroom-context, helped to improve the students in speaking skill
and vocabulary learning.
Pedagogical Implication
Regarding to the result of the study above, English teachers are recommended
to give out-of-class activities, so that the students will not only learn English in the
classroom, but they can also learn English outside the classroom. Furthermore, the
students can apply the theory that they got from the teaching and learning activity in
their daily life. By applying the theory, they will practice to use the language in the
real life. Knight (2007) said that using English outside the classroom can be useful
supplement for learning and help them in the language acquisition. He (2007) added
that there is a correlation between learners outside classroom activities and their
language proficiency. Therefore, it is hoped if teachers gave outside classroom
activities of using English, the students’ language proficiency would be better and
result in the language acquisition.
Limitation of the Study
can be concluded that all of them have positive attitude toward learning English.
Therefore, this study could not show how the outside classroom activities helped the
students who had negative attitude toward English language learning. Another
missing point is that the study did not include computer game as the outside
classroom activity whereas it was mentioned briefly in the literature review. However,
the study reveals that outside classroom activities mentioned in the study help learners
to enhance successful learning.
The Future Research
For the future research, it was suggested to present the data about how the
outside classroom activities mentioned in the study, including playing computer
games, improve students’ academic achievement in learning English. The writer
hoped that there will be the same research conducted in which the students who do
not like to learn English become the participants of the study. In my opinion, it is
important because we need to know whether the students who do not like to learn
ACKNOWLEDGMENTS
I give my greatest gratitude to Jesus Christ because I will never be able to
finish this thesis without Him. This thesis will not also finish without the support of
my thesis supervisor, Martha Nandari, M.A. who guided me patiently in completing
it, and my thesis examiner, Anne Indrayanti Timotius, M. Ed. who was willing to
examine it. Special thanks go to my participants, SMP Kristen Lentera students for
their contribution in this study, and to the headmaster, teachers and staffs who
permitted me to conduct the study in the school. My deepest appreciation goes to my
family who supported me in completing my thesis. I would like to thank to Widha,
Dian Pratiwi, Meykke, Inggit, Mela, Novince, and all 2009 students who supported
each other in passing difficult moments, and Anggara who reminded me to keep my
REFERENCES
Browne, C. (2003). Vocabulary Acquisition through Reading, Writing, and Tasks: A
Comparison. Retrieved April 12, 2013, from
http://www.wordengine.jp/research/pdf/Vocabulary_acquisition.pdf
Chenchen, X. (2011). How to Use English Movies to Improve a Student’s Listening
and Speaking Ability in Chinese ESL Culture Learning Classrooms. Retrieved
April 10, 2013 from videos. China English Language Education Association Journal, 29(2),42-48. Retrieved April 10, 2013 from http://www.elt-china.org/teic/66/66-42.pdf
Knight, T. L. (2007). Beyond the Classroom Walls: A Study of Out of Class English
Use by Adult Community College ESL Students. Retrieved February 28, 2013,
from http://www.labschool.pdx.edu/research/current/Knight%20thesis.pdf
Krashen, S., (2003). Free Voluntary Reading: Still a Very Good Idea. Retrieved April 24, 2013, from http://www-bcf.usc.edu/~genzuk/Free_Voluntary_Reading-Krashen/FVReading3-Krashen.pdf
Krashen, S., (2004). Free Voluntary reading: New Research, Applications, and Controversies. Retrieved April 24, 2013, from http://www-
bcf.usc.edu/~genzuk/Free_Voluntary_Reading-Krashen/FVReading1-Krashen.pdf
Tılfarlıoğlu, F. Y., & Kınsız, M. (2011). Reason for Learning English in Turkey and the
activities learners do to reach their goals. Contemporary Online Language
Education Journal, 1, 52-61. Retrieved February 20, 2013 from
http://www.colej.org/vol-1/colej_5_tilfarlioglu.pdf
Macleod, F., & Pia, L. (2011). Exposure to English Outside the Classroom. Retrieved
February 25, 2013, from
http://dspace.mah.se/bitstream/handle/2043/12177/T9,%20Final%20Dissertati on,%20Fraser%20MacLeod%20and%20Pia%20Larsson.pdf?sequence=2
Noonan, F. J. (2005). How To Improve Your Spoken English. Retrieved April 8, 2013 from
Pickard, N. (2008). Out-of-class language learning strategies. ELT Journal, 50(2), 150-159.Retrieved April 21, 2013 from http://203.72.145.166/ELT/files/50-2-7.pdf
Shen, C. (2009). Using English Songs: an Enjoyable and Effective Approach to ELT.
ELT Journal, 2(1), 88-94. Retrieved April 10, 2013 from
Tavil, Z. (2009). Parental Attitudes towards English Education for Kindergarten Students in Turkey. Kastamonu Education Journal. 17(1), 331-340. Retrieved
October 23, 2012, from proficiency. System: An International Journal of Educational Technology and
Applied Linguistics, 36 (4), 661-672. Retrieved April 24, 2013 from
APPENDIX B
1. Apakah Anda berkomunikasi dengan orang-orang di sekitar Anda dengan
menggunakan bahasa Inggris?
2. Bagaimana intensitas waktu yang Anda miliki untuk berkomunikasi dengan
orang-orang di sekitar Anda dengan menggunakan bahasa Inggris?
3. Kapan Anda berkomunikasi dengan orang-orang di sekitar Anda dengan
menggunakan bahasa Inggris?
4. Dimana Anda berkomunikasi dengan orang-orang di sekitar Anda dengan
menggunakan bahasa Inggris?
5. Bagaimana pendapat Anda terhadap penggunaan bahasa Inggris untuk
berkomunikasi dengan orang-orang di sekitar Anda?
6. Apakah Anda membaca bacaan berbahasa Inggris?
7. Bagaimana intensitas waktu yang Anda miliki untuk membaca bacaan berbahasa
Inggris?
8. Jenis bacaan seperti apakah yang Anda baca (novel, buku pelajaran, majalah,
koran, dll)?
9. Bagaimana pendapat Anda terhadap membaca bacaan berbahasa Inggris?
10.Apakah Anda menyanyikan lagu berbahasa Inggris?
11.Bagaimana intensitas waktu yang Anda miliki untuk menyanyikan lagu berbahasa
Inggris?
12.Bagaimana pendapat Anda terhadap menyanyikan lagu berbahasa Inggris?
13.Apakah Anda menonton film atau video berbahasa Inggris dengan berusaha
14.Bagaimana intensitas waktu yang Anda miliki untuk menonton film atau video
berbahasa Inggris dengan berusaha memahami percakapannya tanpa membaca
teks terjemahannya?
15.Jenis video atau film seperti apakah yang Anda tonton (discovery channel, science
fiction etc)?
16.Bagaimana pendapat Anda terhadap menonton video atau film berbahasa Inggris?
17.Apakah Anda menggunakan internet atau HP dengan pengaturan bahasa
berbahasa Inggris?
18.Bagaimana intensitas waktu yang Anda miliki dalam menggunakan internet atau
HP dengan pengaturan bahasa berbahasa Inggris?
19.Bagaimana pendapat Anda tentang penggunaan internet atau HP dengan
pengaturan bahasa berbahasa Inggris?
20.Apakah Anda menulis dengan menggunakan bahasa Inggris?
21.Bagaimana intensitas waktu yang Anda miliki dalam menulis dengan
menggunakan bahasa Inggris?
22.Jenis tulisan seperti apakah yang ditulis?
APPENDIX C
Biasanya komunikasi dengan siapa aja? Dengan sahabat dan juga guru bahasa Inggris.
Lumayan sering. Hampir setiap hari saya menggunakan bahasa Inggris.
Lumayan sering dan hampir setiap hari? (nodding)
Okay. Kapan sih biasanya kamu berkomunikasi pake bahasa Inggris itu
dengan orang-orang tersebut?
Ketika jam pelajaran bahasa Inggris yang pasti dan juga ketika berdialog apa ya?
Ngobrol biasa? Iya ngobrol dengan teman-teman.
Okay. Dimana biasanya kamu pake
bahasa Inggris buat komunikasi itu? Dimana saja.
Dimana saja? (nodding)
Okay, bagus. Lalu, pendapat kamu sendiri ya. Menurut pendapat kamu itu
menggunakan bahasa Inggris untuk komunikasi dengan orang-orang tersebut
itu tadi seperti apa?
Maksudnya?
Pendapat kamu sendiri gitu. Apakah itu mungkin baik atau tidak baik? Pendapat
kamu terhadap penggunaan bahasa Inggris itu seperti apa?
Ya… Baik. Karena dalam menggunakan bahasa Inggris, ketika kehidupan sehari-hari menggunakan bahasa Inggris itu dapat
meningkatkan apa namane? Kemampuan berbahasa Inggris.
O jadi, dapat meningkatkan kemampuan
berbahasa Inggris? Baik itu tadi ya? (nodding)
apa? Tuntutan berbahasa Inggris juga semakin meluas. Nek mau SMA… Mau kuliah saja
mungkin harus menggunakan bahasa Inggris atau mungkin misalnya mau sekolah di luar negeri kan pastinya juga
harus berbahasa Inggris. Maka dari itu kalau banyak berlatih otomatis akan makin
bisa berbahasa Inggris dengan lancar.
Ya. Lalu intensitas waktunya seperti apa kira-kira?
Hampir setiap hari saya membaca bacaan berbahasa Inggris.
Hampir setiap hari. Okay, good. Jenis bacaannya tuh seperti apa sih?
Cerita.. Bacaannya tuh seperti novel tapi disampaikan melalui via internet.
O via internet. Jadi novel. Soft filenya
ya? Iya.
Okay, novel tadi ya? (nodding)
Ada yang lain selain novel? Belum.
Belum. Jadi novel itu hampir setiap
hari? (nodding)
Buku pelajaran? Tidak.
Tidak? (nodding)
Okay, good. Lalu, kalau boleh tau novelnya itu judulnya apa sih?
Banyak sih bervariatif cuma kebanyakan bertemakan Avatar karena kan saya merupakan pengguna dari komunitas penulis Avatar di internet. Maka dari itu
saya membaca cerita-cerita mereka.
Okay. Jadi Avatar pake bahasa Inggris
itu tadi? (nodding)
Okay. Kalo boleh tau seminggu itu bisa beberapa kali? Kalo tadi kan intensitasnya hampir setiap hari ya?
Okay, hampir setiap hari. Okay, lanjut
Disana? Di komunitas? Di komunitas itu.
O di komunitas itu? Jadi komunitas itu memang komunitas pake bahasa Inggris itu tadi kira-kira paham gak sih sama isi
lagunya?
Kadang-kadang iya. Kadang-kadang tidak.
Kadang-kadang iya? Kadang-kadang
tidak? (nodding)
Okay, intensitas waktunya seperti apa? Kira-kira tidak terlalu sering tapi juga tidak terlalu jarang.
Tidak terlalu sering. Tidak terlalu jarang. Okay, kalo misalkan kita ukur dalam seminggu kira-kira berapa kali? Inggris itu lumayan seru karena dengan menggunakan bahasa yang bukan bahasa
kita katakan sehari-hari, jadi kita tidak hanya mendengarkan dari keenakan lagunya tapi kita jadi lebih terpacu untuk mencari makna-makna dari lagu tersebut.
Okay, good. Lalu apakah Anda menonton film atau video berbahasa
teks terjemahannya?
Iya. Lalu, intensitas waktunya seperti apa?
Tidak terlalu sering sih karena kegiatan saya kan juga tidak hanya menonton film.
Jadi, tidak terlalu sering.
Tidak terlalu sering. Kalau misalkan dalam seminggu, kira-kira bisa
dikira-kira gak berapa kali?
Dua kali.
Dua kali. Okay. Jenis video seperti apa sih atau mungkin film seperti apa yang
kamu tonton?
Film animasi.
Film animasi? Ya.
Kalau boleh tau judulnya apa?
Kalau akhir-akhir ini karena persiapan lomba story telling bahasa Inggris, saya
menonton Brave.
Brave. Okay. Kamu ikut lomba story
telling juga? Iya.
Okay. Lalu menurut kamu ya, menonton film Brave itu tadi atau film animasi lainnya berbahasa Inggris itu seperti apa
menurut kamu?
Kalo dilihat dari di luar kualitas filmnya, menonton film bahasa Inggris itu asyik.
Kalo boleh tau kenapa bisa asyik?
Karena kita selain meningkatkan kemampuan berbahasa Inggris juga kita semakin terpacu untuk mencari makna dari
Intensitas waktunya seperti apa?
Setiap hari. Karena saya juga mengakses internet, saya lebih suka menggunakan bahasa Inggris karena bahasa Indonesia
menurut saya sedikit aneh.
Sedikit aneh? Iya.
Okay. Itu tadi untuk internet atau HP ya?
Internet dan HP, dua-duanya bahasa Inggris.
Internet, HP. Okay, intensitasnya
berarti? Setiap hari.
Setiap hari. Okay, biasanya kalo pake internet itu yang settingannya bahasa Indonesia karena tidak semua orang bisa
berbahasa Inggris dan saya juga masih harus meningkatkan kemampuan
berbahasa Inggris saya.
Tapi pernah gak waktu chattingan pake
bahasa Inggris? Lumayan sering.
Lumayan sering? (nodding)
Sekarang, pendapat kamu tentang penggunaan internet atau HP itu sendiri
Apakah Anda menulis dengan menggunakan bahasa Inggris?
Iya. Intensitas waktunya seperti apa?
Dulu ketika saya masih tergabung dalam komunitas penulis itu setiap hari namun
sekarang saya sudah resign karena juga tuntutan sekolah membuat saya semakin
sibuk.
Komunitas penulis apa kalau boleh tau? Yang Avatar tadi.
O Avatar tadi. Jadi, komunitas penulis
tadi ya? Iya.
Jenis tulisannya seperti apa sih kalo boleh tau? Apakah jurnal atau mungkin
diary atau cerpen atau apa?
Cerita.
Cerita? Iya.
Sudah berapa tulisan yang kamu buat?
Masih dalam proses itu satu judul cerita namun berhenti di tengah perjalanan.
Sekitar tujuh episode.
Tujuh episode? Iya.
Okay, good. Jadi cerita pendek itu ya? Itu cerita pendek atau apa ya?
Kalo yang cerita panjang tujuh episode. Kalo yang cerita pendek sudah beberapa
judul saya kerjakan.
Jadi cerita bersambung gitu? Kalo yang tujuh episode itu iya. Kalo yang sendiri-sendiri itu tidak bersambung.
Jadi, sudah lumayan banyak juga ya? Iya.
Pendapat Anda dalam penggunaan bahasa Inggris dalam menulis itu tadi
apa?
Baik dan juga meningkatkan rasa kompetitif kepada penulis-penulis lain karena saya juga bukan penutur bahasa Inggris yang asli. Jadi, rasanya seru saja kalo kita dapat menandingi orang-orang yang sudah dapat berbahasa Inggris sejak
lahir.
Jadi komunitasnya itu sedunia? Iya.
Kamu jadi member penulis sedunia
avatar itu tadi ya? Iya.
Okay, berarti saingannya dari luar
Indonesia? Iya.
Kebanyakan dari luar Indonesia?
Di Indonesia sendiri masih bisa dalam hitungan jari ya kira-kira kurang dari lima
yang dari Indonesia.
