i
STUDENTS’ PERCEPTION ON THE USE OF ONLINE MEDIA
TO DEVELOP STUDENTS’ LISTENING SKILL
IN SMA N 7 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Berlin Adi Pranedya
Student Number: 081214153
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Online media are the sources of internet based learning which can be used as independent learning media. SMA N 7 Yogyakarta uses online media as the tools in the learning process. One of the English teachers in SMA N 7 Yogyakarta uses a web named Randalls’ ESL Cyber Listening Lab (RECLL). The teacher uses this media to improve the listening skill of the students. Students may access various listening materials, exercises and quizzes with different levels of difficulties.
Based on the fact that there are still few schools in Indonesia which use online learning media, the researcher tries to investigate SMA N 7 Yogyakarta students’ perception on the use of RECLL. Based on the data gathered, the researcher tries to investigate students’ opinion on the use of RECLL which is used as supportive media in a language teaching-learning activity. The purpose of this study is to see whether the implementation of RECLL is beneficial for developing students’ listening skill in SMA 7 Yogyakarta. There are two problems in this research. The first is the implementation of RECLL in SMA N 7 Yogyakarta. The second is students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop their listening skill.
The researcher conducted survey research to solve the problems in this study. The participants of this research were 30 students of class XII in SMA N 7 Yogyakarta 2012/2013 academic year. The data were acquired through the use of questionnaires and interviews.
The result of this research showed that in SMA N 7 Yogyakarta, RECLL is used as a source of English listening practice outside the school regular hours. The English teacher gives the students a certain amount of time to do independent learning at home. Then, the teacher asks them to make a report based on the independent learning they have done. In the class, the students have to share their experience and bring some samples of the material to be exchanged with their classmates. Approximately 91% students have positive perception toward the use of RECLL. The rest of the participants (9%) have negative perception related to their limit to internet connection and the extra cost they have to spend in order to finish the assignment.
Based on the result, the researcher suggests that English teachers who are about to implement RECLL in their class give alternative solutions to the students to access internet connection without having to spend extra time and cost.
vii
Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Media online adalah sumber belajar siswa berbasis internet yang dapat digunakan sebagai media belajar mandiri . SMA N 7 Yogyakarta adalah sekolah yang menggunakan media online dalam pengajaran Bahasa Inggris. Guru SMA N 7 menggunakan web bernama Randalls’ ESL Cyber Listening Lab (RECLL). Penggunaan media ini bertujuan untuk meningkatkan kemampuan listening para murid. Dalam RECLL, murid dapat mengakses berbagai materi listening, soal latihan dan kuis-kuis dengan tingkat kesulitan yang beragam. Berkaca pada fakta bahwa belum banyak sekolah di Indonesia yang menggunakan media online sebagai media pembelajaran, peneliti bertujuan untuk mencari tahu persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL. Dengan mengetahui persepsi siswa terhadap penggunaan RECLL sebagai media pembelajaran, peneliti berharap dapat mengetahui tanggapan siswa terhadap penggunaan media online sebagai media pendukung dalam kegiatan belajar-mengajar. Tujuan dari penelitian ini adalah untuk mengetahui apakah RECLL adalah media pendukung yang tepat untuk diimplementasikan sebagai media pembelajaran bahasa Inggris di tingkatan Sekolah Menengah Atas. Ada dua masalah dalam penelitian ini, yang pertama adalah langkah-langkah implementasi RECLL dalam pembelajaran Bahasa Inggris di SMA N 7 Yogyakarta, sedangkan permasalahan kedua adalah bagaimana persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL yang diimplementasikan dalam kelas Bahasa Inggris mereka.
Peneliti menggunakan metode survey untuk memecahkan kedua rumusan masalah dalam penelitian ini. Penelitian ini melibatkan 30 siswa kelas XII SMA N 7 Yogyakarta tahun ajaran 2012/2013. Data pada penelitian ini didapatkan melalui penggunaan kuesioner dan tanya-jawab.
Hasil dari penelitian ini menunjukkan bahwa di SMA N 7 Yogyakarta, RECLL digunakan sebagai sumber latihan listening siswa di luar sekolah. Siswa diberi jangka waktu tertentu untuk melakukan latihan mandiri dan membuat sebuah laporan berkaitan dengan latihan tersebut. Di sekolah, siswa diminta berbagi pengalaman mereka dan membawa beberapa materi yang telah didownload untuk ditukar dengan teman sekelas dan kemudian dikerjakan. Mengenai persepsi siswa tentang penggunaan RECLL, sekitar 91% siswa menunjukan persepsi yang positif. Sekitar 9% menunjukkan persepsi negatif berkaitan dengan keterbatasan mereka untuk mengakses intenet dan biaya tambahan yang harus dihabiskan untuk menggunakan RECLL. Berdasarkan hasil tersebut peneliti menyarankan para guru yang akan mengimplementasikan penggunaan media online untuk memberi alternatif siswa untuk mengakses media online tersebut sehingga tidak membebani siswa.
viii
I would like to give my most sincere gratitude to my Lord Jesus Christ,
for showing me the right track every time I lose direction. He is my inspiration,
guide and power. Without Him, I am lost.
I would also give my gratitude and appreciation to my major sponsor C.
Tutyandari, S.Pd., M.Pd., for her encouragement, suggestions, support, feedback
and patience. Without her help and guidance, this thesis would not have been
finished.
I would thank the English teacher of SMA N 7 Yogyakarta, Dra.
Dorothea Sri Ismayawati and the Principal of SMA N 7 Yogyakarta, Dra. Reni Herawati, M. Pd. B.I for the permission and support to conduct the research in
SMA N 7 Yogyakarta.
My deepest gratitude and love go to my beloved parents, Drs. Adhis
Santoso and M.C Nining Yuliningsih. I would not be able to finish this thesis
without their sincere support, love and prayer. I also thank my brother, Abri, for
his support and encouragement to finish my study. I am also particularly grateful
for the support given by my relatives: the big family of Cokrodiningrat, Sastro
Pangarsan, Wiro Widjojo and Bani Ustman.
I would like to express my gratitude and love to my girlfriend, Margareta
Mia Wijayanti for her never-ending support, love, care and patience for the last
ix
happy and sad times, for ‘malam-malam di kandhang badak’, and PES matches
we have done together. I would also like to give special gratitude to my classmate,
Ayu, for proofreading my thesis. I thank my friends Wakul, Toro, Baruna, Meitha, Via, Yosua, Frater, Adam, Sherly, Ivon, Pakdhe Garenk, and my
seniors, Mas Dwi, Mbak Iyis, Ketchup, Mbak Ayu, Mbak Dewi. I thank them
for the support and assistance in finishing my thesis.
I also thank the family of YGP Army, Djagunk, Octa, Sombedh, Ikhsan
and Isa for supporting me both in business and study. Besides, I also thank the
family of PIR Kotabaru, especially Yuyus, Benny, John, Genrobo, Shiro,
Nico, Vivin, and Ryan for their support and the moments we have spent together.
In addition, I would like to express my gratitude to the class XII students
of SMA N 7 Yogyakarta who are willing to participate. Without their
participation, I would not finish my thesis. I would like to thank all of PBI
lecturers in Sanata Dharma University, especially Pak Tangguh and Pak Chosa, PBI Secretariat staff, Mbak Dhanniek and Mbak Tari for their support
and assistance.
Last but not least, I would like to thank all of my friends and all people
who encouraged, supported, helped and inspired me to finish my thesis that I
cannot mention one by one. God bless them.
Sincerely,
x
TITLE PAGE ... i
APPROVAL PAGE ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION 1 A.Research Background ... 1
B.Research Problems ... 2
C.Problem Limitation ... 3
D.Research Objectives ... 3
E.Research Benefits ... 3
F. Definition of Terms ... 4
CHAPTER II. REVIEW OF RELATED LITERATURE 7 A.Theoretical Description ... 7
1. Perception ... 7
a. Selection ... 8
xi
d. Self-concept ... 9
2. Listening Skill ... 10
3. Randall’s ESL Cyber Listening Lab ... 10
4. Online Media ... 11
B. Theoretical Framework ... 12
CHAPTER III. METHODOLOGY ... 15
A. Research Method ... 15
B. Research Setting ... 15
C. Research Participants ... 16
D. Research Instruments ... 17
E. Data Gathering Technique ... 18
F. Data Analysis Technique ... 19
G. Research Procedure ... 21
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 23 A. The Implementation of RECLL in SMA N 7 Yogyakarta ... 23
1. Data Presentation ... 23
2. Analysis and Discussion on the Implementation of RECLL in SMA N 7 Yogyakarta ... 29
B. SMA N 7 Students’ Perception on the Implementation of RECLL in the class to develop their listening skill... 30
1. Data Presentation and Analyses from Close-Ended Questions... 31
2. Discussion on the Students’ Perception on the Implementation of RECLL ... 54
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 56
A. Conclusions ... 56
xii
REFERENCES ... 59
xiii
LIST OF TABLES
Table 3.1 : The Blueprint of the Questionnaires ... 20
Table 4.1 : Students’ Evaluation of RECLL web... 31
Table 4.2 : Students’ Skill Improvement ... 35
Table 4.3 : Students Workload ... 43
xiv
Figure 2.1 The Perceptual Process... 13
xv
Appendix 1 : Letter of Permission ... 63
Appendix 2 : Research Instrument: Questionnaires ... 65
Appendix 3 : Research Instrument: Interview ... 71
1
CHAPTER I
INTRODUCTION
This chapter provides the discussion of the background of the study, problem
formulation, objectives of the study, benefits of the study and the definition of terms.
A.
Research Background
There are four skills in English: speaking, listening, writing and reading. This
research will focus on one of those four skills in English which is listening skill.
Listening is treated as a much more complex activity and one that is the cornerstone
of language acquisition (Krashen, 1994). Listening has also been recast as an activity
central to the L2 acquisition process (Krashen, 1981), and a skill integral to overall
communicative competence (Brown, 1994b). It can be concluded that mastering
listening is a very important requirement in mastering a language, in this case
English.
The idea of conducting this research came when the researcher was having his
PPL program in August to October 2011. PPL stands for Program Pengalaman
Lapangan. In this program, the researcher was demanded to have practices in
teaching English in a certain school in Yogyakarta. The researcher did his PPL
program in SMA N 7 Yogyakarta. One of the teachers there, who was a new teacher,
had the idea of using online media to teach listening in that school. The teacher
Listening Lab to finish the assignment. The teacher applied this method only in some
classes, including class of XI and XII grade students.
From the short informal interview conducted before the research was
designed, the researcher obtained the information that the English teacher in SMA N 7
Yogyakarta had the initiative to use Randall’s ESL Cyber Listening Lab because she
wanted to improve students’ listening skill and develop their vocabulary acquisition.
The teacher used Randall’s ESL Cyber Listening Lab to encourage the students to
explore the use of technology as very useful media in learning English.
The researcher will focus on two main problems. The first is how the teacher
applies the use of Randall’s ESL Cyber Listening Lab as a medium to deliver
listening material. It will cover the explanation on what types of assignments are
given and how the process of the using of Randall’s ESL Cyber Listening Lab is run.
The second problem will be the students’ perceptions on the use of Randall’s ESL
Cyber Listening Lab to develop their listening skill and enrich their vocabulary
B.
Research Problems
This research investigates the students’ perception on the use of online media
to develop students’ listening skill in SMA N 7 Yogyakarta. There are two research
problems that the researcher wants to investigate in this research. They are:
1.
How is Randall’s ESL Cyber Listening Lab applied in student’s learning
2.
What is the students’ perception on the use of Randall’s ESL Cyber Listening
Lab to develop their listening skill and enrich their vocabulary?
C.
Problem Limitation
This research focuses on the use of Randall’s ESL Cyber Listening Lab as a
medium to deliver listening lesson in third grade of SMA N 7 Yogyakarta. The
research selects several classes in academic year of 2012-2013. This research focuses
on exploring students’ perception on the use of Randall’s ESL Cyber Listening Lab
as the medium to improve students’ listening skill and the features that they often use
in that website.
D.
Research Objectives
Related to the formulated problems, this research has some objectives that
have to be accomplished. The main objective is to see students’ perceptions on the
use of Randall’s ESL Cyber Listening Lab to develop students’ vocabulary
acquisition in listening in SMA N 7 Yogyakarta. The researcher also tried to
investigate the implementation of Randall’s ESL Cyber Listening Lab to class XII
students of SMA N 7 Yogyakarta.
E.
Research Benefits
1.
Senior High School Teachers
This research hopefully can give contribution for teachers, especially
those who teach listening. This research can be an inspiration to create a new
innovation in teaching English listening in their school.
2.
Senior High School Students
This research investigates students’ perception on the use of Randall’s
ESL Cyber Listening Lab as the medium of students’ learning, especially in
listening. By knowing the result of this study, students will see the positive
and negative things in the use of Randall’s ESL Cyber Listening Lab as a
medium to study.
3.
Further Study
This research provides inspiration for people to conduct further
research related to the topic discussed in this research. The researcher hopes
that this research can enrich the existing research that has the same topic.
F.
Definition of Terms
The researcher provides four definitions of terms used in this research.
1. Perceptions
According to Altman (1985) perception is defined as the way how people select
and group the stimuli so that they can interpret the stimuli meaningfully. It is clear
that perception is triggered by stimuli for example the sensory and cognitive
perception is a mental and cognitive process which makes us able to interpret and
understand our environment.
2. Randall’s ESL Cyber Listening Lab
Randall’s ESL Cyber Listening Lab is a web-site made by a person named
Randall. He made this web because his ESL students in the past asked him about how
to improve their skill in English outside the class. In this web people can use many
features related to English language learning, especially listening. In this website
people can listen to many conversations in English, in many different levels. People
can also find many resources, exercises and tips for teachers.
3.
Listening Skill
Listening is one of four basic skills in English language. Lundsteen (1979)
stated that listening is the most basic area of language development. A child must
learn how to listen before he can learn how to speak. Related to this study, the
definition of listening is an attempt to discriminate sounds, understand vocabulary
and grammatical structures, interpret stress and intention, retain and interpret
information of audio stimuli (Wipf, 1984). Listening has emerged as an important
component in the process of second language acquisition (Feyten, 1991). In this
study, the definition of ‘skill’ in listening is determined based on how students
acquire information contained in the material. Having a good skill in listening means
that they can perceive the information precisely and answer questions or evaluations
bottom up listening. In top down listening, listeners actively reconstruct the original
meaning of the speaker using incoming sounds and other signals like body language
as clues. However, listening skill in this research refers to bottom-up listening.
Bottom up listening is a text based listening. The listener relies on the language in the
message. The listener tried to recognize the combination of sounds, words, and
grammar that creates meaning. It includes listening for specific details, recognizing
vocabularies and recognizing word-order patterns (Wolven and Coakley, 1982).
4.
Online Media
Online media are digital media distributed over the Internet, which are either
non-copyrighted or copyrighted materials provided either freely or for a fee. Using
online media, such as web, online resources and discussions, teacher may explore the
possibility of technology to improve good teaching and connect students more
7
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the theoretical base in doing
the research on the students’ perceptions of the use of Randall’s ESL Cyber
Listening Lab. On this literature review the researcher will discuss the theoretical
description and theoretical framework. The theoretical description contains four
points. They are perception, listening skill, students’ listening skill and Randall’s
ESL Cyber Listening Lab.
A. Theoretical Description
In this section, the researcher reviews the description of perception,
listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.
1. Perception
Based on Altman’s (1985) definition of perception, the researcher might
interpret that after receiving the stimuli, the students will identify the stimuli.
Then they will recall their memory whether the stimuli are the same as previous
received experience or not. If they have received the stimuli, they will recognize
information. Then they match the information and compare it with the previous
information they obtained in the past.
In the education area, perception also has a big role for mental development.
Psychology in education often uses the term apperception instead of perception.
development. Kreitner and Kinicki (1992) define perception quite differently. To
them, perception is a mental and cognitive process which makes us able to
interpret and understand our environment. Thus, the development of an
individual’s perception would affect their mental and cognitive skills.
Knowledge of the conditions of perceptual development immediately
becomes knowledge of mental development. Thus, in education field, perception
involves a cognitive process, a stimulating object or event, an attentive adjustment
and the arousal of some degree of meaning;
Altman (1985) stated that there are some factors influencing a person’s
perception.
a. Selection
Each person may select specific cues and filters out of others. This is the
process of focusing only on a small number of stimuli. They may select what they
think is important or relevant to fulfill their needs. This is one of some reasons
why people perceive things differently.
b. Organization
The selected stimuli will only be meaningful if it is organized well.
Organization of the stimuli helps people to categorize the input. The
categorization of stimuli reduces initially complex information into simple
categories, until people can interpret the stimuli as meaningful information. There
are various ways in which people interpret a stimulus. That is why people may
c. Situation
Altman (1985: 89) stated that the situation which influences someone to
perceive something may be the combination between someone’s past experience
with his or her expectation. If someone had a bad experience in the past, he or she
might perceive negatively when acquiring the same stimuli in advance. However,
in case someone had a good experience in the past, he or she would have good
expectation to achieve when similar things happen in the future.
d. Self concept
Self concept is the way we feel about and perceive something. The way we
see ourselves will also affect our perception. A person has to maintain a relatively
stable, positive self-concept.
All those processes happen within an individual and involve the factor of
subjectivity. This is the factor that causes each people to have different perception
on particular things. Other factors that affect people in perceiving stimuli are their
likes and dislikes, their experiences and their environments. Based on the
explanation above, it can be concluded that everyone has his or her own view on
something he or she experiences or feels in the environment. The same object or
event can be perceived differently by different person which then lead to different
behavioral response or attitudes. Related to this study, perception is the way how
students feel or think about and considers something, in this case is the use of
2. Listening Skill
Listening is an attempt to discriminate sounds, understand vocabulary and
grammatical structures, interpret stress and intention, retain and interpret
information of audio stimuli (Wipf, 1984). It implies that listening skill is
human’s ability to interpret and understand the information in the form of audio.
In this research listening skill refers to students ability to acquire and understand
information from a certain source (material) used in a teaching-learning process.
Listening has emerged as an important component in the process of second
language acquisition (Feyten, 1991).
Wolven & Coakley suggested that listening is an active process consisting
of our components: the physiological process of receiving, attending or focused
perception of selected stimuli, assigning meaning to the aural stimuli heard and
attended, and remembering or storing aural stimuli for the future recall. Listening
can be improved through training and practice (Nichols and Stevens, 1983).
3. Randall’s ESL Cyber Listening Lab
Randall’s ESL Cyber Listening Lab is an online web in which people can
access a lot of listening materials and exercises. Although the title of the web
contains the word ‘ESL’, the creator (Randall) said that this web can be used by
anyone from any place in the world to improve their listening skill. At first
Randall made this web to be used as learning media for his students, but along the
development of this web, Randall started to introduce this web to other people.
as learning media. The URL of the web is http://www.esl-lab.com/. Due to the
fact that it is a web and can only be accessed using internet connection and
computer, the learning process which uses this media can be considered as
‘E-learning’. “E-learning” can be defined as an instruction delivered electronically
via the Internet, Intranets, or multimedia platforms such as CD-ROM or DVD
(Hall, 2003; O’Neill, Singh, &O’Donoghue, 2004). In this case, the students in
SMA N 7 use Randall’s ESL Cyber Listening Lab as the media to do self-pace
independent learning. The creator of this web (Randall) made this web to provide
people a facility to improve their English listening skill independently. The
materials in this web are totally acceptable and useful for EFL students who want
to improve their listening skill. By accessing this web, people may improve their
listening without having to depend to others or joining a listening class.
Unfortunately, people need internet connection to access this web, so there might
be some limitation for people who do not have required facility to access this web.
4. Online Media
Online learning (in this case web learning) can be implemented in a
variety of ways, such as through the use of self-paced independent study units,
asynchronous interactive sessions (where participants interact at different times)
or synchronous interactive settings (where learners meet in real time) (Ryan,
2001). Through Randall’s ESL Cyber Listening Lab, students are expected to be
independent. Related to the fact that the features in this web can only be used
online and there is limited facility in the school, the students in SMA N 7 have to
access the web after the school hours as an independent task.
B. Theoretical Framework
As Altman (1985) defines perception as the way how people select and
group the stimuli so that they can interpret the stimuli meaningfully, this research
is aimed to investigate how students perceive Randal’s ESL Cyber Listening lab
as a medium to learn English language especially in listening. According to Duffy
and Cunningham (1996), technology and online instruction can facilitate learning
by providing real-life contexts to engage learners in solving complex problems.
Moreover, e-learning can potentially provide many benefits. To learners, online
instruction offers the flexibility and convenience to complete learning units when
and where a learner wants. Additionally, online education has been used to reduce
costs and to provide an efficient, standardized way to deliver content (McDonald,
Stimuli Behavioral response Perception,
organization, and interpretation of stimuli
Sensors’ selection of stimuli
may be the combination between someone’s past experience with his or her
expectation, the researcher considers the students’ experience as the source to
perceive perception which is the focus of this study.
In order to answer the first problem formulation, the researcher simply
conducted an observation in the class and simple interview with the English
teacher and some students. The researcher obtained the information about the
implementation of Randall’s ESL Cyber Listening Lab from two different sources
(English teacher and students) to make sure that the information is valid and
reliable. The researcher would compare the steps of Randall’s ESL Cyber
Listening Lab in the teaching-learning activity and the steps of perceptual process
according to Altman (1985):
Figure 2.1 The Perceptual Process
The theories in theoretical description were used by the researcher to
investigate the second problem formulation about students’ perception in using
online media in learning English. However, because each theory has close relation
and actually contains more or less the same basic ideas, the researcher used
Altman (1985) and Kreitner & Kinicki (1992) theories as the basic theories in
of perception in students’ mind and the aspects in the environment which may
influence the creation of a perception.
Through independent learning the students done outside the school, the
character of independence will be gained. Not only the character of independence,
but from 19 statements in the questionnaire, the researcher was able to investigate
the characteristics and skills within the students’ personality. Positive and
negative perception can also be investigated through the questions in the
questionnaire. It can be concluded that the students perceived positive perception
if they stated that they gained skills and less burden in using this web
based-learning method.
There is also one important aspect that can be seen from this research. If
students perceive some benefits to their learning they will be more motivated to
perform well. As McKeachie (2002) observes, “students who are motivated to
learn will choose tasks that enhance their learning, will work hard at those tasks,
15
METHODOLOGY
This chapter will give further information on how the data were gathered
and analyzed to answer the problem formulations. This chapter consists of
research method, participants, instruments used in the research, data gathering
technique, data analysis technique and the research procedures.
A. Research Method
In order to explore students’ perception on the use of Randall’s ESL Cyber
Listening Lab to develop students’ listening skill in SMA N 7 Yogyakarta, the
writer employed survey research. Survey is a kind of research which is used to
gather data about the characteristics, attitudes, and opinions of people toward
some issues (Ary, Jacobs and Razavieh, 2002). Survey can also be susceptible to a
variety of interpretations.
This research is included in quatitantive-qualitative (mix research) The
data is showed in the form of numbers (percentage). However the researcher uses
verbal statement to support further fingdings related to the percentage. Students’
perception on the use of Randall’s ESL cyber listening lab is presented in
numbers while the analysis behind the result is presented in verbal statement.
B. Research Setting
This research was conducted in SMA N 7 Yogyakarta from October -
October 2011 At that time, the researcher was having a teaching practice in SMA
N 7 Yogyakarta.. The researcher did some minor (informal) interviews with the
English teacher and some students on October 2012. The researcher also
conducted some observations to investigate the teacher’s method to deliver the
steps of using Randall’s ESL Cyber Listening to the students.
C. Research Participants
Related to the methods of data gathering, this part is divided into two
sections: interview participants and questionnaire participants.
1. Interview Participants
The researcher conducted an interview to the English language teacher
before conducting the research to investigate general information about the
students and also the teaching method in the class. The researcher investigated the
procedure of delivering English language lesson and the problem faced by the
students in the class. After that, the researcher conducted interviews with three
students to triangulate the information from the teacher. These interviews were
conducted in order to answer the first problem formulation.
2. Questionnaire Participants
The researcher chose twelfth grade students of SMA N 7 Yogyakarta.
However, the researcher did not involve all members of twelfth grade students in
The participants investigated were class XII students from different classes
of SMA N 7 Yogyakarta. There were six classes of twelfth grade in SMA N 7
Yogyakarta. The researcher randomly chose five students from each class to be
the participants of this study. There were 30 students who were taken as the
participants.
D. Instruments and Data Gathering Technique
In gathering the data, the researcher used two types of instruments to
obtain the data needed. They were interview and questionnaire.
a. Interview Form
Interviews are a widely used tool to access people’s experiences and their
inner perceptions, attitudes, and feelings of reality (Zhang &Wildemuth, 1990).
Related to this study, interview can be considered as the tool to access teachers’
experiences and students’ inner perceptions on Randall ESL Cyber Listening Lab.
The researcher interviewed an English teacher of SMA N 7 Yogyakarta who uses
Randall’s ESL cyber listening lab to obtain data and information about the reasons
and results of using Randall’s ESL Cyber Listening Lab in English teaching.
Three students were also interviewed to triangulate the data from the English
teacher and also to investigate deeper information about the students’ and class’
characteristics.
b. Questionnaire
factual information and respondents’ opinion. In this research, questionnaire is the
list of questions given to students in order to collect information about their
perceptions on web evaluation, student’s skill improvement, student’s workload
and student’s suggestion related to the use of Randall’s ESL Cyber Listening Lab.
The researcher made one questionnaire which consists of 19 close-ended
questions. A close-ended question is a question with limited alternative answers
(Wiersma, 1995). It is used when the researcher expects some specific answer for
the questions. The questionnaire was designed in Indonesian language to avoid
misinterpretation between researcher and the students. The questions aimed to
find out whether using Randall’s ESL Cyber Listening Lab was effective to
improve students’ listening skill. The result of this questionnaire was used as the
main source to answer the problems of this research. The researcher divided the
questions in the questionnaire into four main parts: web evaluation, student’s skill
improvement, student’s workload and student’s suggestion.
E. Data Gathering Technique
The researcher conducted the data gathering in several steps. Firstly, the
researcher conducted an interview with the English teacher to collect the
information on the application of Randall’s ESL Cyber Listening Lab in SMA N 7
Yogyakarta. After investigating the application of Randall’s ESL Cyber Listening
Lab in the school, the researcher then interviewed three students to investigate
the researcher distributed the questionnaires in class XII and made a transcript of
the result of the questionnaire to be analyzed.
F. Data Analysis Technique
Firstly, the researcher analyzed the data of teacher’s interview to see the
characteristics of the students, the procedure of delivering English language
lesson and the problem faced by the students in the class. Then the researcher read
the response of the questionnaire carefully. The researcher then continued to
calculate the percentage of each response.
Then, the result of the calculation was put in the table and discussed based
on four categories in the questionnaire. The categories were based on the research
questions that the researcher had. The students who had positive perception on the
use of recorded performance tended to choose strongly agree (SA) and agree (A)
columns. It also indicated that the use of Randall’s ESL Cyber Listening Lab
helps them to improve their listening skill. Moreover, the students who had
Table 3.1 The Blueprint of the Questionnaires
No. Experts Theories Statements Web Evaluation: feature and navigation
1 Altman (1985)
The way students see ESL Randall’s Cyber Listening Lab.
Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab menarik bagi saya.
2 Organization of the
stimuli helps students to categorize the input
Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab mudah digunakan
3 Fitur-fitur yang ada dalam Randall’s
ESL cyber listening lab memudahkan saya untuk belajar bahasa Inggris, terutama listening.
4 To find out the
students’ motivation
Randall’s ESL cyber listening lab memotivasi saya untuk belajar bahasa Inggris, terutama listening.
Student’s cognitive and mental skill improvement
5 Kreitner and Kinicki (1992) Altman (1985)
Perception is a mental and cognitive process which makes us able to interpret and understand our environment. Thus, the development of an individual’s perception would affect their mental and cognitive skills.
Cognitive component: the
beliefs a person has about the object or event. These beliefs are developed from thought, knowledge, observation and the logical
interrelationship among them.
Saya memiliki kesempatan untuk menjadi lebih mandiri melalui penggunaan metode ini
6 Saya merasa lebih percaya diri dalam
menggunakan komputer sebagai media pembelajaran.
7 Saya menjadi lebih kritis dalam
mengenali kata-kata dalam bahasa Inggris
8 Saya mengenali berbagai aksen
berbahasa Inggris yang digunakan oleh native speaker
9 Saya mendapat pengetahuan lebih
tentang vocabulary
10 Saya merasa lebih percaya diri
menggunakan bahasa Inggris di lingkungan belajar saya.
Student’s workload
11 Altman (1985)
The way students feel about and perceive in
G. Research Procedure
First, the researcher decided the subject for the study and concluded the
problem formulation. Second, the researcher made a proposal consisted of chapter
I to III of the study and reported the proposal to the supervisor to be evaluated.
After the proposal was accepted, the researcher designed a set of questionnaire to
be answered the research questions. The set of questionnaire itself has four main
parts and consist of 19 statements. Then, the researcher asked the permission of
conducting the study to the Chairperson of study program, the Chairperson of the
faculty, and the Headmaster of SMA N 7 Yogyakarta.
12 ESL Randall’s Cyber
Listening Lab.
Metode pembelajaran ini memiliki bobot yang lebih berat daripada metode konvensional
13 Saya merasa waktu bermain saya
berkurang
14 Beban tugas ini membuat saya
melalaikan tugas saya yang lain 15 Altman
(1985)
Affective component: whether students like or dislike, are happy or sad about the object
Saya lebih menikmati metode pembelajaran online
Student’s suggestion
16 Altman (1985)
The situation which influences someone to perceive may be the combination between someone’s past experience with his or her expectation
Menurut saya metode menggunakan web ini metode yang tepat untuk
digunakan sebagai metode
pembelajaran listening bahasa Inggris
17 Sebaiknya metode ini dikombinasikan
dengan metode lain
18 Sebaiknya beban tugas siswa melalui
penggunaan web ini dikurangi
19 Sebaiknya guru berperan lebih aktif
Having all the permission needed, the researcher conducted the interviews
with the English teacher and three students of XII IA 5 of SMA N 7 Yogyakarta.
These interviews were needed as the basic information of the study conducted as
well to answer the first problem of this study. The questionnaires were distributed
to 30 students of class XII. After gathering the questionnaire results, the
researcher classified the data into some categories. The researcher then analyzed
the result of the questionnaire and continued to calculate the percentage of each
response. After all the process above, the researcher took some conclusions as the
23
RESEARCH FINDING AND DISCUSSION
In this chapter the researcher presents and analyses of the data related to
two formulated problems of this study. There are two main parts in this chapter.
The first part presents the discussion on how Randall’s ESL Cyber Listening Lab
(will be mentioned as RECLL) is applied in student’s learning activity in SMA N
7 Yogyakarta. The second part focuses on the SMA 7 students’ perception on the
implementation of RECLL in the class to develop their listening skill.
A. The Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta
The first problem is how RECLL is implemented in class XII in SMA N 7
Yogyakarta. The data analysis of RECLL implementation in class XII in SMA N
7 Yogyakarta is divided into two sections. The first section is the data presentation
and the second is the discussion on the analyzed data.
1. Data Presentation
In order to find out the steps of RECLL implementation in class XII SMA
N 7 Yogyakarta, the researcher conducted several interviews in December 2012.
The interviewees were the English teacher and three students from class XII. The
having the valid data on the steps of RECLL implementation, the researcher
analyzed the data and drew conclusions from the analyses.
a) The interviews
The interviewees were the English teacher and three students of class XII.
In the interview, the researcher gave two questions to the teacher and one question
to the students:
Questions for the teacher:
1. Why do you implement ERCL in your classes?
2. What are the steps that they had to do in using ERCL? 3. Do you have any expectation in applying ERCL in class? 4. How do you evaluate the students’ work?
5. Do you have any specific objectives/ goals in using ERCL in your classes? 6. Do you think they will enjoy learning English more by using ERCL? 7. Do you think using ERCL is an effective way to teach English (esp.
listening) ?
8. Based on the fact that you have implemented ERCL for several times during your career as an English teacher, how about students’ progress after using RECLL? Do they always show positive/good progress?
A question for the students:
1. How did the teacher implement RECLL web to your learning activity? Please explain the details.
The researcher acquired the result of RECLL implementation in SMA N 7
Yogyakarta from the interviews. The researcher acquired very detail information
from the students. Meanwhile the English teacher answered the questions in a
very brief description.
The teacher said that she implements RECLL to develop students' listening
skill as well as their speaking skill. She tries to find an alternative to give a
students might be bored if she applies the same method and uses the same media
every semester. She hopes by using RECLL in her class the students would be
more interested in improving their listening skill. The teacher expects the students
to be more familiar to variety of dialogues so they can deal with listening test
better. The final goal of the teacher is better achievement of the students.
The teacher also stated that based on her previous experience, most of the
students enjoyed using RECLL as supportive media in her listening class.
‘It is proved by their cheerful expression whenever we talk about the task I give them, or when they exchange the materials and finish it in the class.’
(English Teacher)
The researcher asked the teacher about her opinion about the effectiveness
of using RECLL in the class. The teacher said that so far implementing RECLL is
effective. The students’ progress can be seen from the result of listening activities
in class. They are able to answer the questions from short conversation because
they are used to some questions including identifying people, location, topic,
intention, time, suggestion, etc. They find it easy to complete an incomplete
dialogue using the expression needed, because they have already learned a lot
through RECLL. Most of the students make a great progress after implementing
it.
The English teacher introduced RECLL in the beginning of the semester.
She explained to the students what the purposes of using RECLL are and how to
use it outside the school. After describing the features in RECLL and the steps to
choose at least 8 topics from RECLL. There are three levels in the web: easy,
medium and difficult. Those 8 topics have to cover all the levels as the proof that
students have tried all the levels in RECLL. Then the students have to download
the material and transcribe the questions related to the topics into written files.
The students have to write all the questions and also the answers. They have to
burn the material in a CD and submit it as an attachment. The students also have
to attach some reflections contain the progress they have made and their opinions
in using RECLL. .
The teacher evaluates students’ work from students’ progress in the class
and the report in the end of the semester. During the semester, once or twice a
week, the students have to share their experience in using RECLL outside the
school. (See Figure 4.1) They also have to bring some materials including the
questions related to the topics. In the class, students have to exchange the
materials with some friends and after that evaluate their friends’ works. The
English teacher records the result of the students’ work and uses it as students’
evaluation. The teacher also uses this activity as the proof that the students really
access the web and use it as supportive learning media. Besides the records from
the activity, the teacher also uses the final report as to evaluate students’ progress.
There was not much information that can be acquired from the teacher
description. On the contrary, the researcher gained much information from the
questions to avoid any obstacle related to their speaking skill and vocabulary
mastery.
Combining the answers of three interviewees, the researcher acquired the
steps of RECLL according to the students. Firstly, the teacher introduced RECLL
in the class. The teacher opened the web in the class and showed the features of
the web. How to choose the levels (easy, medium and difficult), how to choose
the topics, how to access the quizzes and how to download the recordings are
described by the teacher. After explaining the details, the teacher asked the
students to choose at least eight different topics to be used in the assignment. The
students had to download those eight topics and burned it in a CD. Then the
students had to type all the questions in the recording in Microsoft word and
printed it. The teacher asked the students to make a report consisted of the
recording (CD), the questions related to the material, the answers of the questions,
and some reflections. The report will be used as the evidence that the students had
accessed RECLL. Sometimes the teacher would ask the students to bring some of
the topics including the questions. The students would have to exchange the
material to the classmates. After exchanging the material, they have to do answer
the questions. The answers would be corrected by the other students who gave the
questions and materials. The teacher introduced RECLL in the beginning of the
semester. The students have to submit the final report on December 18th.
The researcher triangulated the answers from the teacher and students.
1. Second week of October 2012
The teacher shared what RECLL is and explained how to use the web
independently outside the school.
2. October 2012
The teacher explained what the students had to do.
- Access the web outside the school
- Choose 8 topics or more
- Listen to the material and do the quizzes
- Download and burn the material in a CD
- Copy the material, questions and the result of the quizzes in a printable form as a report(Microsoft word)
- Print the report and submit it (including the CD) to the teacher
3. October-November 2012
The students access the web &listen to the material
4. December 18, 2012
The students submit their report to the teacher
5. December 2012 (After 18th)
The teacher evaluate students’ report
3.2 October-November 2012
Students bring and exchange some material from RECLL. They do the quiz from their partners and evaluate the works
formulate the implementation of RECLL in SMA N 7 Yogyakarta in several
points. The researcher made a flowchart explaining the Implementation of
[image:43.612.79.556.183.659.2]Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta.
Figure 4.1 The Implementation of RECLL in SMA N 7
3.1 October –November 2012
2. Analysis and Discussion on the Data
In this part the researcher will give a brief analysis on the implementation
of RECLL in SMA N 7 Yogyakarta. Based on Figure 4.1, the implementation of
RECLL is divided into five steps, with two additional activities within the third
step. The researcher tried to compare these steps with the theory of Altman (1985)
about the perceptual process. As what the researcher described in Figure 2.1, the
perceptual process is divided into four main parts: the stimuli, sensors’ selection
of stimuli, behavioral response and the creation of perception, organization, and
interpretation. Based on the comparison of those two figures, the researcher is
able to observe whether the steps in RECLL implementation are qualified to form
a perception on the use of RECLL.
The first and second step of RECLL implementation are the introduction
what RECLL is and how it is used independently outside the school. These steps
can be considered as the first part of perceptual process: the stimuli. This is the
time when students see and feel the stimuli for the first time.
The next step is when students independently access RECLL and do the
exercises in RECLL. During this third step the students also select the stimuli and
give reaction to the stimuli they have perceived. This third step (and two activities
within) is considered as sensors’ selection of stimuli and behavioral response to
the stimuli. This is the most important part in which students create an image of a
perception. They start to form a perception from their experience in using
skills. It might be different one another between these students. The behavioral
response might be created in the form of skill improvement and mental
development.
The last two steps are step four and five in which students submit the
assignment and then the teacher evaluate their work. During these last two steps
the students already acquire the perception, organization, and interpretation of
stimuli. This is the last part of perceptual process and it means the students
already complete the steps of perceptual process. The comparison between the
implementation of RECLL and perceptual process implies the coherence of those
two processes. It might be concluded that the steps in RECLL implementation are
qualified to create a perfect perception in the students’ mind.
B. SMA 7 Students’ Perception on the Implementation of RECLL in the Class to Develop Their Listening Skill
The researcher conducted a survey study using questionnaire and
interview in order to answer the second problem about SMA N 7 students’
perception on the implementation of RECLL in the class to develop their listening
skill. A questionnaire was distributed to 30 students from six different classes of
XII grade of SMA N 7 Yogyakarta. The questionnaire contained 19 closes-ended
questions and one open ended question. The closed ended questions were made
based on Altman (1985) and Kreitner & Kinicki (1992) theories about some
factors influencing a person’s perception and perception’s role for mental
Altman are selection, organization, situation and self concept. Meanwhile,
Kreitner & Kinicki (1992) on the role of perception for mental development said
the development of an individual’s perception would affect their mental and
cognitive skills. Further explanation and more detail theories will be presented on
the sections below.
1. Data Presentation and Analyses
The following is the data presentation of the questionnaires distributed to
the XII grade students of SMA N 7 to investigate their perception on the
implementation of RECLL in the class to develop their listening skill.
1. Data Presentation and Analyses from Close-Ended Questions
a. Students’ Evaluation of RECLL web
In this part, the researcher investigates students’ evaluation about the
feature and navigation of RECLL. The researcher believes that the appearance of
RECLL might bring enormous effect in creating students’ perception on the use of
[image:46.612.72.556.230.707.2]RECLL.
Table 4.1 Students’ Evaluation of RECLL web
No. Statements SA A D SD
Web Evaluation: feature and navigation
1 The features in RECLL are interesting. 5
16.67%
23
83.33%
2 The features in RECLL are easy to use. 11
36.6%
19
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.1 presents the students’ evaluation of RECLL web. The researcher
decided to make an evaluation of the appearance and accessibility of the features
in the web because in Altman’s theory (1985) of perceptual process, selection
holds a very important role. By seeing the appearance and accessibility of the web
students might form a picture which would decide whether they were interested to
access the web or not. Selection holds the role which determines whether people
would give positive or negative reaction to the stimuli they had previously. This
process will be different from one person to another. Interest holds a very
important factor for people in selecting the stimuli.
The result of the first statement in the questionnaire showed that 5 students
(16.67%) chose SA (Strongly Agree) while 25 students (83.33%) chose A (Agree)
.None of the participant chose D (Disagree) or SD (Strongly Disagree). It showed
that all of the students agreed that the features in Randall’s ESL cyber listening
lab are interesting. Once the students thought that the stimuli was interesting, their
mind would give positive reaction and it meant the stimuli will be processed to the
next step of perceptual process. This positive response would be a good start to
form a good perception on the use of RECLL and would help them to understand
the material they perceived from RECLL.
3 The features in RECLL facilitate the students to learn English language, especially listening, in an easier and simpler way.
19
63.33%
11
36.67%
4 RECLL motivates students to learn English language, especially listening.
The second statement of the questionnaire stated that the features in
RECLL are easy to use. According to Altman (1985), the organization of the
stimuli helps students to categorize the input. After entering our mind,
information will be arranged so as to become meaningful. The good arrangement
of stimuli will make our mind manage the stimuli easily once it enters our mind.
The organization of the features in RECLL web will also help students to organize
the information once the access it from the web. The result showed that 19
students (36.67%) chose SA (Strongly Agree) and the rest of the students (11
students – 63.33%) chose A (Agree). Similar to the first statement, once the
student acquired positive impression from the web, they would proceed the
impression to form the next step of perceptual process. The fact that the students
thought that the features in RECLL are easy to use would also help them to
acquire the information better and improve their English listening skill easier.
The features in RECLL help the students to improve their English skill,
especially listening, in an easier and simpler way. That is the third statement in the
questionnaire. From the third statement of the questionnaire the researcher
acquired the result that 19 students (63.33%) strongly agreed while 11 students
(36.67%) agreed the statement. None of them chose either disagree or strongly
disagree. It showed that the features and accessibility of the web helped students
to organize the stimuli and improve their skill more easily once they acquired the
The fourth statement, ‘RECLL motivates the students to learn English
language, especially listening’, was used by the researcher to find out students’
motivation in the use of RECLL in teaching-learning activity in the school.
Altman (1985) states that positive motivation influenced people to form positive
perception. In this case, positive perception on the RECLL web will influence
students to improve their skill better. The result showed that 13 students (43.44%)
chose SA (Strongly Agree), 15 students (50%) chose A (Agree) and 2 students
(6.67%) chose D (Disagree). Most of the students gave positive opinion in this
statement. It meant that RECLL motivated them to improve their English listening
skill.
‘It motivated me because like what I have said previously, RECLL is
really easy to use. It really made me enjoy learning using RECLL because of its simplicity and practicality. I also have plenty time to finish this assignment which made me enjoy this assignment more. That’s why I feel learning English using RECLL is fun and exciting. That fact motivated me to learn English to improve my English skill better.’(Participant 22)
The opinion above was given by participant 22. She thought that RECLL
motivated her to learn English more due to its features and accessibility. The
features in the web were extremely easy to be used. Moreover, the English teacher
gave plenty span of time to finish the assignment. That was why she really
b. Students’ Skill Improvement
Table 4.2 Student’s cognitive and mental skill improvement
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.2 presents the student’s skill improvement related to the use of
RECLL in the class. Both cognitive and mental developments were observed
through six questions in this part. The questions related to the students’ cognitive
skills were questions 7, 8 and 9. Meanwhile question 5, 6, and 10 were used to
observe their mental development through the use of RECLL. The researcher used
the theories from Kreitner and Kinicki (1992) and Altman (1985) as the
fundamental theories in making those six questions. In the perceptual process, the
students would proceed the knowledge they got from the learning process into the
part of their mental development. In this case, the researcher wanted to observe
the development of students’ independence and self-esteem. No. Student’s cognitive and mental skill
improvement
SA A D SD
5 Students become more independent through the use of RECLL.
13 (43.33%)
17 (56.67%) 6 Students feel more confident using computer
as learning media.
12 (40%) 16 (53.3%) 2 (6.67%) 7 Students are able to recognize English words
better than before.
8 (26.67%) 20 (66.67%) 2 (6.67%) 8 Students are able to recognize the words
used by native speaker in a conversation.
4 (13.33%) 18 (60%) 8 (26.67%) 9 Students develop their
vocabulary-acquisition skill.
12 (40%)
18 (60%) 10 Students feel more confident using English
in their learning environment.
Kreitner and Kinicki (1992) define perception as a mental and cognitive
process which makes us able to interpret and understand our environment. The
researcher related this statement to Altman’s (1985) theory about cognitive
component. Cognitive component is the beliefs that a person has about the object
or event. These beliefs are developed from thought, knowledge, observation and
the logical interrelationship among them. The term cognitive comes from
cognition, which refers to knowledge, memory, ability to acquire new information
and understanding of a certain material. Using this theory, the researcher made
question 9, 10 and 11 to observe students’ cognitive skill development.
The fifth statement in the questionnaire stated that students become more
independent through the use of RECLL. The result showed that all of the students
gave positive response to the statement. Thirteen students (43. 33%) chose SA
(Strongly Agree) and seventeen students (56. 67%) chose A (Agree). It means that
all the participants agreed that the use of RECLL has developed their
self-independent learning skill.
‘I can be more independent because I can access the entire material, do the quizzes and see the evaluations by myself almost anytime and anywhere. This web really helps me in improving my English skill without the help of other people. What I mean is that I don’t need to bother other people to help me improving my English skill. This way, I can utilize my spare time to study.’ (Participant 5)
The statement from participant five clearly showed that RECLL helps
students to be an independent learner outside the school. The flexibility and
convenience provided by online learning media help students to create qualified
Research statement number six asked whether students feel more
confident in using a computer as learning media. Twelve students (40%) strongly
agreed and sixteen students (53.3%) agreed to the statement. However, 2 students
(6.67%) disagreed. It means more than 90% students feel more confident in using
computer as learning media.
‘Previously, I seldom used computer in my daily life. Usually I only use computer to do my assignment, open face book or watching movie. I can say that I use computer more as an entertainment tool rather than learning media. However, using RECLL made me think that actually computer can be a very useful partner in a learning process. Previously I think that using computer as leaning media is just limited only as a typing tool, but now I understand that using computer can be very useful in accompanying students in studying. I even found some software which can help me not only in English subject, but also in math and science. So if you asked me whether I improved my confidence in using computer as learning media after using RECLL, I will answer absolutely yes. ’ (Participant 29)
‘I just felt the same after using RECLL as learning media. Before using RECLL, I have used computer as learning media. I used computer to type, browse the internet and finish school assignment. Using RECLL is just one different assignment that include computer as the media. I really like using RECLL though, but according to the statement which questioning my confidence in using computer as learning media, honestly I didn’t feel any change in confidence.’ (Participant 2)
Those two statements came from two people with different responses to
the sixth statement of the questionnaire. Participant 29 chose SA (Strongly Agree)
and participant 2 chose D (Disagree). Participant 29 felt a change in his
confidence because before using RECLL he only used computer as an
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