THE BROADCASTING STUDENTS’ PERCEPTION OF THE ENGLISH JARGON USED IN THE BROADCASTING PROCESS
A Thesis Presented to
the Graduate Program in English Language Studies in Partial Fulfilment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.) in
English Language Studies
by
Natalia Dwi Prasetyowati 056332037
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
STATEMENT OF ORIGINALITY
This is to certify that all of the ideas, phrases, and sentences unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s idea, phrase, or sentence without a proper reference.
Yogyakarta, Dec 18, 2008
ABSTRACT
Natalia Dwi Prasetyowati. 2008. The Broadcasting Students’ Perception of the English Jargon Used in the Broadcasting Process. Yogyakarta: English Language Studies. Graduate Program. Sanata Dharma University.
Broadcasting cannot be separated from English since there are lots of English jargons with their specified meanings and/or referents used in the broadcasting processes. Before being able to use the jargons appropriately, students need to have accurate perception of the jargons. Perception in this study covered the knowledge of what the jargons are (definitions), of what the jargons are used for (functions), and of what the students can do with the jargons (actions).
This study aimed at revealing the answer of a research question in describing what the broadcasting students’ perception of the English jargons used in the broadcasting process was. The question was broken down into three more specific ones: 1) What meanings or definitions do the broadcasting students know of the English jargons used in the broadcasting process? 2) What functions do the broadcasting students know of the English jargons used in the broadcasting process? and 3) How do the broadcasting students use the English jargons in the broadcasting process?
This study was a case study of a specific bounded system which took place at the broadcasting department of Putra Tama Vocational High School (VHS). It involved three participants, all from grade XII. Originally, the research investigated their perception of four broadcasting jargons: ID’s, call sign, smash and jingle. However, the number of words under investigation increased to ten as the data collection progressed. The additional six words were fade in, fade out, tune in, tune out, intro, and extro. The instruments used to gather data were interviews, studio observation, classroom observation, curriculum vitae (CV), and announcing script. The collected data were then triangulated and analyzed to lead to the answer of the research question.
The research findings showed that participants had different perception of the jargons. The students’ knowledge of the definitions of three of the original jargons, namely ID’s, smash, and jingle, was partly accurate with middle and high level of accuracy. Their knowledge of the functions of the same jargons was partly accurate with middle level of accuracy, whereas their knowledge of the actions was partly accurate with middle and low level of accuracy. Meanwhile, the students’ perception of call sign and the additional six words was totally inaccurate. One emergent issue was the assignment of different meanings to one jargon, smash, by different radio stations.
ABSTRAK
NATALIA DWI PRASETYOWATI. 2008. The Broadcasting Students’ Perception of the English Jargon Used in the Broadcasting Process. Yogyakarta: English Language Studies. Graduate Program. Sanata Dharma University.
Broadcasting, atau penyiaran, tidak bisa dipisahkan dari bahasa Inggris dikarenakan banyaknya istilah-istilah bahasa Inggris yang digunakan dalam proses penyiaran. Istilah-istilah tersebut memiliki arti tersendiri dalam dunia penyiaran. Sebelum para siswa mampu menggunakan istilah-istilah tersebut dengan tepat, mereka harus memiliki persepsi yang tepat akan istilah-istilah tersebut. Persepsi dalam penelitian ini mencakup pengetahuan akan definisi, fungsi, dan aksi dari istilah-istilah tersebut.
Penelitian ini ditujukan untuk menjawah satu permasalahan, yaitu memberikan deskripsi mengenai persepsi siswa jurusan broadcasting tentang istilah-istilah bahasa Inggris yang digunakan dalam proses penyiaran. Pertanyaan ini mengarah kepada tiga permasalahan lain yang lebih spesifik, yaitu: 1) Apa yang diketahui para siswa berkaitan dengan definisi dari istilah tersebut? 2) Apa yang diketahui para siswa berkaitan dengan fungsi dari istilah-istilah tersebut? dan 3) Bagaimana para siswa menggunakan istilah-istilah-istilah-istilah tersebut dalam proses penyiaran?
Penelitian ini adalah studi kasus yang meneliti suatu sistem khusus yang bersifat terbatas, dalam hal ini jurusan broadcasting di Sekolah Menengah Kejuruan (SMK) Putra Tama. Penelitian ini mengambil tiga siswa yang duduk di kelas tiga sebagai partisipan. Pada awalnya, penelitian ini hanya meneliti persepsi mereka akan empat kata, yaitu ID’s, call sign, smash, dan jingle. Tetapi jumlah kata yang diteliti meningkat menjadi sepuluh seiring dengan data yang terkumpul. Enam kata tambahan tersebut meliputi fade in, fade out, tune in, tune out, intro, dan extro. Instrumen yang digunakan untuk mengumpulkan data adalah wawancara, observasi studio, observasi kelas, daftar riwayat hidup, dan naskah siaran. Data yang terkumpul ditriangulasikan dan dianalisa untuk mendapatkan jawaban dari pertanyaan penelitian.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki persepsi yang berbeda-beda tentang istilah-istilah tersebut. Pengetahuan para siswa akan definisi dari ID’s, smash, dan jingle hanya sebagian akurat dengan level akurasi tinggi dan menegah. Pengetahuan mereka akan fungsi dari istilah-istilah tersebut juga sebagian akurat dengan level akurasi menengah, sedangkan pengetahuan akan aksi juga hanya sebagian akurat dengan level akurasi rendah dan menengah. Sedangkan persepsi para siswa akan call sign dan enam kata tambahan yang lain ternyata sama sekali tidak akurat. Ada satu hal yang mencuat dari penelitian ini berkaitan dengan penerapan makna yang berbeda akan satu istilah, yaitu smash, di stasiun radio yang berbeda.
ACKNOWLEDGEMENTS
First of all, I would like to thank my Ye-Ye, JESUS CHRIST, for the love and the strength He gives, especially during my hard time. I would also like to give my great honour and special thanks to Dr. F.X. Mukarto, M.S., my father, for being so much understanding in assisting me in the thesis writing and sharing stories during the consultations. My deep gratitude goes to all lecturers: Dr. J. Bismoko, Dr. B.B. Dwijatmoko, M.A., Dr. Novita Dewi, M.S., M.A. (Hons), Dr. Fr. B. Alip, M.Pd., M.A. for the knowledge they have shared.
I owe a lot to my research participants: Tyas, Chyta, and Ogie for being so much cooperative in giving the needed information and also to the broadcasting production teacher, Mas Takar, for all his help. He was my tour guide who introduced me to the radio broadcasting world. I would also like to thank SMK Putra Tama for giving me an opportunity and permission to conduct a research there.
To the 05 generation of ELS evening class, I thank you all for letting me become a member of our new family. It is lovely to have you all as brothers and sisters. I love you all.
My special thanks are addressed to my family, especially to my mother and father, for forcing me to take this scholarship program. With their tremendeous support, I am finally able to come to this end point of my study. I could not find proper words to express how much I thank my husband for his endless and unconditional love. Last but not least, I thank my beloved son, Titus Axl Nathaniel, for bringing me sunlight in my life. He is my only reason to survive.
TABLE OF CONTENTS
TITLE PAGE... i
ADVISOR’S APPROVAL PAGE... ii
THESIS COMMITTEE’S APPROVAL PAGE... iii
STATEMENT OF ORIGINALITY... iv
ABSTRACT... v
ABSTRAK... vi
DEDICATION PAGE... vii
ACKNOWLEDGEMENTS... viii
TABLE OF CONTENTS... ix
LIST OF TABLES... xiii
LIST OF FIGURES... xiv
LIST OF EXCERPTS... xv
LIST OF ABBREVIATIONS... xvii
CHAPTER I INTRODUCTION A.Background of Study ... 1
B.Problem Identification ... 5
C. Problem Limitation ... 6
D. Problem Formulation ... 7
E. Goal and Objectives of Study ... 7
CHAPTER II THEORETICAL REVIEW
A. Review of Related Literature ... 9
1. Broadcasting ... 9
a) Radio Broadcasting ... 9
b) English Jargon in Radio Broadcasting ... 11
c) Radio Broadcasting Process ... 12
2. Perception ... 14
3. Word Meaning ... 22
B. Theoretical Framework ... 27
CHAPTER III METHODOLOGY A.Nature of Research ... 30
B.Data Setting and Sources ... 31
C.Data Collection Instruments ... 33
D.Data Collection ... 37
E. Data Processing ... 40
F. Data Analysis ... 42
CHAPTER IV RESEARCH FINDINGS A.Data Presentation ... 45
1. The Profile of the Research Setting: SMK Putra Tama Bantul ... 45
2. The Profile of the Research Participants ... 47
a. Chyta ... 47
b. Tyas ... 48
3. The Profile of the Broadcasting production Teacher: Pak Takar ... 50
4. Data from Interview ... 50
5. Data from Studio Observation ... 56
6. Data from Announcing Script ... 63
7. Data from the Participants’ Curriculum Vitae (CV) ... 66
8. Data from Classroom Observation ... 69
9. Data Verification ... 73
B.Findings ... 77
1. The Result of the Data Verification with the Broadcasting Students ... 77
2. The Result of the Data Verification with the Broadcasting Production Teacher 83
3. Emergent Themes ... 102
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 106
B. Recommendations ... 107
BIBLIOGRAPHY ... 109
APPENDICES
Appendix 1. Transcript of the First Interview Appendix 2. Coding of the First Interview Appendix 3. Studio Observation Notes Appendix 4. Announcing Scripts Appendix 5. The Participants’ CVs
Appendix 7. Transcript of the Data Verification – The Second Interview with the Participants Appendix 8. Coding of the Data Verification – The Second Interview with the Participants Appendix 9. Transcript of the Data Verification – An Interview with the Broadcasting
Production Teacher
Appendix 10. Coding of the Data Verification – An Interview with the Broadcasting Production Teacher
Appendix 11. The Participants’ Perception
LIST OF TABLES
1. Table 2.1. What is Involved in Knowing a Word ... 23
2. Table 2.2. The Semantic Features of smash and bridge... 25
3. Table 3.1. Blueprint for Interview ... 34
4. Table 3.2. Blueprint for Observation . ... 36
5. Table 4.1(a). The Participants’ Series of Actions in the Announcing – Studio ... 64
6. Table 4.1(b). The Participants’ Series of Actions in the Announcing – Script ... 65
7. Table 4.2. The Students’ Knowledge of the Definitions of the Jargons Used in the Broadcasting Process ... 81
8. Table 4.3. The Students’ Knowledge of the Functions of the Jargons Used in the Broadcasting Process ... 82
9. Table 4.4. The Students’ Knowledge of How to Use the Jargons in the Broadcasting Process ... 82
10. Table 4.5. Emergent Themes ... 102
11. Table 4.6. Partly Accurate Perception ... 103
LIST OF FIGURES
1. Figure 2.1. The Influence of Context on Perception ... 17
2. Figure 2.2. Perceptual Organizers ... 18
3. Figure 2.3. The Word bridge Seen from Two Different Contexts ... 18
4. Figure 2.4. Model of Second Language Learning ... 21
5. Figure 2.5. The Broadcasting Students’ Perception of the English Jargons Used in Broadcasting Skills ... 28
6. Figure 3.1. Data Collection ... 38
7. Figure 3.2. Data Processing ... 41
LIST OF EXCERPTS
1. Excerpt 3.1. Guiding Questions for Interview ... 36
2. Excerpt 4.1(a). Interview # 1 – Chyta ... 52
3. Excerpt 4.1(b). Interview # 1 – Tyas ... 52
4. Excerpt 4.1(c). Interview # 1 – Ogie ... 53
5. Excerpt 4.2. The English Jargons Mentioned in the Interview ... 54
6. Excerpt 4.3. The Participants’ Perception of smash and jingle in the Interview .. 55
7. Excerpt 4.4. The Series of Actions Taken During the Studio Observation ... 58
8. Excerpt 4.5(a). Studio Observation Notes – Tyas (1) ... 58
9. Excerpt 4.5(b). Studio Observation Notes – Chyta (1) ... 58
10. Excerpt 4.5(c). Studio Observation Notes – Ogie (1) ... 59
11. Excerpt 4.6. Studio Observation Notes – Tyas (2) ... 59
12. Excerpt 4.7. Studio Observation Notes – Chyta (2) ... 60
13. Excerpt 4.8. Studio Observation Notes – Ogie (2) ... 61
14. Excerpt 4.9(a). Studio Observation Notes – Tyas (3) ... 62
15. Excerpt 4.9(b). Studio Observation Notes – Chyta (3) ... 62
16. Excerpt 4.9(c). Studio Observation Notes – Ogie (3) ... 63
17. Excerpt 4.10. Data from the Participants’ CVs ... 68
18. Excerpt 4.11. Classroom Observation Notes (1) ... 69
19. Excerpt 4.12. Classroom Observation Notes (2) ... 70
20. Excerpt 4.13. The Participants’ Perception Taken from Classroom Observation ... 71
21. Excerpt 4.14. Classroom Observation Notes (3) ... 72
22. Excerpt 4.15. Data Verification with the Participants – Chyta ... 74
24. Excerpt 4.17. Data Verification with the Participants – Ogie ... 77
25. Excerpt 4.18. The Participants’ Perception of Id’s ... 78
26. Excerpt 4.19. The Participants’ Perception of Call Sign... 78
27. Excerpt 4.20. The Participants’ Perception of Smash... 79
28. Excerpt 4.21. The Participants’ Perception of Jingle ... 80
29. Excerpt 4.22. The Summary of the Participants’ Perception of Id’s Gathered in the Data Collection ... 85
30. Excerpt 4.23. Data Verification with the Broadcasting Production Teacher (1) ... 86
31. Excerpt 4.24. Data Verification with the Broadcasting Production Teacher (2) ... 88
32. Excerpt 4.25. Data Verification with the Broadcasting Production Teacher (3) ... 90
33. Excerpt 4.26. Data Verification with the Broadcasting Production Teacher (4) ... 93
34. Excerpt 4.27. The Participants’ Perception of Tune in, Tune out, Fade in, Fade out, Intro and Extro ... 95
35. Excerpt 4.28. Data Verification with the Broadcasting Production Teacher (5) ... 96
36. Excerpt 4.29. Data Verification with the Broadcasting Production Teacher (6) ... 98
37. Excerpt 4.30. Data Verification with the Broadcasting Production Teacher (7) ... 99
LIST OF ABBREVIATIONS
AM : Amplitude Modulation CV : Curriculum Vitae FM : Frequency Modulation KAS : Keuskupan Agung Semarang
KTSP : Kurikulum Tingkat Satuan Pendidikan MC : Master of Ceremony
Prakerind : Praktek Kerja Industri
SLA : Second Language Acquisition SLL : Second Language Learning SMK : Sekolah Menengah Kejuruan
SW : Short Wave
CHAPTER I
INTRODUCTION
Several discussions covered within the chapter are related to the background of study, problem identification, problem limitation, problem formulation, goal and objectives, and significance of study.
A. Background of Study
Broadcasting, like any other field of studies, has its own specific needs of English in the form of ESP (English for Specific Purposes) to lead its learners to meet their English needs. The current concern in ESP is on the authenticity of the material which will guide to authentic communication that learners need to practice to function effectively in the target situation (Hutchinson and Waters, 1994). Douglas (2000) states that learners may demonstrate the required language function in the classroom perfectly but fail to use the studied skills outside the classroom. The learners of ESP then need to learn the actual language use that they possibly encounter in the daily working activities.
Broadcasting world is inherent with English since there are numerous words or terms employed in its study. There are several books written in Indonesian containing necessary information to help the broadcasting students gain more knowledge in the related field. Nevertheless, there are English jargons in almost every page of it to refer to the terms usually employed in the broadcasting works. Even though the jargons have their own Indonesian equivalence, it is common for those working in the broadcasting field to employ the English jargons.
skills. Broadcasting students need to comprehend the special meanings of the jargons before being able to use them in their actual contexts. The students’ perception of the jargons is regarded as an initial step in the attempt of employing the jargons. It also takes a part in building the students’ professional development in the broadcasting field. The discussion of perception in this study primarily involved the students’ knowledge toward the broadcasting English jargons that covered the knowledge of the definition,function and action of the jargons.
Perception is usually related to general psychology that commonly covers the human perceptual processes. It is also hard to separate it from sensation. Perception is defined as the awareness of both object and event in the environment which is brought about by the stimulation of the sense organs by selecting, organizing, and interpreting sensory information into useful mental representation of the world (Huffman, et al., 2000; Bootzin, et al., 1983). Other psychologists (Atkinson, et al., 1983: 162) give another definition of perception stated as “phenomena in which relation between stimulus and experience is more complex than for the phenomena considered under sensation. Perceptual phenomena are thought to depend on higher-level processes.” The complexity of the perceptual processes is the result of several factors affecting one’s perception, such as expectations, previous experiences, and psychological states (Braun and Linder, 1979). Mostly, those psychologists discuss about biological sense organs and procedures of how one perceives things and events around him/her.
function. What he can do with them represents the knowledge of the action taken toward them. Therefore, the broadcasting students’ perception describes their knowledge of the definitions, functions and actions of the broadcasting jargons.
Knowledge can be in the form of declarative (knowledge about) and procedural knowledge (knowledge how to) as stated in Johnson (2001). In the cognitive accounts of second language acquisition (SLA), the declarative knowledge is explicit, whereas procedural knowledge is implicit. Bialystock (1978) allows an interaction between the two types of knowledge in her model of second language learning (SLL). Explicit knowledge is possible to become implicit through formal practising. Explicit knowledge can also be derived from implicit knowledge by inferencing. The knowledge of the definition and function of the jargons is declarative, or explicit, knowledge. The knowledge of the action is procedural, or implicit, knowledge.
Another point of view comes from the discussion of perception seen from a cognitive view of educational psychology. Perception is a matter of “an immediate content of awareness as a result of interpreting perceived messages in the light of existing knowledge” (Ausubel, et al., 1978: 62). It gives significantly useful information that perception does not merely involve the biological perceptual processes of an object or event for the first time. Perception is also possible to include the immediate content of awareness of the next encounters of the same perceived messages by using existing knowledge. “It immediately (without the intervention of any cognitive processes) conveys actual rather than merely potential meaning when next perceived” (Ausubel, et al., 1978: 63). Therefore, the next time one perceives the same message in which its meaning has already been grasped, the message is a perceptual product and no longer has a cognitive processes.
the students’ perception of the jargons used in the broadcasting process that described the declarative knowledge of the definition (what the jargons were) and function (what they were used for), and the procedural knowledge of the action (what the students could do with them).
The knowledge of the jargons was also related to the vocabulary knowledge which dealt primarily with word meaning. Knowing a word means knowing the semantic value of a word and the limitations on the use of the word according to variations of function and situation (Richards, 1976 as cited by Read, 2000). Knowing a word involves knowing how to use it in suitable situations to stand for the meaning it represents (Nation, 1990). To define a word means to explain its meaning. Nation (1990) also states that the definition points to the features which belong to the concept as distinct from others and makes the boundaries of a concept clear. Therefore, knowing of the meaning of a word means knowing its semantic range.
A word has a set of semantic features within its meaning boundary. There are also other features outside the boundary which belong to the semantic range of other words. It is possible for the features to overlap with each other based on the mapping of the features in a semantic boundary. Semantic mapping is the identification of whether given semantic features are inside, partly inside, or totally outside the semantic range of a word. An investigation of the semantic mapping of the students’ knowledge of the jargons led to the level of accuracy of the students’ perception. However, instead of putting the focus on the discussion of language system, this study emphasized on the human behaviour in using the language. The students’ knowledge of the meaning and function of the jargon, added by the action they took in using the jargon was the manifestation of their behaviour in using the language.
Instead, they go straight to the topics being perceived. Therefore, this research tried to offer a new analysis of perception seen from the psychology of perception and the cognitive accounts of SLA.
SMK Putra Tama is the only VHS in Yogyakarta that offers broadcasting as one of its departments. Therefore, it was considered rich and accessible for the setting of the study. Perception in this study dealt with the students’ knowledge of the definitions, functions, and actions of the jargons. I believed that perception was the initial step in the attempt of using the jargons in their actual use. It was considered necessary then to conduct a study of it to finally present a description of the broadcasting students’ perception of the English jargons used in the broadcasting proces.
B. Problem Identification
Each field of study has its own needs of English as the lingua franca of the world. Most information and new findings are written in English as it has now globally taken into a general means of communication worldwide. Therefore, authentic communication becomes the main current concern in the discussion of the specific needs of English. Broadcasting is a field of study that employs English jargons in its processes. It is a newly developed department at the level of VHS in Indonesia which educates students to become competent broadcasters. Similar to any other scopes of study, broadcasting also has its own English jargons with their specified meanings and/or referents.
acara atau program radio. Nevertheless, it is rare for people involved in the broadcasting process to use the definition. They commonly prefer to employ the English term. It is obvious then that English and broadcasting are tightly connected to each other.
Broadcasting students need to get themselves familiar with the jargons. It is quite often that the students sometimes have inaccurate perception of the jargons. In fact, perception does not merely involve the biological perceptual procedures. In this study, perception involved a deeper discussion of the students’ knowledge shown by what they know about the definition and function of the English jargons supported by the knowledge of the proper action in using the jargons in the broadcasting process. Before being able to use the jargons appropriately, the students need to have accurate perception of the jargons. Therefore, research on this was considered necessary since it would help them comprehend their perception better as it was considered as an initial step in employing the jargons in its actual use.
C. Problem Limitation
Since the study was qualitative, it was to reveal the facts and the findings were in the form of interpretative results without any inferential statistics. It was highly possible for unpredicted issue to emerge since the nature of this kind of research is emergent rather than tightly prefigured (Creswell, 2003). Therefore, this research was not to provide generalization, but to expose the emerging facts and/or truth. As this study was specific and applicable only to the broadcasting students of Putra Tama VHS, a case-study was therefore best implemented here. The participants of this study were also restricted to a limited number of students. It involved three participants; all were from grade XII.
D. Problem Formulation
This study was aimed at revealing the answer of one research question; it was: “What is the broadcasting students’ perception of the English jargons used in the broadcasting process?” The question was broken down into three more specific questions; those were:
1.1. What meanings or definitions do the broadcasting students know of the English jargons used in the broadcasting process?
1.2. What functions do the broadcasting students know of the English jargons used in the broadcasting process?
1.3. How do the broadcasting students use the English jargons in the broadcasting process?
E. Goal and Objectives of Study
process, and describing the broadcasting students’ knowledge of how to use the jargons used in the broadcasting process.
F. Significance of Study
This study was to provide a description of the broadcasting students’ perception of the English jargons used in the broadcasting process. Studies of perception are usually restricted to the point of view of general psychology that merely involves the human biological perceptual procedures. Other studies which also adopt the construct do not specify the coverage of
perception. They directly analyze the perceived object or issue and merely state that perception is a matter of belief, comment, interpretation or opinion (Borg, 2001; Jeon and Hahn, 2006; Liu and Zhang, 2007). This study offered a study of perception taken primarily from the psychology of perception supported by a discussion on the cognitive accounts of SLA.
CHAPTER II
THEORETICAL REVIEW
The major issue of discussion in this chapter is the review of related literature that will lead to the theoretical framework of the research to arrive at the tentative theoretical answer of the research problem.
A. Review of Related Literature
Three topics are covered in the discussion of theoretical review. They are related to the definition and coverage of both broadcasting and perception as two main constructs of the research, added by a discussion of word meaning.
1. Broadcasting
The discussion of broadcasting covers four issues related to radio broadcasting, English jargon in radio broadcasting, and radio broadcasting process.
a) Radio Broadcasting
is considered unnecessary to encounter people who would agree with each of those meanings since every community has its own standard to refer to the same term. As this study put the focus on radio broadcasting, the term is associated with telecommunication and best defined into communication activities transmitted by signals via radio.
Most people merely take for granted on what happen when they turn on a radio set. The box that can, at the touch of a switch, bring into one’s place the voice of someone speaking or playing music. As a matter of fact, lots of preparations are made to finally present something, a certain program, through electronic waves transmitted via equipment called radio. It is “a sound broadcasting as radio communicates by sound alone, the sound of human voice and speech, the sound of music and the sound of sound effects” (Hilliard, 1976: 23). The preparations are in the form of activities that badly need skills and knowledge of related field of work, one of which is the competence toward the English jargons used in the broadcasting process.
A broadcaster may take a part in a radio or television business. Bari (2000) defines a radio broadcaster as a person who works in a radio to convey and spread information, entertainment or suggestion using his/her ability to talk via radio both in direct and indirect situation. Masduki (2003) gives a definition of a broadcaster as everyone involved in the radio and television broadcasting process. This term has a broad sense and may refer to all professions in radio and television, from the station director to the security guard. However, he adds that there are three important professions that might be possessed by a broadcaster, namely announcer, disk jockey (DJ) and newscaster (Masduki, 2004). Nevertheless, in its development, broadcaster limits its scope and is mainly used to name an announcer in both radio and television programs.
news reporter or analyst, interviewer, master of ceremonies (MC), narrator, actor, or even a sport broadcaster. Surely, adequate knowledge from the appropriate educational background on the related field of study will be the standard requirement for a professional broadcaster. Even though one would argue that without related educational background one can still become a famous broadcaster, the knowledge is still badly needed to learn. Above all, the most important factor in shaping a person to be a professional broadcaster is the willingness to practice a lot and gain knowledge to support his/her ability in broadcasting, especially English as almost all jargons employed in broadcasting are stated in this language. Therefore, the smooth process of a broadcasting program is also supported by a good mastery of the jargons.
b) English Jargon in Radio Broadcasting
Being a radio broadcaster means being able to use the language communicatively. Bari (2000) states that a broadcaster plays a role as a communicator to convey messages to his/her hearers using communicative languages. As an Indonesian, a broadcaster is obliged to possess the ability to communicate well using either Indonesian or a local language (mother tongue). A broadcaster should also gain knowledge of foreign language, especially English, since there are numerous terms stated in English to refer to the equipment, broadcasting process, or even actions to take.
duration), backsound (backsound music to sweeten narratives; the character of the music should be appropriate with the released topic), tune in (music or song played in the beginning of a talk), tune out (music or song played to close a talk), etc.
All of the terms above have their own specific meanings in the context of radio broadcasting. The word smash, for example, has a meaning of something surprising in any forms. But in the scope of radio broadcasting, smash means a surprising music as a transition from the first to the second part in a radio program with one to three seconds in duration. Therefore, English for broadcasting in this discussion will be restricted mainly to the English terms accompanied by their special meanings and/or referents in the scope of radio broadcasting.
It is common to refer to the special words or terms employed by a particular group of people in a certain field of study as jargons. Hornby (1995: 637) defines jargons as “technical words or expressions used by a particular profession or group of people and difficult for others to understand.” It is also stated in Cambridge International Dictionary of English (1997) that jargons are special words and phrases which are used by particular groups of people, especially in their work. Fromkin, et al. (2000) defines a jargon as a set of words in every conceivable register, be it associated with science, profession, trade, or occupation. Therefore, English jargons in this study refer to English words or terms that have their specific meanings in the scope of radio broadcasting. A good command of English, shown by the accurate perception of the jargons, gives a significant contribution in the attempt of becoming a competent broadcaster.
c) Radio Broadcasting Process
activity. The activities are covered in various production lessons given mainly in the first and second year of study. The discussion of the broadcasting process is therefore restricted to the broadcasting production lessons in which the skills to convey the activities are taught and practised.
In grade X, students are given adequate knowledge of sound system which serves as an introduction to the equipment used in the broadcasting work. Information about radio in general, including the regulations related to it, is also given in the same year of study. Introduction to media, types of writing, and techniques of news reporting are given to students in the text development. It leads to news reporting in which students are taught how to search for information in various media and analyze it to finally process it in the form of script writing.
Another production lesson, broadcasting skills, provides a detailed discussion about how to become a qualified broadcaster. It includes the knowledge of the duties of a broadcaster, pitch control, vocal training, styles of talking in front of the microphone, the ability to operate related equipment, and announcing practices. Sufficient time is given for students to have a practice of the skills in the broadcasting studio in the form of on-air activities. Since this lesson covers the basic skills in radio announcing, it is given in five semesters continuosly.
All knowledge and skills elaborated above are within the coverage of the broadcasting process that employs lots of English jargons which will be analyzed further in this study in relation to the broadcasting students’ perception of the jargons. It is hardly possible to cover all of the processes above in this study. The result of the pilot study and interview also showed that the production skill that has a tight connection to radio broadcasting and takes the biggest part in shaping students to become radio broadcasters is broadcasting skills. This research therefore puts an emphasis only on that production lesson.
2. Perception
Perception is generally related to general psychology. The discussion of perception from the point of view of general psychology will serve as an introductory analysis to lead to a deeper discussion on the kind of perception to be explored further in this research. Perception will be tightly related to sensation since it deals primarily with the human perceptual procedures by processing sensory data. The data will be transferred and processed in the brain to finally draw an interpretation of it.
Sensation and perception seem to be too much closely related to be separated in their discussions. However, a significant difference between the two is stated by Huffman, et al. (2000: 88) who define sensation as “the process of receiving, translating, and transmitting raw sensory data from the external and internal environments to the brain”, whereas perception is “the process of selecting, organizing, and interpreting sensory data into usable mental representations of the world.” Obviously, sensation precedes perception in this discussion.
to focus on messages considered important. The next step deals with the organization of the selected data into specified forms and patterns. The data are like the parts of a watch. They need to be assembled in such a way before they are useful. The brain then uses the result of the organization to make judgements and interpretations about the external world. The perception discussed here applies only to the process of perceiving objects or events for the first time. The next time the objects or events perceived is not elaborated further. It is actually the main concern in the discussion of perception intended in this research.
Bootzin, et al., (1983: 103) defines perception as “an organism’s awareness of objects and events in the environment, brought about by stimulation of the organism’s sense organs.” Even though it is also intended for the first moment of perceiving, they add that the process of organizing and giving meaning to the stimulus happened in the brain is obviously crucial to the ability in understanding what is out there (Bootzin, et al., 1983). Broadcasting students need to have a good comprehension of the English jargons before being able to use them in the broadcasting processes. Their awareness and understanding of their own perception will of course be beneficial in helping them understand the jargons better.
Braun and Linder (1979) state more or less the same discussion of perception, but there is crucial information to consider from their analysis. They state that perception is affected by expectations, previous experiences, and psychological states (Braun and Linder, 1979). These external factors will contribute either a help or a feeling of reluctance in shaping one’s perception. The participants of this study needed to be informed that their perception will not have any effects on their scores in any lessons. By doing so, it was expected that they would not likely to have other expectation but the opportunity to understand their perception better.
restricted to the scope of radio broadcasting to limit their meanings and/or referents. By doing so, it was expected that ambiguity would not likely to appear and the participants would have an easier way of showing a good understanding of the jargons as indicated by their perception. Psychological states are also equally important to consider in the attempt of revealing one’s perception. Therefore, an enjoyable and unstressful situation during the processes of data collection should be managed well to avoid reluctance and uneasy feelings. As a result, it was expected that the participants would describe their perception freely without any ackward feelings.
Another interesting statement comes from Atkinson, et al. (1983) who define perception as the processes of organizing and interpreting patterns of stimuli in the environment by combining sensations. It is closely related to the study of cognitive processes such as memory and thinking. Though they elaborate the biological perceptual procedures deeply, they also welcome cognitive processes to take part in forming one’s perception. Past experiences and present knowledge are regarded to be factors in building the perception.
Figure 2.1. The Influence of Context on Perception.
The figure in the centre is ambiguous, and the way we see it depends on whether we look from left to right or from top to bottom.
(Source: Atkinson, et al., 1983: 146).
The figure in the middle is an example of an ambiguous stimuli. It might be perceived as letter B if one sees it from left to right. The figure might also trigger another perception as number 13 if it is seen from top to bottom. It is obvious then that context plays a crucial role in shaping one’s perception. The English jargons as the objects to obtain the student’s perception are also needed to be put into context then.
As stated in the previous chapter, the word bridge has its own special meaning in the context of broadcasting. In general, it has several meanings, one of which refers to a structure providing a way or a link between rivers or two or more different things which is translated as jembatan in Indonesian. Having a good comprehension of the general definition of this word does not guarantee that students would likely to have a similar understanding of it in the broadcasting field. They need to put it into context to have a different meaning of it as music connecting one segment to the other in a radio program. Context then significantly influences the way one perceives words, objects, or events.
Figure 2.2. Perceptual Organizers. (Source: Stone and Nielsen, 1982: 193).
Figure 2.3. The Word bridge Seen from Two Different Contexts.
Similar to figure 2.1 in which different perception can be triggered by the same figure, the same object put in different contexts would also have the same case as seen in figure 2.2 above. The same English word might also lead to more than one perception if it is placed outside the coverage of general English. Therefore, the students of broadcasting will have a different perception of the word bridge compared to those encounter this word out of the context of broadcasting.
A cognitive view of educational psychology also lifts up a discussion about perception seen from its relation to cognition. Ausubel, et al. (1978) mention the possibility of a cognitive process to take place in the forming of perception. They state that perception occurs initially before a more complex intellectual process as cognition interferes. When one wants to understand something for the first time, the two processes, perception and cognition, form two stages. “The first stage involves relating perceived potential meanings to relevant existing
what the object is, and he will eventually come to the second stage of understanding what he perceives by acquiring its meaning.
Repeated exposures of the same object will lead to a different relationship of perception and cognition. Once the object is considered meaningful, the two processes are merged into one since its meaning no longer presents a cognitive problem and “it immediately (without the intervention of any cognitive processes) conveys actual rather than merely potential meaning when next perceived” (Ausubel, et al., 1978: 63). Therefore, when a particular word is already meaningful and the grasping of its meaning is attained well, it will become purely a product of a perceptual process after it is repeated one or more times.
Seeing perception from another point of view of the same field of study is also proposed by Stone and Nielsen. They state that “perception has become such a popular term that in the area of learning it is no longer just a part of a course in general psychology” (Stone and Nielsen, 1982: 190). They also elaborate perception in two types in which the first is defined as “basic awareness or sensitivity to form, color, and movement, and awareness of details and patterns of things in the environment”, whereas the second refers to the “organizing of the objects and patterns of Type I through a frame of reference” (Stone and Nielsen, 1982: 205-206). The perception adopted in this study is the later type of perception since the English jargons are placed into a particular frame of reference in the scope of radio broadcasting.
identification of objects or events. This knowledge of identification is highly valuable and useful to lead to an appropriate reaction toward them.
The first issue what they are shows the knowledge of the definitions or meanings of the objects. In this case, they are in the form of English jargons. Having an accurate perception of a certain English jargon therefore knows the definition or the Indonesian equivalence of the jargon. The second coverage of perception deals with what they do which indicates the knowledge of the function of the jargon. It involves the understanding of what the jargon is used for. The last issue what he can do with them refers to the knowledge of the proper action in employing the jargon in the broadcasting process.
As perception deals with knowledge, a distinction between declarative and procedural knowledge is about to be presented here. Declarative knowledge concerns with knowledge about, whereas procedural knowledge is knowledge how to. Johnson (2001) gives a clear example of how the two types of knowledge support each other.
Driving instructors, for example, understand that ‘knowing about’ driving (what a steering wheel is and what function it performs, etc.) is quite different from ‘knowing how to’ drive. Indeed a driving test which concentrated on declarative and not procedural knowledge would be a recipe for disaster (Johnson, 2002: 104).
Knowledge about covers the knowledge of the definition and function. Knowledge how to refers to the knowledge of the action of the knowledge about. Therefore, definition and function are declarative knowledge, whereas action is the procedural one. The two types of knowledge should be carefully examined and interrelated to each other to make sure that the students has accurate perception of the jargons.
process which arises when language is used for communication. Explicit knowledge is the result of learning, the process of paying conscious attention to language in an effort to understand and memorize language rules.
Krashen (1982) claims that the two knowledge are totally separate. In Krashen’s monitor theory, monitoring is possible when the emphasis is on the form rather than meaning and sufficient time is given to access the explicit knowledge. In other words, “the ‘learned’ system only comes into play when learners monitor the output from it” (Krashen, 1982 as stated in Ellis, 2003: 356). Implicit knowledge can only be developed when the focus is on the message conveyance.
However, Bialystock (1978) as stated in Ellis (2003) allows an interaction between the two types of knowledge in her model of SLL as can be seen in the following figure.
Figure 2.4. Model of Second Language Learning (from Bialystock, 1978). Formal Functional practising practising
Formal practising Inferencing
Knowledge Inferencing
Inferencing
Output Monitoring Other
knowledge
Explicit linguistic knowledge
Implicit linguistic knowledge Language
exposure
R
Type I
Type II
According to this theory, implicit knowledge is developed through language exposure and facilitated by the strategy of functional practising, an attempt of maximizing the exposure to language through communication. Explicit knowledge arises when the focus is on language form and is facilitated by formal practising which involves a conscious study of language. Bialystock’s theory allows an interaction between implicit and explicit knowledge. Explicit knowledge will become implicit through formal practising. On the other hand, explicit knowledge can be derived from implicit knowledge by inferencing. There are two types of output as the result of the knowledge. Type I is the result of implicit knowledge in the form of spontaneous and immediate result. Type II involves both implicit and explicit knowledge. It is deliberate and occurs after a delay. The student’s knowledge of the definition and function is therefore explicit, whereas the knowledge of the action is implicit. Formal practising makes it possible for the knowledge of definition and function to become implicit.
3. Word Meaning
between that word and other words in the language, 7) Knowing a word means knowing the semantic value of a word, and 8) Knowing a word means knowing many of the different meanings associated with a word.
The vocabulary knowledge in this study dealt primarily with word meaning. Therefore, this study emphasized on the last two assumptions above. The second knowledge covered in the students’ perception concerned with knowledge of the functions of the jargons which was closely related to the third assumption. The knowledge of the actions was the manifestation of the previous two knowledge shown by the examples given by the students of how to use the jargons in the broadcasting process.
The set of assumptions above has frequently been taken as a general framework of vocabulary knowledge. However, Nation (2001) states other components of word knowledge which are not explicitly included in Richards’ assumptions. Nation’s classification system differentiates word knowledge into receptive and productive knowledge as can be seen in the following table.
Table 2.1. What is involved in knowing a word. (Source: Nation, 2001: 27).
P How is the word written and spelled? R What parts are recognisable in this word? Form
word parts
P What word parts are neede to express the meanins? R What meaning does this word form signal? form and meaning
P What word form can be used to express this meaning? R What is included in the concept?
concept and referents
P What items can the concept refer to?
R What other words does this make us think of? Meaning
associations
P What other words could we use instead of this one? R In what patters does the word occur?
grammatical functions
P In what patterns must we use this word?
R What words or types of words occur with this one? collocations
P What words or types of words must we use with this one? R Where, when, and how often would we expect to meet this word? Use
constraints on use
(register, frequency ...) P Where, when, and how often can we use this word?
The terms receptive and productive apply to a variety of kinds of language knowledge and use. When the terms are applied to vocabulary, they cover all aspects of what is involved in knowing a word. Nation (2001: 26) states further that “at the most general level, knowing a word involves form, meaning and use.” As perception in this study dealt with the knowledge of the definition, function, and action of a word, it only took the last two aspects of Nation’s word knowledge. However, this study did not cover all receptive and productive knowledge of the two aspects.
Receptive use of vocabulary knowledge deals with the use of vocabulary for listening or reading, whereas productive use involves all the four language skills. This study adopted only the productive knowledge of vocabulary as it includes receptive knowledge and expands it. In relation to meaning and use, productive knowledge involves knowing how to use it in suitable situations to stand for the meaning it represents (Nation, 1990). Therefore, having the knowledge of a jargon means knowing the meaning, added by the function, and how to use it based on the meaning and the function it represents.
To define a word means to explain its meaning. Nation (1990: 56) states that the definition of a word “names or points to the features which belong to this concept as distinct from others, it gives some indication of the range of situations to which the symbol can refer, and it makes the boundaries of a concept clear.” Some words have a considerable range of meaning as in the word smash. In general English, it can refer to a hard or surprising hit. In sport, as in badminton or tennis, it indicates a hard or surprising hit downwards over the net. In broadcasting, smash stands for a short surprising music. Eventhough the meanings share the same features of [+surprising], students should have the knowledge of the other features covered in the boundary of the meaning that they put the focus on. Therefore, having the knowledge of the meaning of a word means knowing its semantic range.
The boundaries of the semantic range of words need to be determined if we want to be able to use them appropriately (Poole, 1999). Thus we can define the jargon smash by saying that it is a short surprising music that is not a song or a jingle. The range is presented by a componential analysis, or semantic features, showing the presence or absence of particular components. Examples of the semantic features of the jargons smash and bridge are given below.
Table 2.2. The Semantic Features of smash and bridge.
Jargon
Smash Bridge
+ music + music
+ short in duration - short in duration + surprising - surprising
+ id’s - id’s
+ transition + transition
S
em
a
n
ti
c
fe
a
tu
re
s
- song + song
(short/long), the form of the music (surprising/not surprising, song/not a song), and the content (containing station id’s/not containing station id’s).
It is considered necessary then to lift up a discussion of semantic mapping in relation to the mapping of the semantic features. Sökmen (1997) as cited by Mukarto (2005) defines the term semantic mapping as brainstorming associations which a word has and then diagramming the results. However, this study did not adopt the original concept of the term. Semantic mapping in this research was to refer to the identification of whether given semantic features are inside, partly inside, or totally outside the semantic range of a word to lead to the accurate, partly accurate, and totally inaccurate perception of the intended word.
A word has a set of semantic features within its meaning boundary. There are also other features outside the boundary which belong to other semantic range. It is possible for the features to overlap with each other based on the mapping of the features in a semantic boundary. The students possibly mapped certain features inside the semantic range of a jargon which actually belong to the semantic range of another jargon. It was also possible that other features outside the range were mapped inside the semantic boundary of a certain jargon. Therefore, the mapping of the features needed to be investigated further to eventually arrive at the level of accuracy of the students’ perception of the jargons.
To sum up, although the discussion of perception in the field of general psychology was not directly related to the kind of perception employed in this study, they were too much crucial to be neglected. Therefore, trying to set a limitation in the analysis of perception, this study adopted only the necessary discussions taken primarily from the psychology of perception and the cognitive accounts of SLA to eventually come up with the coverage of the broadcasting students’ perception of the English jargons used in the broadcasting process. The perception in this study primarily dealt with the students’ vocabulary knowledge involving three aspects, namely definition, function, and action. Before being able to use the jargons appropriately in the real broadcasting activities, the students should comprehend their own perception of the jargons well.
B. Theoretical Framework
The previous discussions deliver a general review of issues related to broadcasting and perception. Broadcasting has its own needs of English. Broadcasting students need to practise on the real communication that they will encounter in the broadcasting world. Since broadcasting is inherent with English jargons as there are lots of English terms employed in the broadcasting work, broadcasters believe that English competence is therefore essential. The goal of broadcasting is to shape its learners to become professional broadcasters by being competent in conducting the broadcasting processes. The competence of English is considered crucial as broadcasting is closely related to English jargons which are used in the broadcasting processes. It is quite proper to say then that English competence in comprehending and using the jargons appropriately takes a big part in building the broadcasting students’ professional development.
of broadcasting skills as one of the broadcasting production lessons considered as the biggest contributor in helping students gain knowledge in radio broadcasting. The following figure shows the interrelation of the broadcasting students’ perception of the English jargons used in broadcasting skills which shapes the theoretical framework of the study.
Figure 2.5. The Broadcasting Students’ Perception of the English Jargons Used in Broadcasting Skills.
As knowledge is differentiated into declarative and procedural, the student’s knowledge of the definition and function is regarded as declarative, whereas the knowledge of the action is procedural. In the cognitive accounts of SLA, the knowledge of the definition and function is explicit, whereas the knowledge of the action is implicit. An interaction between the two types of knowledge is allowed in Bialystock’s theory (1978). Explicit knowledge might become implicit through formal practicing. Explicit knowledge can also be derived from implicit knowledge by inferencing. The knowledge of the definition and function is possible to become implicit through formal practising of the knowledge. The knowledge of the action might also become explicit by inferencing.
However, no description is adequate unless supported by authentic statements or Student’s Perception
“The objects are out ‘there’ in space; they appear in their familiar aspects and therefore he
knows what they are, what they do, and what
he can do with them.” (Vernon, 1982: 13)
Definition Knowing the definition/
meaning of the jargon
Function Knowing the function of
the jargons/what the jargon is used for
Action Knowing how to use the
jargon in the broadcasting process
Mentioning the jargon used in broadcasting skills and stating its definition
Stating the function of the jargon used in broadcasting skills
accessible setting offered abundant information to be analyzed further in the discussion of perception. It seemed that students of broadcasting in this VHS were not aware of their own perception well. Therefore, they could not maximally exploit their perception as a foundation of comprehending and making use of the jargons appropriately in the broadcasting process.
CHAPTER III
METHODOLOGY
Research methodology covers discussions about nature of research, data setting and sources, data collection instruments, data collection, data processing, and data analysis.
A. Nature of Research
One of the methods to answer the research question was by conducting a case study. Stake (1994: 236) as stated in Holliday (2002: 18) defines a case study as “study of a specific ‘bounded system’ – e.g. person or an institution.” Cohen, et al. (2003) sum up various definitions of a case study, one of which is proposed by Adelman, et al. (1980) who define it as the study of an instance in action. A further elaboration of the definition is presented below.
The single instance is of a bounded system, for example a child, a clique, a class, a school, a community. It provides a unique example of real people in real situations, enabling readers to understand ideas more clearly than simply by presenting them with abstract theories or principles (Cohen, et al., 2003: 181).
It would be best then to apply it in this study since it was also specific in nature. It investigated the broadcasting students’ perception which was conducted in SMK Putra Tama Bantul as the only VHS in Yogyakarta that offers broadcasting as one of its study programs. It was expected that the description of the participants’ perception as the result of the study would give a picture of the real situations in the setting of the study.
where I work as a teacher. It gave an advantage of allowing the natural setting and natural investigation to take place. The participants were already familiar with me and I also had an easy access to conduct a research there. Moreover, the students’ perception was obtained by investigating their daily activities at school in one of the broadcasting production lessons. Human as primary data collection instruments means human or the researcher herself as the instrument to gather the needed data (Lincoln and Guba, 1985 as stated in Alwasilah, 2003). Therefore, I should get myself involved actively to collect data to arrive at the participants’ narratives describing their perception of the English jargons used in the broadcasting process.
The discussion of the students’ perception could not be separated from a discussion of the language system in relation to Semantics deals primarily with word meaning. However, instead of putting the focus on the discussion of language system, this study emphasized on the human behaviour in using the language shown in the description of the students’ perception. The students’ knowledge of the meaning and function of the jargon, added by the action they took in using the jargon was the manifestation of their behaviour in using the language.
Since this was qualitative research, the nature of data were in the form of narratives as the result of interviews supported by a series of observations and data from the participants’ CVs and announcing scripts. The data were then triangulated for the sake of data richness. The research results were in the form of negotiated outcomes. The triangulated data were summarized and verified to the participants to come to their final perception of the jargons to answer the research question.
B. Data Setting and Sources
the research setting since abundant and interconnected data were highly possible to gather. Moreover, as I am directly involved in the school activities as a teacher, it was therefore both manageable and accessible to reveal the students’ perception in their natural setting. The participants had already been familiar with me, and it would likely to melt the ice and avoid the emerging ackward feelings. However, I should act like a stranger in the attempt of seeing the familiar as strange (Holliday, 2002). It was done to accomodate objectivity and critical thinking to finally approach thick description of data analysis.
There are no rules to determine the sample size in qualitative research. Patton (2002: 244) states that “the size of the sample depends on what you want to find out, why you want to find it out, how the findings will be used, and what resources (including time) you have for the study.” Due to the constraint of time and as there are only seven to fourteen students of broadcasting in each grade, three participants were regarded as sufficient to provide rich data of the broadcasting students’ perception.
The research was planned to take two students from grade XI and one student from grade XII as the research participants. It was such a bad luck to conduct a study at the beginning of a new year of study. It brought with it a disadvantage of not involving the first year students as the participants in this study. In the first few weeks, the students needed to get themselves familiar with the department they had chosen and were introduced to the general information about radio broadcasting. They had to gain knowledge about radio in general for more or less three months before eventually allowed to have studio practices. Therefore, they were regarded as having insufficient information about the English jargons employed in the broadcasting process since they were in the stage of their initial attempt in constructing perception of radio broadcasting in general.
(Prakerind – Praktek Kerja Industri). The third year students still have a lesson of broadcasting skills for one semester but they begin to have a practice on television broadcasting starting from the fifth semester. Therefore, it was planned to restrict the research participants only to a limited number of students taken from these two grades. There were two participants taken from grade XI and only one student taken from grade XII due to the bigger opportunity they have in studying the radio broadcasting.
As qualitative research is emergent rather than tightly planned, some changes occurred during the process of data collection. I teach at two different vocational schools starting from this year of study. Difficulties in arranging the time to conduct either interviews or observations to students in grade XI came up. A decision was made then. This research would take two students from grade XII and only one student from grade XI due to a matter of time management.
Based on the temporary result of the interviews and observation conducted to the two participants from grade XII, an interesting issue appeared on the different perception of the two participants of the same jargon. I then changed my mind. How come two students of the same class with the same teaching and learning activities had different perception of the same jargon? The participant from grade XI was eliminated then. It was replaced by another participant from grade XII. It was indeed a correct decision to make. The three participants had different perception of the same jargon. This research seemed to be much more challenging than what had been predicted previously. The complete discussion of their perception and the research findings will be elaborated further in the next chapter.
C. Data Collection Instruments
needed to gather the desired data. Since the primary data was in the form of the participants’ narratives, the best means of obtaining them was by conducting in-depth interviews followed by a sequence of observations. Numerous points asked in the interviews and observed during the observations covered: 1) what the broadcasting students knew about the definitions of the English jargons used in the broadcasting process, 2) what the broadcasting students knew about the functions of the English jargons used in the broadcasting process, and 3) how the broadcasting students used the English jargons in the broadcasting process. A blueprint constructed prior to the interviews is presented in table 3.1 below.
Table 3.1. Blueprint for Interview.
BLUEPRINT FOR INTERVIEW
Research question:
1. What is the broadcasting students’ perception of the English jargons used in the broadcasting processes?
jargons used in this
