PERCEPTION OF TEACHERS AND STUDENTS
OF SMA 1 KUDUS TOWARDS THE USE OF SMARTPHONE
IN ENGLISH CLASS
By:
SULIS NISFI FIBROYIR
NIM. 201132154
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
iii
PERCEPTION OF TEACHERS AND STUDENTS
OF SMA 1 KUDUS TOWARDS THE USE OF SMARTPHONE
IN ENGLISH CLASS
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in the Department of English Education
By
SULIS NISFI FIBROYIR
NIM. 201132154
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
iv
MOTTO AND DEDICATION
Motto:
Laatahzan Innallahama’ana
Man jadda wa jada
Life is short, trying to make it to be a meaningful journey
Dedication:
This skripsi is dedicated for
My dearest parents (H. Ansyori Ali, S.E
and Hj. Maslikhah)
My dearest sisters (Miska Iswati, S.Pd
and Isyqi Nuwairiya Yusra), my brother
in law (Slamet Dumadi S.A), and my
cute niece (Manabita Ribhina)
All my teachers
All santri of Ponpes Al Ihsan
v
vii
has opened the darkness covering this world to the lightness.
This skripsi is arranged to fulfill one of the requirements for Sarjana
degree of English Education Department of Muria Kudus University. There are
many people who give their own contribution during my struggle for finishing this
skripsi. So in this special occasion, I would like to extend gratitude and thank to:
1. Dr.Slamet Utomo, M.Pd as the Dean of the Teacher Training and
Education Faculty of Muria Kudus University.
2. Diah Kurniati, S.Pd, M.Pd as the Head of English Education
Department.
3. Fitri Budi Suryani, S.S, M.Pd as the first advisor who has given a lot
of guidance and has been care.
4. Mutohhar, S.Pd, M.Pd as the second advisor who has given a lot of
guidance and suggestion patiently.
5. Drs. H. Shodiqun, as the principal of SMA 1 Kudus who allowed me
to carry out this research in SMA 1 Kudus.
6. Dra. Budiarti as collaborative teacher who has guided and given
viii
7. All of English teachers and students especially XI Science 1 and 2 of
SMA 1 Kudus for their good participation and cooperation willingly.
8. My dearest parents; H. Ansyori Ali, S.E and Hj. Maslikhah, for giving
prayed, affection, and huge motivation.
9. My older sister; Miska Iswati Maris, S.Pd, my younger sister; Isyqi
Nuwairiya Yusra, my brother in law; Slamet Dumadi S.A, and all of
my beloved family for full support.
10.My special partner; Misbahul Anwar, S.E, for great contribution and
inspiration.
11.Bapak Budi and his family, Papah Mamah and family, my lovely
roommate; Lusiana Defita and all my relatives in Pondok Warna.
12.My bestfriends; Syarifah, Ayu, Feri, and Galih, my closed friends;
Chalwa, Hening, Vika, Tyas, et al for our togetherness.
13.Unforgettably, the great gratitude is also due to those whose name
could not be mentioned here one by one for helping and contributing
to achieve this study.
I would greatly appreciate all comments, criticism, and helpful
suggestions. Finally, I hope that this skripsi will be useful particularly for me and
generally to the readers who are interested in this field study.
Kudus, June 2015
ix ABSTRACT
Fibroyir, Sulis Nisfi. 2015. Perception of Teachers and Students of SMA 1 Kudus towards the Use of Smartphone in English Class. Skripsi. English Education Department. Teacher Training and Education Faculty. Muria Kudus University. Advisors: (1) Fitri Budi Suryani, S.S, M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Key Words: English Learning, Perception, Smartphone Use
Current global developments have opened up more opportunities for teachers to design and implement ICT-based lessons. It is quite clear that technology currently has influenced amazing changes in various fields including for educational purpose, as an example, the use of computers, audio recorder and video players have been common to be used in language learning. Recently, the ownership of smartphone becomes more popular. The question arises whether mobile devices, especially smartphone takes the potential to contribute for education in general and language learning in particular. This condition also can be found in SMA 1 Kudus.
The aim of this research is to explore the perceptions of English teachers and students of SMA 1 Kudus towards the use of smartphone in English class.
This research belongs to qualitative research. To achieve the aim of this research, the researcher uses case study as the research design. The instrument of collecting the data in this research is open-ended questionnaire and interview.
The result of this research shows that the perceptions of English teachers and students of SMA 1 Kudus describe positive response towards the use of smartphone in English class. The majority of the teachers and students who supported using of smartphone as learning tool and it can be used in English class for students to assist learning reach 75%.
x ABSTRAK
Fibroyir, Sulis Nisfi. 2015. Persepsi Guru dan Siswa SMA 1 Kudus terhadap Penggunaan Smartphone di Kelas Bahasa Inggris. Skripsi. Program Studi Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muria Kudus.Pembimbing: (1) Fitri Budi Suryani, S.S, M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Kata Kunci: Pembelajaran Bahasa Inggris, Persepsi, Penggunaan Smartphone
Perkembangan global saat ini telah membuka lebih banyak kesempatan bagi guru untuk merancang dan menerapkan pelajaran berbasis TIK. Hal ini sangat jelas bahwa teknologi telah mempengaruhi perubahan luar biasa dalam berbagai bidang termasuk untuk tujuan pendidikan, sebagai contoh, penggunaan komputer, perekam audio dan pemutar video telah umum digunakan dalam pembelajaran bahasa. Baru-baru ini, kepemilikan smartphone menjadi lebih populer. Timbul pertanyaan apakah perangkat mobile, terutama smartphone mengambil potensi untuk berkontribusi untuk pendidikan dalam pembelajaran umum dan bahasa pada khususnya. Kondisi ini juga dapat ditemukan di SMA 1 Kudus.
Tujuan dari penelitian ini adalah untuk mendeskripsikan persepsi guru bahasa Inggris dan siswa dari SMA 1 Kudus terhadap penggunaan smartphone di kelas bahasa Inggris.
Penelitian ini merupakan penelitian kualitatif. Untuk mencapai tujuan penelitian, peneliti menggunakan studi kasus sebagai desain penelitian. Instrumen pengumpulan data yang digunakan adalah kuesioner terbuka dan wawancara.
Hasil penelitian ini menunjukkan bahwa persepsi guru bahasa Inggris dan siswa dari SMA 1 Kudus menggambarkan respon positif terhadap penggunaan smartphone di kelas bahasa Inggris. Ini dapat dilihat dari mayoritas guru dan siswa mencapai 75% yang mendukung penggunaan smartphone dapat dijadikan sebagai alat pembelajaran dan boleh digunakan di dalam kelas bahasa Inggris.
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TABLE OF CONTENTS
LOGO ... Error! Bookmark not defined.
COVER ... Error! Bookmark not defined.
TITLE ... Error! Bookmark not defined.
MOTTO AND DEDICATION ... iv
ADVISORS’ APPROVAL ... v
EXAMINERS’ APPROVAL ... Error! Bookmark not defined. ACKNOWLEDGEMENT ... vii
CHAPTER I INTRODUCTION ... Error! Bookmark not defined.
1.1 Background of the Research ... Error! Bookmark not defined.
1.2 Statement of the Problem ... Error! Bookmark not defined.
1.3 Objective of the Research ... Error! Bookmark not defined.
1.4 Significance of the Research ... Error! Bookmark not defined.
1.5 Scope of the Research ... Error! Bookmark not defined.
1.6 Operational Definition ... Error! Bookmark not defined.
CHAPTER II REVIEW TO RELATED LITERATURE .. Error! Bookmark not
defined.
2.1 Perception ... Error! Bookmark not defined.
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2.1.2 Factors Influencing the Formation of Perception Error! Bookmark not
defined.
2.1.3 Indicators of Perception ... Error! Bookmark not defined.
2.2 ICT in Education ... Error! Bookmark not defined.
2.2.1 Development of ICT ... Error! Bookmark not defined.
2.2.2 Role of ICT in Education ... Error! Bookmark not defined.
2.2.3 ICT in Language Class ... Error! Bookmark not defined.
2.3 Mobile Technologies ... Error! Bookmark not defined.
2.3.1 Mobile Assisted Language Learning (MALL) .... Error! Bookmark not
defined.
2.3.2 Smartphone ... Error! Bookmark not defined.
2.4 Teaching English in SMA 1 Kudus ... Error! Bookmark not defined.
2.5 Review of Previous Research ... Error! Bookmark not defined.
2.6 Theoretical Framework ... Error! Bookmark not defined.
CHAPTER III METHOD OF THE RESEARCH Error! Bookmark not defined.
3.1 Design of the Research ... Error! Bookmark not defined.
3.2 Data and Data Source ... Error! Bookmark not defined.
3.3 Data Collection ... Error! Bookmark not defined.
3.4 Data Analysis ... Error! Bookmark not defined.
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4.1 Teachers’ Perception towards the Use of Smartphone in English Class
... Error! Bookmark not defined.
4.2 Students’ Perception towards the Use of Smartphone in English Class
... Error! Bookmark not defined.
CHAPTER V DISCUSSION ... Error! Bookmark not defined.
5.1 Teachers’ Perception towards the Use of Smartphone in English Class
... Error! Bookmark not defined.
5.2 Students’ Perception towards the Use of Smartphone in English Class
... Error! Bookmark not defined.
CHAPTER VI CONCLUSION AND SUGGESTION ... Error! Bookmark not
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6.1 Conclusion ... Error! Bookmark not defined.
6.2 Suggestion ... Error! Bookmark not defined.
REFERENCES ... Error! Bookmark not defined.
APPENDICES ... Error! Bookmark not defined.
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LIST OF TABLES
Table Page
xv
LIST OF FIGURES
Figure Page
2.1 The Process Formation of Perception ... 8
4.1 Teachers’ Opinion about Smartphone can be as English Learning Tool ... 33
4.2 Teachers’ Peception towards the Use of Smartphone in English Class ... 34
4.3 Teachers’ Response about Students Use Smartphone in English Class ... 36
4.4 Students’ Activities Commonly Done Using Smartphone ... 39
4.5 Students’ Activities of Using Smartphone for General Learning ... 40
4.6 Students’ Activities of Using Smartphone for English Learning ... 41
4.7 Students’ Peception towards the Use of Smartphone in English Class ... 41
4.8 Students’ Response of Smartphone as Language Learning Tool... 43
4.9 Students’ Obstacle of Using Smartphone in English Class ... 44
xvi
LIST OF APPENDICES
Appendix Page
1. Teacher’s Questionnaire...58
2. Teacher’s Interview Guideline ...68
3. Teacher’s Interview Script ...69
4. Students’s Questionnaire ...75
5. Students’s Interview Guideline ...93
