ABSTRACT
Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers and Training and Education, Sanata Dharma University
The use of authentic videos have been implemented in Critical Listening and Speaking 1 class. Videos appear as interactive ways to engage CLS 1 students’ attentions. The students do not only learn about the class material, but they can also get other knowledge besides the material itself. For instance, the use of The Toughest Place to be a Binman video. The video gives the students meaningful learning. The students do not only get the material but they can also get the moral value through the social and environment issues that appear in the video. Thus, the students are expected to have their own experience towards the use of The Toughest Place to be a Binman video in CLS 1.
The aim of this research was to have a better understanding on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research had one research question. The question was what The Toughest Place to be a Binman means to the students in CLS 1.
This research employed phenomenology study because this research focused on the students’ lived experience. The instruments of this research were in-depth interview and reflection. Meanwhile, the participants of this research were three students of CLS 1 academic year 2014/2015. All of the data were analyzed using combination methods from Moustakas and Van Kaam.
As a research result, the research showed the participants’ stories and the interpretation. There were four emerging themes that appeared from the data processed. Those were meaningfulness, compassion, motivation, and action. The participants got meaningfulness because they did not only get the material but they also got environment and social issues from the video. The participants also felt sympathy after they watched the video because they never imagined the real fact about trash in Jakarta. Afterward, they had some motivations to make the differences or to do something better. The participants also had their own actions towards the environment around them.
ABSTRAK
Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penggunaan video otentik telah dilaksanakan di kelas Critical Listening and Speaking 1. Video muncul sebagai cara yang sangat interaktif untuk memikat perhatian siswa. Dengan melihat video, siswa tidak hanya tertarik pada materi yang diajarkan, akan tetapi siswa juga dapat belajar pengetahuan lain yang dapat diambil dari video yang digunakan. Sebagai contoh, penggunaan video The Toughest Place to be a Binman. Video ini menfasilitasi mahasiswa tidak hanya dalam pemahaman materi, tetapi mahasiswa juga mendapatkan nilai moral dari masalah sosial yang muncul di video tersebut. Dengan adanya hal tersebut maka mahasiswa diharapkan memiliki pengalaman hidup terhadap penggunaan video The Toughest Place to be a Binman di kelas CLS 1.
Tujuan dari penelitian ini adalah untuk memahami lebih dalam tentang pengalaman hidup mahasiswa terhadap video The Toughest Place to be a Binman di kelas CLS 1. Penelitian ini hanya memiliki satu pertanyaan penelitian yaitu apakah arti The Toughest Place to be a Binman di kelas CLS 1 dalam kehidupan mahasiswa.
Penelitian ini mengunakan penelitian fenomenologi karena penelitian ini berfokus pada pengalaman hidup mahasiswa. Pengumpulan data dalam penelitian ini menggunakan wawancara mendalam dan refleksi. Partisipan penelitian ini adalah tiga mahasiswa dari kelas CLS 1 tahun akademik 2014/2015. Semua data pada penelitian ini dianalisis menggunakan metode kombinasi dari Moustakas dan Van Kaam.
Sebagai hasil penelitian, penelitian ini menunjukkan cerita patisipan dan interpretasi dari data yang terkumpul. Terdapat empat tema yang muncul dari pengolahan data. Tema-tema tersebut adalah pembelajaran yang bermakna, tenggang rasa, motivasi, dan aksi. Kebermaknaan yang didapatkan partisipan tidak hanya dalam materi tetapi mereka juga mendapatkan isu-isu mengenai lingkungna dan sosial dari video tersebut. Partisipan juga merasakan rasa simpati yang muncul setelah melihat fakta yang terjadi di Indonesia. Oleh sebab itu, partisipan memiliki motivasi untuk melakukan suatu perubahan atau melakukan sesuatu yang baik. Untuk merealisasikannya, setiap partisipan memiliki aksinya sendiri terhadap lingkungan di sekitarnya.
STUDENTS’ LIVED EXPERIENCE ON
THE
TOUGHEST PLACE TO BE A BINMAN IN CLS 1
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Martha Pritzanda Pudhika Student Number: 121214044
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
STUDENTS’ LIVED EXPERIENCE ON
THE
TOUGHEST PLACE TO BE A BINMAN IN CLS 1
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Martha Pritzanda Pudhika Student Number: 121214044
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
DEDICATION PAGE
2 Chronicles 15:7
but you, take courage!
Do not let your hands be weak,
for your work shall be rewarded
Proverbs 16:3
Commit your works to the Lord
and your plans will be established
1 Kings 8:57
The Lord our God be with us
as He was with our Father,
may He not leave us or forsake us
I dedicate this thesis to My Lord, Jesus Christ,
ABSTRACT
Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers and Training and Education, Sanata Dharma University
The use of authentic videos have been implemented in Critical Listening and Speaking 1 class. Videos appear as interactive ways to engage CLS 1 students’ attentions. The students do not only learn about the class material, but they can also get other knowledge besides the material itself. For instance, the use of The Toughest Place to be a Binman video. The video gives the students meaningful learning. The students do not only get the material but they can also get the moral value through the social and environment issues that appear in the video. Thus, the students are expected to have their own experience towards the use of The Toughest Place to be a Binman video in CLS 1.
The aim of this research was to have a better understanding on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research had one research question. The question was what The Toughest Place to be a Binman means to the students in CLS 1.
This research employed phenomenology study because this research focused on the students’ lived experience. The instruments of this research were in-depth interview and reflection. Meanwhile, the participants of this research were three students of CLS 1 academic year 2014/2015. All of the data were analyzed using combination methods from Moustakas and Van Kaam.
As a research result, the research showed the participants’ stories and the interpretation. There were four emerging themes that appeared from the data processed. Those were meaningfulness, compassion, motivation, and action. The participants got meaningfulness because they did not only get the material but they also got environment and social issues from the video. The participants also felt sympathy after they watched the video because they never imagined the real fact about trash in Jakarta. Afterward, they had some motivations to make the differences or to do something better. The participants also had their own actions towards the environment around them.
viii ABSTRAK
Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penggunaan video otentik telah dilaksanakan di kelas Critical Listening and Speaking 1. Video muncul sebagai cara yang sangat interaktif untuk memikat perhatian siswa. Dengan melihat video, siswa tidak hanya tertarik pada materi yang diajarkan, akan tetapi siswa juga dapat belajar pengetahuan lain yang dapat diambil dari video yang digunakan. Sebagai contoh, penggunaan video The Toughest Place to be a Binman. Video ini menfasilitasi mahasiswa tidak hanya dalam pemahaman materi, tetapi mahasiswa juga mendapatkan nilai moral dari masalah sosial yang muncul di video tersebut. Dengan adanya hal tersebut maka mahasiswa diharapkan memiliki pengalaman hidup terhadap penggunaan video The Toughest Place to be a Binman di kelas CLS 1.
Tujuan dari penelitian ini adalah untuk memahami lebih dalam tentang pengalaman hidup mahasiswa terhadap video The Toughest Place to be a Binman di kelas CLS 1. Penelitian ini hanya memiliki satu pertanyaan penelitian yaitu apakah arti The Toughest Place to be a Binman di kelas CLS 1 dalam kehidupan mahasiswa. Penelitian ini mengunakan penelitian fenomenologi karena penelitian ini berfokus pada pengalaman hidup mahasiswa. Pengumpulan data dalam penelitian ini menggunakan wawancara mendalam dan refleksi. Partisipan penelitian ini adalah tiga mahasiswa dari kelas CLS 1 tahun akademik 2014/2015. Semua data pada penelitian ini dianalisis menggunakan metode kombinasi dari Moustakas dan Van Kaam.
Sebagai hasil penelitian, penelitian ini menunjukkan cerita patisipan dan interpretasi dari data yang terkumpul. Terdapat empat tema yang muncul dari pengolahan data. Tema-tema tersebut adalah pembelajaran yang bermakna, tenggang rasa, motivasi, dan aksi. Kebermaknaan yang didapatkan partisipan tidak hanya dalam materi tetapi mereka juga mendapatkan isu-isu mengenai lingkungna dan sosial dari video tersebut. Partisipan juga merasakan rasa simpati yang muncul setelah melihat fakta yang terjadi di Indonesia. Oleh sebab itu, partisipan memiliki motivasi untuk melakukan suatu perubahan atau melakukan sesuatu yang baik. Untuk merealisasikannya, setiap partisipan memiliki aksinya sendiri terhadap lingkungan di sekitarnya.
ACKNOWLEDGEMENTS
First, I would like to express my greatest gratitude to Jesus Christ, for the unlimited blessing that has been given to me. His spirit and believe are always be my biggest motivation in my everyday life. With and in His hands, finally I can
finish this thesis.
I would like to express my gratitude to my thesis advisor, Fidelis Chosa
Kastuhandani, S.Pd., M.Hum., for guiding me from the beginning until the end of finishing this thesis. I thank for all the suggestions and evaluations for this thesis.
I especially thank Veronica Tripihatmini, S.Pd., M.Hum., M.A. for being my academic advisor for these four years. I thank for the inspirations and suggestions for my academic progress. I thank all the lecturers, especially Christina Lhaksmita
Anandari, S.Pd., Ed.M. for the preliminary information and data for this thesis. I sincerely thank Maria Septiyani for becoming a motivator to finish this thesis.
I also would like to express my gratitude to my parents, Harri Pramono and Ismiatiningastuti, who always love me, support me, and give their warmest hug when I complain about everything. I also thank my brothers and sisters in law,
Diaz Parandika, Ariel Ishardhika, Lindawati, and Vina Dini, for always being the best brothers and sisters in supporting and giving me motivation to believe in
x
I thank my old best friends, Abie Andana, Alfi Muhammad, Natalita Desnawati, Debora Sakti, Lala Mareta, Titah Hayu, Sandi Suko, Muhammad Arifudin, Edo Rizki, Laurensia Arista, and Tama Rireliga for always supporting me with their jokes and craziness. I thank my college best friends, Maria Vita,
Riski Aninda, Steffany Dian, Fransiska Neny, Ria Resti, and Gisela Bertiantari for the best friendship in college and the supports in finishing this thesis. I also thank my seniors in college, Desca, Theo, Hanung, Nadya, and Rosa for giving
me suggestions for this thesis. I thank Mirra Putri for being the best competitor in finishing this thesis.
I did not forget to thank all my friends in Class A batch 2012 for being my friends in these four years and also my friends in proposal seminar for the support and motivation, so that I can finish this thesis. I also thank everybody who helps me
in finishing this thesis. The last but not least, I thank Bagas Raharjo Ranggen for the love and all the supports.
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENTS OF WORK’S ORIGINALITY ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... xi
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 4
C. Problem Limitation ... 4
D. Research Objective... 4
E. Research Benefits ... 5
1. English Language Education Study Program ... 5
2. Lecturers of CLS 1 ... 6
3. Students of English Language Education Study Program ... 6
4. Future Researchers ... 7
F. Definition of Terms ... 7
xii
2. The Toughest Place To Be A Binman ... 8
3. Video ... 8
4. CLS 1 ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Critical Listening and Speaking ... 9
a. Integrated Skills ... 10
b. Critical Listening and Speaking 1 ... 12
2. Video-Based Learning ... 13
a. Special Attributes of Video ... 14
b. Students’ Motivation ... 15
c. Students’ Achievement ... 17
d. Advantages of Video-Based Learning ... 18
3. Summary of The Toughest Place to Be a Binman ... 20
4. Environmental Awareness ... 21
B. Theoretical Framework ... 23
CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Research Method ... 27
B. Research Setting ... 29
C. Research Participants ... 29
D. Research Instruments and Data Gathering Techniques ... 30
F. Research Procedure ... 34
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 36
A. Text Description ... 36
1. Participant A’s Story ... 37
2. Participant B’s Story ... 38
3. Participant C’s Story ... 40
B. Interpretation ... 41
1. Meaningfulness ... 42
2. Compassion ... 44
3. Motivation ... 45
4. Action ... 47
CHAPTER V. CONCLUSION AND RECOMMENDATIONS ... 50
A. Conclusion ... 50
B. Recommendations ... 52
1. Lecturers of CLS 1 ... 52
2. Students of ELESP ... 53
3. Future Researchers ... 53
REFERENCES ... 55
xiv
LIST OF FIGURES
Page
Figure 2.1. The relationship of motivation’s sources ... 15
Figure 2.2. The construct of the research ... 26
LIST OF APPENDICES
Page
Appendix 1 Course Outline ... 60
Appendix 2 Summary of The Toughest Place to Be a Binman ... 63
Appendix 3 Interview Guideline ... 64
Appendix 4 Information Letter and Consent Form ... 66
Appendix 5 Sample of Verbatim ... 71
Appendix 6 Sample of Horizonalization... 78
Appendix 7 Theme Table... 79
1 `CHAPTER I INTRODUCTION
This chapter provides some information related to the background of the
research. This chapter consists of six parts. First is research background which describes the background knowledge about this research. Second is research problem which contains one research question. Third is problem limitation which
presents the limitation of this research. The fourth is research objective which presents the purpose of this research. Fifth is research benefits which provide the
explanation about some benefits of this research. Lastly is the definition of terms which explains some terms that are used in this research in order to avoid any
misunderstanding.
A. Research Background
The uses of authentic videos in English learning are not the new techniques of teaching, especially for the 21st-century learners. Therefore, authentic videos
appear as one of the interactive media in teaching English language. This kind of media brings some benefits to language learners, for instance, increasing students’ interest in learning a language and providing an interactive media. Marshall (2002)
says “the ability of authentic video to engage the learner, activate emotional states,
initiate interest in a topic, and allow for absorption and processing of information
Jonassen (2000) says that learners should be facilitated with many opportunities to interact with the society around them. The main purpose of doing it is to help them
visualizing the world through authentic videos.
In English Language Education Study Program of Sanata Dharma
University, the uses of authentic videos also have been implemented in Critical Listening and Speaking 1 (CLS 1) and those videos were used by the lecturers as one of the media in CLS 1 course. There were some authentic videos that were
chosen as learning media in CLS 1 and those videos were taken from various sources such as TED, TEDx, BBC, and The Ellen Show. The types of the videos
were documentary videos, talk show videos, and speech videos. The videos were chosen based on topics were taught in the class. The reasons why the videos were
used in the class were to support the material and to attract CLS 1 students’ interest in the topics were taught in the class. In teaching learning activity, the videos facilitate students to visualize the real world and the recent things that happen.
Furthermore, the videos are expected to give students experiences and to make them realize both explicit and implicit messages in the videos.
One of the videos which was played in the CLS 1 is The Toughest Place to be a Binman. This video may carry a very meaningful message for the students. The video entitled The Toughest Place to be a Binman is a documentary video from
BBC UK. This video tells the audience about the experience of an English binman who heads to Jakarta and tries to live like an Indonesian binman. The conditions in
managements. Meanwhile, London has great management not only on the trash but also for the binmen themselves.
Furthermore, after watching The Toughest Place to be a Binman video, the students are expected to be more aware of the environment around the students,
especially the trash. The video is very simple, but it carries a meaningful message for the students. The video can also be a reminder for the students as part of Indonesia citizen so that they can be more aware of the environment around them.
Another expectation after watching the video is the students are expected not to litter. It is a very simple action for the students. If the students do this action, it will
have a big effect on the environment around them and it will also lead the students to have good habits.
The video is also expected to increase students’ sympathy, especially to Indonesian binmen. Nowadays, in real life, some people still do not care about the work conditions of the binmen. The proof can be seen from people who only care
about the cleanliness of the environment, but some of them still litter everywhere and every time. Therefore, the reality of Indonesian binmen through The Toughest
Place to be a Binman video will give the students a chance to see and realize that Indonesian binmen’s lives are not as easy as people think. Indonesian binmen must deal with many problems, like the trash itself, their environment, unregulated trash
managements, financial problems, the family problems, and also the relationship with other binmen. This shows that the students already have big sympathies to the
a better understanding of others’ lived experience after watching The Toughest Place to be a Binman video in CLS1.
B. Research Problem
The aim of this research is to know about students’ lived experience on The Toughest Place to be a Binman in CLS 1. Therefore, the research problem is formulated as follow:
What does watching The Toughest Place to be a Binman video in CLS 1 mean to the students?
C. Problem Limitation
This research focuses on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. The researcher chooses three students of CLS 1 in academic year 2014/2015 who have ever watched The Toughest Place to be a
Binman video in their class as the participants of this research. In order to have a deeper understanding of their lived experience, this research used in-depth
interviews and reflections. The limitation of this research is on the students’ lived experience on The Toughest Place to be a Binman video in CLS 1.
D. Research Objective
This research aims to have a better understanding of students’ lived
experiences toward what happened in their life. Therefore, the objective of this research is to find out more about the students’ lived experience on The Toughest
Place to be a Binman video in CLS 1. The researcher seeks more explanations about how the students give meaning to the use of The Toughest Place to be a Binman
video as one of the teaching materials in CLS 1.
E. Research Benefits
This research is beneficial for the educational development, especially in English language teaching and learning. Those benefits are directed for English
Language Education Study Program, for the lecturers of CLS 1, for the students of English Language Education Study Program, and also the future researchers. Those
benefits are explained detail as follows:
English Language Education Study Program
This research is beneficial to English Language Education Study Program. The Toughest Place to be a Binman video in teaching learning activities may attract
students’ interest. This research will also show whether the use of authentic video
brings valuable meaning to the students or not. The use of authentic videos may bring valuable knowledge for the students, this research can be the recommendation
Lecturers of CLS 1
This research is expected to give a better understanding to the lecturers of
CLS 1 about the students’ lived experience after watching The Toughest Place to be a Binman video in CLS 1. The video is expected to give the participants the real experience of a binman since it is a documentary video. Therefore, it is expected to be used again when the results of this research show a positive value on the use of the video. However, once the participants do not have any good experience after
watching the video, the lecturers can find other videos or media which are more interesting to stimulate the students in improving their lives.
Students of English Language Education Study Program
This research also gives benefits to the students of English Language Education Study Program at Sanata Dharma University. This research can help the students to realize that The Toughest Place to be a Binman video contains a
meaningful learning. This research can also be a reference for teacher candidates to use videos for their learning materials.
Future Researchers
The researcher expects that the research can be an inspiration for future
researchers who are interested in this topic. This can also be a reference and additional information related to the topic, such as the students’ lived experiences,
can find new other problems related to lived experience or the use of teaching media.
F. Definition of Terms
There are some terms which are presented in this research. Those terms are lived experience, The Toughest Place to be a Binman, videos, and CLS 1. The researcher writes the description of each term in order to avoid misunderstanding,
as follow:
Lived Experience
Lived experience is a part of the phenomenological study. This research
aims to gain a better understanding of the meaning of the participants’ daily experiences pre-reflectively. In this research, lived experience is used to gather a better understanding of students’ lived experience on The Toughest Place to be a
Binman in CLS 1. The lived experience that appears from the students can be various, good or bad, depends on each student.
The Toughest Place to be a Binman
The Toughest Place to be a Binman is one of the documentary videos in the series of The Toughest Place to be by BBC UK. This video tells the audience that there are big differences between an English binman and an Indonesian binman.
students meaningful learning. This video is expected to give an environmental awareness to the students after they watched the video. Thus, the students can
change their bad habits into good habits or improve their good habits to be better.
Video
Video is a set of some motion pictures which has a message gathered in electronic media format (Smaldino, 2012). Videos have a lot of contributions in
language teaching with the uniqueness. Videos facilitate language learners to learn the real condition of native speakers. They can also learn three aspects – the
language, cultural, and visual in one time. Videos, in this research, appear as one of the media which are commonly used in CLS 1 Class.
CLS 1
CLS 1 stands for Critical Listening and Speaking 1. This is one of the
required courses in English Language Education Study Program of Sanata Dharma University. There are two grades of CLS courses; those are Critical Listening and
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of some theories related to the topic of the research
which will be divided into two sections. First section is the theoretical description. The theoretical description discusses some theories that will support this research. Second section is the theoretical framework which explains the summary of the
theories.
A. Theoretical Description
The researcher uses three main theories related to the research. The first
theory is about critical listening and speaking; this theory starts from integrated skills and CLS 1. Second is a theory about video-based learning. Third is a summary of The Toughest Place to be a Binman. Last theory is related to the environmental
awareness.
Critical Listening and Speaking
Critical Listening and Speaking is an integrated course from listening course and speaking course. This course is offered and required for students in English
Language Education Study Program of Sanata Dharma University in the third and fourth semester. In this part, the researcher explains some theories about the nature
a. Integrated skills
Roberts and Kellough (2000) as cited in Tajzad & Namagi (2014) define
integrated learning in teaching learning activities as “a way of planning and organizing the instructional program for interrelating the discrete disciplines of
subject matter in an appropriate design that brings about effective learning” (p.93). Integrating four skills is important in language teaching for some situations in daily life, language learners must use more than one language skills. The integration of
four skills and their component can complement each other which will lead to one of the characteristics of Communicative Approach (Hinkel, 2010). According to
Oxford (2001), integrated language teaching is one of the powerful strategies to learn a language in a whole way. Widdowson (1978) as cited in Tajzad and
Namaghi (2014) believes that integrating the four language skills in language
teaching is to raise language learners’ proficiency levels and to enable advanced
language learning.
According to Sill International (1999) as cited in Clausen (2009), there are two parameters which can classify four language skills. The first one is the mode
of communication which are oral and written communication. Oral communication includes listening and speaking. Meanwhile, written communication is related to reading and writing skills. Second one is the direction of communication. It is
divided into two directions; those are receiving and producing which are also known as receptive and productive skills. Meanwhile, listening and reading are known as
Sill International (1999) as cited in Clausen (2009) states that those parameters can be a base for integrating four skills, including integrated listening
and speaking into one integrated course. Tavil (2010) states that in real life, listening and speaking are always in integration. It also supports the integration
between listening and speaking into a course. Moreover, when listening and speaking are used in a course, the course activity must be in an interactive way. Thus, he also adds that integrated course leads the language learners to have a big
willingness to practice more. Then, after they are successful practicing, they will feel the actual outcome. There are some ways to make interactive class; one of them
is using authentic materials (Tavil, 2010). This can be a bridge between classroom conditions and real life conditions. It will bring a result that integrating listening
and speaking into one course leads to the real contribution for communication. Further, he also states that this approach will be a good success if the teacher has “a task to comprehend and make use of how closely listening is related to the speaking
skill and how listening can be integrated with speaking through information-gap
tasks” (p.766).
In fact, there are some advantages that language learner got from the implementation of integrated course. According to some experts as cited in Tajzad and Namaghi (2014), there are explanations about the advantages of integrated
course. Strang (1972) believes that integrated course helps learners to combine the language skills and to develop a knowledge from a skill to another skill. It facilitates
environment can motivate the language learners to gain their interest in the learning activities (Richard-Amato, 1996). It is also stated by Mitrofanove & Chemezov
(2011) that integrated course will be accepted by language learners with positive attitudes because it will lead them to gain material comprehensions.
Another advantage of this integrated course is to motivate language learners to have a meaningful understanding of language by accessing authentic language learning. This is one of the advantages of integrated course offers to the language
learners (Myers & Hilliard, 1997). Jing (2006) states that by having all the advantages, integrated course will lead the language learners to have good
communicative competence in English.
b. Critical Listening and Speaking 1
Critical Listening and Speaking (CLS) is an integration of two skills namely listening and speaking. In English Language Education Study Program of Sanata
Dharma University, there are two courses of critical listening and speaking (CLS), CLS 1 and CLS 2. According to the English Language Education Study Program,
Sanata Dharma University Academic Guidance (2012), Critical Listening and Speaking 1 Course is designed to introduce students to various listening materials focusing on giving a personal respond. The course requires the students to employ
integration skill in order to comprehend and to summarize the advanced extended discourse. Therefore, for the outcomes, the students are asked to give critical oral
learners to think about the sociopolitical nature of the texts to which they listen, certainly an important consideration in an interconnected world.
The concern of this research is in CLS 1. Therefore, the researcher feels the urge to explain deeper about CLS 1. There are some activities required in CLS 1,
which are listening and speaking. Speaking activities begin with impromptu speech, argumentative presentation, and persuasive speech. Meanwhile, listening activities include listening for details, note taking, summarizing, and paraphrasing.
Both speaking and listening activities go through the same themes. CLS 1 academic year 2014/2015 syllabus states that there are three major themes which are used in
that semester. Those themes are technology, health, and environment.
To support those activities, there are some supporting teaching media which
are used in CLS 1. Tavil (2010) states that teaching integrated course is more effective when it is engaged by media. The media which are used in CLS 1 are from various online sources, podcasts, videos, and movies. Videos appear as one of the
teaching media which is commonly used in CLS 1.
Video-Based Learning
Smaldino (2012) defines video as some motion pictures which have message gathered in electronic media format. He also says that video can facilitate
the students to learn and to prepare them for the real work in the future. Yousef, Chatti, & Schroeder (2014) also believe that video-based learning is a rich and
a. Special Attributes of Video
Video is one of the media to produce a realistic image of the world.
However, video cannot be separated from the basic attributes of video itself which are the ability to manipulate temporal and spatial perspectives (Smaldino, 2012).
He also adds that there are four special attributes. Those are manipulation of time, manipulation of place, animation and video convention.
Duration in the video can be adapted based on the purpose of the video; it
can be decreased or increased. That is what is called by manipulation of time. There are three types of time manipulation. First, removal of time deals with deleting some
scene. Second, compression of time which is usually called by time lapse. The last expansion of time is called slow motion technique. Videos can also manipulate a
place. He also says that by videos, students can get the information although it happens miles away from the students. The students can also watch two events at one time and a place through videos.
The next special attribute is animations. The purpose of the animations are to draw the complex process into a simple way. Smaldino (2012) states animation
is a combination of photographs, drawing, or computer images with some small movements in a short time in one frame. He says that the flexibility of a video makes a video can be modified based on the purpose which is called by convention. This
technique is important but is not commonly used by people who do not know about multimedia. This technique requires more attention from the teacher because some
Cognition Physiology Emotion
b. Students’ Motivation
Sherman (2003) also states that video-based learning can increase students’
motivation in learning. This part provides some theories related to the nature of
students’ motivation. Harmer (2001) says that motivation is an internal support
which drives people to have and to achieve something. Schunk (2008) also states
that “motivation is a process whereby goal-directed activity is instigated and
sustain”. In other words, motivation is a process in individual’s conscious towards
something that he/she is trying to attain.
There are three sources of motivation. Those are emotion, cognition, and
physiology. Emotion is a feeling which can activate the willingness to do the action. Next, cognition is a thought which can affect the action. Meanwhile, physiology is
an adrenaline which can produce fight responses. Each source has their own relationship to the other sources. The relationship between those three sources is presented in a diagrammatic form.
Therefore, motivation is also important in an educational environment. According to Schunk (2008), motivation can affect both new learning and also the
previous learning. Students’ motivation is also important for the language learners.
At this point, the motivation is not only to learn the language but also to motivation
new experiences.
Motivation affects what learners pay attention to and how effectively they process it. For instance, motivated learners often make a concerted effort to truly understand classroom material—to learn it meaningfully—and consider how they might use it in their own lives (Eccles & Wigfield, 1985; Pintrich & Schunk, 2002; Pugh & Bergin, 2006 as cited in Ormrod, 2014, p.2)
In short, motivation includes the relation of learning and action. It is affected by
what students do and learn. Motivation is also important because of its potential link to the achievement in the students’ daily lives and in the future (Choy, 2005).
There are two types of motivation, those are intrinsic motivation and extrinsic motivation. Those two types of motivation have their own characteristics. Harmer (2001) says intrinsic motivation is a motivation to engage something for
their own purpose. While extrinsic motivation is a motivation to do something only for fulfilling the purpose. In short, extrinsic motivation comes from outside forces.
For illustration, the students are active answering the questions because they believe that it will result in desirable outcomes such as extra points, applauses, or teacher praise (Schunk, 2008).
Meanwhile, intrinsic motivation is usually done to get the satisfaction. This kind of motivation comes from within a person. Lepper and Hodell (1989) as cited
challenges in their learning. Moreover, they will be more motivated because they want to achieve the challenge. Next is curiosity by providing extraordinary material
as an illustration, for instance, the students are given the material which makes them to think because they do not really familiar with it. It makes them feel curious and
feel motivated to know what the material is about (Barlyne, 1960, 1963; Hunt, 1963; Lepper & Hodell, 1989 as cited in Schunk (2008). Third, a control is also an important source of intrinsic motivation. Teachers can provide the students with a
choice and a sense of control. The students can choose their own role in learning the language. Therefore, they will be more motivated to do their own jobs and to
attain their responsibilities for their choices. Last, fantasy. Lepper & Hodell, (1989)
as cited in Shunck, Pintrich, & Meece (2008) state that “fantasy is the activities that
involve learners in fantasy and make-believe through simulations and games that present with a situation that is not actually presents” (p.236).
c. Students’ Achievement
According to Smaldino (2012), various videos bring larger education
resource for students to improve themselves in four aspects. Those are cognitive, affective, psychomotor, and interpersonal.
First is a cognitive achievement. The students can gather more knowledge
through video and know how something can happen. The students can also be motivated because of the color, sound, and motion which appear in the video.
emotion. Therefore, they will change their perspective. Through video, students can learn other cultures from many countries around the world which will lead them to
respect those cultures.
Smaldino (2012) states that students’ motoric skill can be stimulated
through video. For instance, there is in a video about the process of the rain, teachers can play the video and then stop it in one time. The teachers can ask the students to explain the detail after watching the video. This activity can activate their motoric
system. The students can also get the interpersonal achievement. Videos will also facilitate the students to develop their interpersonal skill. It can be done through the
case studies, discussions, and also observations on the behavior of others (Smaldino, 2012).
d. Advantages of Video-Based Learning
Video-based learning also brings some advantages for the students.
Smaldino (2012) finds seven advantages of video-based learning. Those are motion, risk-free observation, dramatization, affective learning, problem-solving, cultural
understanding, establishing togetherness. Joynt (2008) states that language model also is one of the advantages of video-based learning.
Motions are important in learning because it attracts the students and will
help the students to understand better. Smaldino (2012) says motions give more benefits than a picture. It allows students to organize information more effectively.
dramatization. Referring to that point, the students can learn, observe, and analyze human interaction in real life. It can also increase their motivation. Videos as
learning materials, based on Hovland, Lumsdaine & Sheffield (1949) as cited in Yousef, Chatti, & Schroeder (2014) is to capture the attentions of learners. It can
also increase their motivations and enhance their learning experiences. Sherman (2003) states the power of motivation is by concentration on a short sequence. Videos also bring people to understand and enjoy the real things.
Videos can lead the students to build their emotional and personalities through the story of the video. Smaldino (2012) states that documentary videos
often give a good impact on students’ attitude. Those advantages will also bring the students to develop their cultural understanding. Videos can help the students to
develop compassion to respect other cultures by showing their daily life. Sherman (2003) says that videos are a window which gives access to global culture product. The students can know how people life, think and behave.
Video-based learning also brings advantages in the development of
students’ linguistics skills. That is called as a language model. Sherman (2003)
states that videos provide up to date linguistic resource of accent, vocabulary, grammar, syntax, and all kinds of language features. Sometimes, videos will provide some specific language items. Joynt (2008) says it also allows students to
witness current and authentic examples of various linguistic situations that would be found in the target culture.
students can think how to solve the problem. They can also work in a group to solve the problem or at least watch videos together. That condition will facilitate the
students to develop their social skill. Smaldino (2012) states that it can build up a common base of an experience to discuss an issue effectively. Smaldino (2012)
states the reason why video is risk-free observation. It is because videos give a chance to the students to see dangerous phenomena directly without any risk, for instance, the phenomena of an eclipse, volcano eruption, civil war, warfare.
Summary of The Toughest Place to be a Binman
The Toughest Place to be a Binman is one of documentary series of The Toughest Place to be a series by BBC Two. This program is to challenge English worker to do their job in some toughest condition and place around the world. The producer of this program is Simon Davies. The Toughest Place to be a Binman is a video published in a second series, episode one of this program. The film firstly
aired on BBC on 29 January 2012.
The Toughest Place to be a Binman is a video which shows the different conditions between an English binman and an Indonesian binman. The video also shows the different environment between London and Jakarta. The English binman heads to Jakarta to have ten days spent with a local binman. He does all the jobs of
an Indonesian binman which is very different from what he is usually done in London. This video shows the negative side of Indonesia in term of trash.
2012). The purpose of documentary videos is to bring a real life or an event into the class. Grifeu (2011) says a documentary is one of the most powerful and efficient
tools to explain non-fictional stories of reality. Documentary videos have often been found to a measurable impact on students’ attitudes. Sherman (2003) defines
documentary as a program which shows facts or opinion about one subject in a quite long duration and highly-planned program.
According to Sherman (2003) documentary has two sections. The first
section will start with a teaser about what their concern in a statement, a question, or they will explain what they want to do. Next section is to present and explain,
tell the story, answer the question. In an educational field, documentaries have a lot of scopes usually, they are topical but the durations are longer than news (Sherman,
2003).
Environmental Awareness
In an educational field, awareness is defined as the time when students are noticing by paying attention to what the teacher taught (Lier, 1996). It means that
the students focus on one’s consciousness or one powerful meaning and they are
ready to process it. The process, in this occasion, means the ability of the students to make a connection between what they are perceived and how it is related to
outside world (Lier, 1996). Bocher, W (2005) as cited in Kolmuss & Agyman (2002) also states that awareness involves incorporating knowledge of
Meanwhile, Kolmuss & Agyman (2002) define environmental awareness as an individual perception on the impact of human activities and the environment.
Dunlap & Jones (2002) as cited in Yadav & Pathak (2013) state that environmental awareness is “the degree to which people are aware of problems regarding the
environment and support efforts to solve them or indicate the willingness to
contribute personally to their solution” (p. 2938). The more someone has awareness
about environmental issues, the more he has pro-environmental behavior. Hines,
Hungerford & Tomera (1987) as cited in Yadav & Pathak (2013) also argue that an environmental awareness and pro-environmental behavior have a direct
relationship.
According to Kollmus & Agyman (2002), a pro-environmental behavior is
“a behavior that consciously seeks to minimize the negative impact of one’s actions
on the natural and built world” (p.240). Pro-environmental behavior is a real action
that the people do for the environment around them. There are some aspects that
influence pro-environmental behavior based on Ajzen and Fishbein’s theory as cited in Kollmus & Agyman (2002).
First is knowledge of issues. In this aspect, environmental problem and issues have to be known well because it will be the knowledge for a person. Second, knowledge of action strategies which lead the person to know how she/he helps to
decrease the environment damage. Third is locus control which related to an individual perception about their ability to do changes.
hand, feel that their actions are insignificant, and feel that change can only be brought about by powerful others. (Kollmus & Agyman, 2002, p.243) Fourth is attitudes. Attitudes also influence pro-environmental behavior. The
stronger the attitudes, the more pro-environmental behavior is achieved. Next is verbal commitment. A verbal commitment is defined as a communicated
willingness to have some action towards the environment and also showed the willingness to the other people that he/she wants to engage in a pro-environmental behavior. Last, an individual sense of responsibility. Someone who wants to have a
pro- environmental behavior must have a high individual sense of responsibility because the higher people’s responsibility toward the environment, the closer they
engage in a pro-environmental behavior.
B. Theoretical Framework
The researcher synthesizes this theoretical framework to answer problem
formulation. The problem formulation is “what does watching The Toughest Place
to be a Binman video mean to students in CLS 1?”. CLS 1 is one of the courses in English Language Education Study Program, Sanata Dharma University. This
course is an integrated course between listening and speaking. Integrated language teaching is one of the powerful strategies to learn a language in a whole way (Oxford, 2011). Myres & Hilliard (1997) as cited in Tajzad & Namaghi (2014)
believe, integrated learning can motivate language learners to have meaningful understanding of language by accessing authentic language learning. Therefore,
in CLS 1. One of authentic teaching media which has been implemented in CLS 1 is videos. Yousef, Chatti, & Schroeder (2014) state video is a powerful media which
facilitates the students to learn more and give them the real world situation. Videos can also increase students’ motivation because video have some special attributes
that the other media do not have (Smaldino, 2012). Therefore, pointing at the uniqueness in the videos itself, he also states that there are seven advantages from the use of videos in teaching learning process; those are motion, risk-free
observation, dramatization, affective learning, problem solving, cultural understanding, and establishing togetherness. Joynt (2008) adds that language
model also is one of the advantages of video-based learning. Sherman (2003) also believes that language model and motivation are also the advantages.
Thus, one of the videos was used in CLS 1 is The Toughest Place to be a Binman. The video was one of documentary series from BBC UK. The Toughest Place to be a Binman is a video which is related to the environment. Through this video, the audience can see some environment condition differences between London and Jakarta. Through the social and environmental issues which are
presented in this video, the students can improve themselves to have motivation to do better. As Choy (2005) states that motivation is important for the students’ daily life and also for their future.
This video which is about environment can lead the students to increase their environmental awareness by giving the students environmental knowledge
behavior. Those two have direct relationship (Hines, Hungerford & Tomera, 1987, as cited in Yadav & Pathak, 2013)
From that perspective, the researcher argues that the video will give students environment knowledge and motivate the students to be more aware of environment
around them which will also lead them to be better people. The students are also expected to have good environmental experiences after watching this video. The students can do some action related to the environment and social conditions in their
27 CHAPTER III
RESEARCH METHODOLOGY
This section provides research methodology which is used in this research
in order to answer the problem formulation in chapter 1. The objective of this research is to have a better understanding of students’ lived experience after watching The Toughest Place to be a Binman in CLS 1. There are six sections in
this chapter, namely research method, research setting, research participant, research instrument and data gathering techniques, research analysis, and research
procedure.
A. Research Method
This research used qualitative research as the research method. Ary et al. (2010) state that the aim of qualitative research is to find and understand the holistic
picture and depth understanding of a phenomenon. Therefore, this research aimed to draw the holistic picture and get a better understanding of students’ lived
experience after watching The Toughest Place to be a Binman video in CLS 1. In qualitative research, the researcher must also attempt to understand the participants’ reality. Hence, the intended result is a rich description, so that the researcher can
understand the reality which is experienced by the participants. According to Ary et al. (2010), there are some types of qualitative research.
grounded theory, historical studies, narrative inquiry, and phenomenological studies (p.32).
Based on that fact, it can be concluded that each approach mentioned above has
their own purpose and research question in a research.
Meanwhile, lived experience defines as something that someone reflectively gives memory to it (Manen, 1990). Then, in order to answer the research question,
the researcher designed this research employing phenomenological studies. Manen (1990) stated that a phenomenological study is a study of someone’s lived
experience. Scharm (2003) as cited in Meriam (2009) also states that
“phenomenology is related to people’s experience of their life-world – everyday
life and social action.” These theories support the aim of this research which is to
seek the students’ lived experience both in their environmental and also social
actions after watching The Toughest Place to be a Binman video in CLS1.
A Phenomenological study is designed to describe and interpret an experience which has a meaning for the participant (Ary et al., 2010). There are some characteristics of a phenomenological research based on Ary et al. (2010)
which become the characteristics of this research. Phenomenological research has its roots in philosophy and it also concerned with the essence of a phenomenon.
This research also used the in-depth interview as the primary data collection and reflection as the secondary data collection. It also attempted to determine the
meaning of the participants’ thoughts and feelings. The last, the result of this
research would provide a rich description. The flow of this research was from the experiments that have been perceived by the participants to a universal essence and
B. Research Setting
This research was conducted in Sanata Dharma University because the
participants were the students of CLS 1 class in English Language Education Study Program of Sanata Dharma University, Yogyakarta. The in-depth interviews were
conducted from March 9th, 2016 until March 11th, 2016 in Alive Fusion Dining Yogyakarta, Sanata Dharma University Library, Yogyakarta, and Sanata Dharma main office, Yogyakarta. Meanwhile, after the in-depth interviews were done, the
participants were asked to write their own reflection. All of the reflections were collected at the end of March 2016.
C. Research Participants
This research aimed to know about students’ lived experience after watching The Toughest Place to be a Binman in CLS1. Therefore, the participants of this research were the students of English Language Education Study Program
who have done their CLS 1 Class in academic year 2014/2015. The participants were those who have had direct experience of this phenomenon (Marriam, 2009).
Kruger (1988) also adds that the participants of phenomenological study are those who have good verbal communication and are able to express their feeling, thought, and perception towards the topic. They must also have the willingness to explain
about their experiences to the researcher. Therefore, the participants were taken from class A of CLS 1 course. The reason why class A was chosen was that the
The participants for this study were three students who were labeled by participant A, participant B, and participant C. In choosing the participants, the
researcher asked CLS 1 lecturer who was in charge of class A to let the researcher
knew about participants’ academic final result in CLS 1. Therefore, the researcher
chose three participants from different grades of scores which were a high achiever, a middle achiever, and a lower achiever. The researcher chose those three criteria to minimize bias opinions about the participants’ background.
D. Research Instruments and Data Gathering Techniques
In order to know the deeper understanding of the participants’ lived experience after watching The Toughest Place to be a Binman video in CLS1, the
researcher only used two research instruments, those were in-depth interview and reflection. Merriam (2009) states that to get the essence of the participants’ experience, in-depth interview is the primary method of data gathering. According
to Moustakas (1994), in-depth interview in a phenomenological research involves informal, interactive process and utilizes open-ended comments and questions. In
the in-depth interview, the researcher used audio recorder to record all of the
participants’ in-depth interview results.
This research aimed to know students’ lived experience and this is also part
of phenomenological study, so the questions of the in-depth interview were open-ended question. Open-open-ended question is the characteristic of qualitative research.
This kind of question also facilitates the students to elaborate their answers, so that
in-depth interviews were done in Indonesian. The reason for choosing Indonesian in the in-depth interview is because Indonesian was the participants’ mother tongue.
It would avoid misunderstanding between the participant and the researcher. The researcher also believed when the participants were talking Indonesian, they could
fully express their feeling. Thus, the researcher could grasp deep meaning again. In-depth interview guideline was also used in the in-depth interview in order to make it focuses in line. The in-depth interview guideline consisted of some
supporting questions related to the research question. The questions which were asked to the participants in the in-depth interview were formal and informal. Ary et
al. (2010) believe that informal in-depth interview facilitates the researcher to
explore the participants’ thoughts and feelings to grasp the essence of their
experiences. Some questions were made in order to rouse the participants to elaborate their answers.
After all of the in-depth interviews were done and the processed data were
ready, the processed data were given back to each participant in order to check the validity of the data. Each participant had the right to do some rejections and
corrections. If there were some rejections and corrections from the participant, the researcher revised them and turned the revised processed data back to the participant. This step was done repeatedly until there were no rejections and
corrections.
The next steps, the researcher asked the participants to write their personal
unconscious into consciousness (Ortlipp, 2008). A reflection also facilitated the participants to tell about their experiences which they did not mention it in the
in-depth interview.
E. Data Analysis
In this research, the researcher elaborated two phenomenological data processes and analysis which were taken from Moustakas (1994) and Van Kaam method (1959 & 1966) as cited in Moustakas (1994). The steps were epoche,
phenomenological reduction, clustering and thematizing, imaginative variation, and synthesis meaning and essence.
Figure 3.1. Phenomenological data process (Adopted from Moustakas and Van Kaam Method as cited in Moustakas (1994))
First step was epoche. Epoche is related to the naturalness (Moustakas, 1994). He also adds that epoche is a condition when the researcher does not see a
1. Epoche
• Validation of the data
2. Phenomenological reduction
• Horizontalization
• Textural description
3. Clustering and Thematizing
• Clustered invariant data
• Theme table
• Validation of the theme table 4. Imaginative variation
• Structural description
phenomenon in their perspective and stay away from the prejudgment. The verbatim transcript was written originally as what was recorded in the in-depth
interview section. The researcher also did collaborative work with the participants to check that the verbatim transcripts were originally based on their answers and it
was not affected by researcher’s perspective. In the end, epoche was important in
order to capture the participants’ lived experiences and to construct the meaning of
those experiences.
Meanwhile, a phenomenological reduction considers a phenomenon with an open mind and from different perspectives (Moustakas, 1994). In a
phenomenological reduction, the first step is horizontalization. Moustakas (1994) states that horizonalization is a process when the researcher identifies and lists the
important statements of the participants which are related to the topic and have the same value. The researcher deleted some repetitions, overlapping, and also some lack of clarity statements. This step also aimed to minimize biases from the
researcher. In the end of this step, there was only the horizon of what the participants experience the phenomenon; it was also called by a textural description.
Next step was clustering and thematizing. From the textual description, the researcher clustered the data which are called as clustered invariant data (Moustakas, 1994). Then, he also adds that the clustered invariant data are labeled
by theme table. The researcher also checked the validity of the theme table. There were two requirements to check the validity. The data should be explicitly
The fourth was imaginative variation. This step aims to find possible meaning through the imagination and seeing phenomenon from a divergent
perspective, position, or purpose (Moustakas, 1994). The researcher constructed variety imaginations from the textural description. The fifth step was constructing
a structural description based on the textural description and imaginative variation. The last step was constructing a textural-structural description of meaning and essences of the experience, incorporating invariant constituents and themes.
F. Research Procedure
This research was started from the possibilities expectations of using The Toughest Place to be a Binman video in CLS1. The use of the video may give someone a new meaning of life which lead them to have better habits or new perspectives. From that perspective, the researcher also wanted to know more about the meaning of The Toughest Place to be a Binman video in CLS 1 for students’
life. Therefore, the researcher conducted the research to have a better understanding
of students’ lived experience on The Toughest Place to be a Binman in CLS 1.
This research was a qualitative research and the approach of this research was a phenomenology. Phenomenology was the study of lived experience, thus this research belonged to a phenomenological study. The participants of this research
were three students of CLS 1 class in academic year 2014/2015 and belonged to class A. The class was chosen because the students of that class have already
this research in order to minimize the biases about the data from the participants. The data collection of this research was gathered by in-depth interviews and
reflections. Each in-depth interview used interview guideline and also was recorded by voice recorder. After the in-depth interviews were done, the researcher also
asked each participant to write their personal reflection about CLS 1, especially about the use of The Toughest Place to be a Binman in CLS 1.
The data obtained from the participants would be analyzed by following
elaboration steps from Moustakas (1994) and Van Kaam method to answer the research question. Those steps were epoche, phenomenological reduction,
clustering and thematizing, imaginative variation, and synthesis meaning and essence. Meanwhile, the participants’ personal reflections were used as a
complementary data to support participants’ answers from the in-depth interview.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the findings of this research which have been collected using in-depth interview and reflection. The findings of this research are to answer the research question which is what watching The Toughest
Place to be a Binman video means to the students. Therefore, this chapter discusses students’ lived experience on The Toughest Place to be a Binman video
in CLS 1. There are two parts in this chapter. First is text description which explains about participants’ background. Second is an interpretation which discusses the interpretation of the findings.
A. Text Description
This part discusses participants’ background which includes participants’
personal identities, their motivations to learn English, their learning styles, their perceptions about English skills and their integrations. This part also discusses the
implementation of video-based learning in CLS 1 on participants’ perspectives and also about The Toughest Place to be a Binman video in general. Those backgrounds can affect their lived experiences on The Toughest Place to be a
Binman video in CLS 1. The participant who prefers listening and speaking skills and who has some positive perspectives related to the research has more
