vi
Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Online media are the sources of internet based learning which can be used as independent learning media. SMA N 7 Yogyakarta uses online media as the tools in the learning process. One of the English teachers in SMA N 7 Yogyakarta
uses a web named Randalls’ ESL Cyber Listening Lab (RECLL). The teacher uses this media to improve the listening skill of the students. Students may access various listening materials, exercises and quizzes with different levels of difficulties.
Based on the fact that there are still few schools in Indonesia which use online learning media, the researcher tries to investigate SMA N 7 Yogyakarta
students’ perception on the use of RECLL. Based on the data gathered, the researcher tries to investigate students’ opinion on the use of RECLL which is used as supportive media in a language teaching-learning activity. The purpose of this study is to see whether the implementation of RECLL is beneficial for developing students’ listening skill in SMA 7 Yogyakarta. There are two problems in this research. The first is the implementation of RECLL in SMA N 7 Yogyakarta. The second is students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop their listening skill.
The researcher conducted survey research to solve the problems in this study. The participants of this research were 30 students of class XII in SMA N 7 Yogyakarta 2012/2013 academic year. The data were acquired through the use of questionnaires and interviews.
The result of this research showed that in SMA N 7 Yogyakarta, RECLL is used as a source of English listening practice outside the school regular hours. The English teacher gives the students a certain amount of time to do independent learning at home. Then, the teacher asks them to make a report based on the independent learning they have done. In the class, the students have to share their experience and bring some samples of the material to be exchanged with their classmates. Approximately 91% students have positive perception toward the use of RECLL. The rest of the participants (9%) have negative perception related to their limit to internet connection and the extra cost they have to spend in order to finish the assignment.
Based on the result, the researcher suggests that English teachers who are about to implement RECLL in their class give alternative solutions to the students to access internet connection without having to spend extra time and cost.
vii
Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Media online adalah sumber belajar siswa berbasis internet yang dapat digunakan sebagai media belajar mandiri . SMA N 7 Yogyakarta adalah sekolah yang menggunakan media online dalam pengajaran Bahasa Inggris. Guru SMA N 7 menggunakan web bernama Randalls’ ESL Cyber Listening Lab (RECLL). Penggunaan media ini bertujuan untuk meningkatkan kemampuan listening para murid. Dalam RECLL, murid dapat mengakses berbagai materi listening, soal latihan dan kuis-kuis dengan tingkat kesulitan yang beragam. Berkaca pada fakta bahwa belum banyak sekolah di Indonesia yang menggunakan media online sebagai media pembelajaran, peneliti bertujuan untuk mencari tahu persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL. Dengan mengetahui persepsi siswa terhadap penggunaan RECLL sebagai media pembelajaran, peneliti berharap dapat mengetahui tanggapan siswa terhadap penggunaan media online
sebagai media pendukung dalam kegiatan belajar-mengajar. Tujuan dari penelitian ini adalah untuk mengetahui apakah RECLL adalah media pendukung yang tepat untuk diimplementasikan sebagai media pembelajaran bahasa Inggris di tingkatan Sekolah Menengah Atas. Ada dua masalah dalam penelitian ini, yang pertama adalah langkah-langkah implementasi RECLL dalam pembelajaran Bahasa Inggris di SMA N 7 Yogyakarta, sedangkan permasalahan kedua adalah bagaimana persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL yang diimplementasikan dalam kelas Bahasa Inggris mereka.
Peneliti menggunakan metode survey untuk memecahkan kedua rumusan masalah dalam penelitian ini. Penelitian ini melibatkan 30 siswa kelas XII SMA N 7 Yogyakarta tahun ajaran 2012/2013. Data pada penelitian ini didapatkan melalui penggunaan kuesioner dan tanya-jawab.
Hasil dari penelitian ini menunjukkan bahwa di SMA N 7 Yogyakarta, RECLL digunakan sebagai sumber latihan listening siswa di luar sekolah. Siswa diberi jangka waktu tertentu untuk melakukan latihan mandiri dan membuat sebuah laporan berkaitan dengan latihan tersebut. Di sekolah, siswa diminta berbagi pengalaman mereka dan membawa beberapa materi yang telah didownload untuk ditukar dengan teman sekelas dan kemudian dikerjakan. Mengenai persepsi siswa tentang penggunaan RECLL, sekitar 91% siswa menunjukan persepsi yang positif. Sekitar 9% menunjukkan persepsi negatif berkaitan dengan keterbatasan mereka untuk mengakses intenet dan biaya tambahan yang harus dihabiskan untuk menggunakan RECLL. Berdasarkan hasil tersebut peneliti menyarankan para guru yang akan mengimplementasikan penggunaan media online untuk memberi alternatif siswa untuk mengakses media online tersebut sehingga tidak membebani siswa.
i
STUDENTS’ PERCEPTION ON THE USE OF ONLINE MEDIA
TO DEVELOP STUDENTS’ LISTENING SKILL
IN
SMA N 7 YOGYAKARTA
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
Berlin Adi Pranedya
Student Number: 081214153
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
vi
Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Online media are the sources of internet based learning which can be used as independent learning media. SMA N 7 Yogyakarta uses online media as the tools in the learning process. One of the English teachers in SMA N 7 Yogyakarta
uses a web named Randalls’ ESL Cyber Listening Lab (RECLL). The teacher uses this media to improve the listening skill of the students. Students may access various listening materials, exercises and quizzes with different levels of difficulties.
Based on the fact that there are still few schools in Indonesia which use online learning media, the researcher tries to investigate SMA N 7 Yogyakarta
students’ perception on the use of RECLL. Based on the data gathered, the researcher tries to investigate students’ opinion on the use of RECLL which is used as supportive media in a language teaching-learning activity. The purpose of this study is to see whether the implementation of RECLL is beneficial for developing students’ listening skill in SMA 7 Yogyakarta. There are two problems in this research. The first is the implementation of RECLL in SMA N 7 Yogyakarta. The second is students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop their listening skill.
The researcher conducted survey research to solve the problems in this study. The participants of this research were 30 students of class XII in SMA N 7 Yogyakarta 2012/2013 academic year. The data were acquired through the use of questionnaires and interviews.
The result of this research showed that in SMA N 7 Yogyakarta, RECLL is used as a source of English listening practice outside the school regular hours. The English teacher gives the students a certain amount of time to do independent learning at home. Then, the teacher asks them to make a report based on the independent learning they have done. In the class, the students have to share their experience and bring some samples of the material to be exchanged with their classmates. Approximately 91% students have positive perception toward the use of RECLL. The rest of the participants (9%) have negative perception related to their limit to internet connection and the extra cost they have to spend in order to finish the assignment.
Based on the result, the researcher suggests that English teachers who are about to implement RECLL in their class give alternative solutions to the students to access internet connection without having to spend extra time and cost.
vii
Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Media online adalah sumber belajar siswa berbasis internet yang dapat digunakan sebagai media belajar mandiri . SMA N 7 Yogyakarta adalah sekolah yang menggunakan media online dalam pengajaran Bahasa Inggris. Guru SMA N 7 menggunakan web bernama Randalls’ ESL Cyber Listening Lab (RECLL). Penggunaan media ini bertujuan untuk meningkatkan kemampuan listening para murid. Dalam RECLL, murid dapat mengakses berbagai materi listening, soal latihan dan kuis-kuis dengan tingkat kesulitan yang beragam. Berkaca pada fakta bahwa belum banyak sekolah di Indonesia yang menggunakan media online sebagai media pembelajaran, peneliti bertujuan untuk mencari tahu persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL. Dengan mengetahui persepsi siswa terhadap penggunaan RECLL sebagai media pembelajaran, peneliti berharap dapat mengetahui tanggapan siswa terhadap penggunaan media online
sebagai media pendukung dalam kegiatan belajar-mengajar. Tujuan dari penelitian ini adalah untuk mengetahui apakah RECLL adalah media pendukung yang tepat untuk diimplementasikan sebagai media pembelajaran bahasa Inggris di tingkatan Sekolah Menengah Atas. Ada dua masalah dalam penelitian ini, yang pertama adalah langkah-langkah implementasi RECLL dalam pembelajaran Bahasa Inggris di SMA N 7 Yogyakarta, sedangkan permasalahan kedua adalah bagaimana persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL yang diimplementasikan dalam kelas Bahasa Inggris mereka.
Peneliti menggunakan metode survey untuk memecahkan kedua rumusan masalah dalam penelitian ini. Penelitian ini melibatkan 30 siswa kelas XII SMA N 7 Yogyakarta tahun ajaran 2012/2013. Data pada penelitian ini didapatkan melalui penggunaan kuesioner dan tanya-jawab.
Hasil dari penelitian ini menunjukkan bahwa di SMA N 7 Yogyakarta, RECLL digunakan sebagai sumber latihan listening siswa di luar sekolah. Siswa diberi jangka waktu tertentu untuk melakukan latihan mandiri dan membuat sebuah laporan berkaitan dengan latihan tersebut. Di sekolah, siswa diminta berbagi pengalaman mereka dan membawa beberapa materi yang telah didownload untuk ditukar dengan teman sekelas dan kemudian dikerjakan. Mengenai persepsi siswa tentang penggunaan RECLL, sekitar 91% siswa menunjukan persepsi yang positif. Sekitar 9% menunjukkan persepsi negatif berkaitan dengan keterbatasan mereka untuk mengakses intenet dan biaya tambahan yang harus dihabiskan untuk menggunakan RECLL. Berdasarkan hasil tersebut peneliti menyarankan para guru yang akan mengimplementasikan penggunaan media online untuk memberi alternatif siswa untuk mengakses media online tersebut sehingga tidak membebani siswa.
viii
I would like to give my most sincere gratitude to my Lord Jesus Christ, for showing me the right track every time I lose direction. He is my inspiration, guide and power. Without Him, I am lost.
I would also give my gratitude and appreciation to my major sponsor C. Tutyandari, S.Pd., M.Pd., for her encouragement, suggestions, support, feedback and patience. Without her help and guidance, this thesis would not have been finished.
I would thank the English teacher of SMA N 7 Yogyakarta, Dra. Dorothea Sri Ismayawati and the Principal of SMA N 7 Yogyakarta, Dra. Reni Herawati, M. Pd. B.I for the permission and support to conduct the research in SMA N 7 Yogyakarta.
My deepest gratitude and love go to my beloved parents, Drs. Adhis Santoso and M.C Nining Yuliningsih. I would not be able to finish this thesis without their sincere support, love and prayer. I also thank my brother, Abri, for his support and encouragement to finish my study. I am also particularly grateful for the support given by my relatives: the big family of Cokrodiningrat, Sastro Pangarsan, Wiro Widjojo and Bani Ustman.
ix
happy and sad times, for ‘malam-malam di kandhang badak’, and PES matches we have done together. I would also like to give special gratitude to my classmate,
Ayu, for proofreading my thesis. I thank my friends Wakul, Toro, Baruna, Meitha, Via, Yosua, Frater, Adam, Sherly, Ivon, Pakdhe Garenk, and my seniors, Mas Dwi, Mbak Iyis, Ketchup, Mbak Ayu, Mbak Dewi. I thank them for the support and assistance in finishing my thesis.
I also thank the family of YGP Army,Djagunk, Octa, Sombedh, Ikhsan and Isa for supporting me both in business and study. Besides, I also thank the family of PIR Kotabaru, especially Yuyus, Benny, John, Genrobo, Shiro, Nico, Vivin, and Ryan for their support and the moments we have spent together. In addition, I would like to express my gratitude to the class XII students of SMA N 7 Yogyakarta who are willing to participate. Without their participation, I would not finish my thesis. I would like to thank all of PBI lecturers in Sanata Dharma University, especially Pak Tangguh and Pak Chosa, PBI Secretariat staff, Mbak Dhanniek and Mbak Tari for their support and assistance.
Last but not least, I would like to thank all of my friends and all people
who encouraged, supported, helped and inspired me to finish my thesis that I cannot mention one by one. God bless them.
Sincerely,
x
TITLE PAGE ... i
APPROVAL PAGE ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION 1 A.Research Background ... 1
B.Research Problems ... 2
C.Problem Limitation ... 3
D.Research Objectives ... 3
E.Research Benefits ... 3
F. Definition of Terms ... 4
CHAPTER II. REVIEW OF RELATED LITERATURE 7 A.Theoretical Description ... 7
1. Perception ... 7
a. Selection ... 8
xi
d. Self-concept ... 9
2. Listening Skill ... 10
3. Randall’s ESL Cyber Listening Lab ... 10
4. Online Media ... 11
B. Theoretical Framework ... 12
CHAPTER III. METHODOLOGY ... 15
A. Research Method ... 15
B. Research Setting ... 15
C. Research Participants ... 16
D. Research Instruments ... 17
E. Data Gathering Technique ... 18
F. Data Analysis Technique ... 19
G. Research Procedure ... 21
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 23 A. The Implementation of RECLL in SMA N 7 Yogyakarta ... 23
1. Data Presentation ... 23
2. Analysis and Discussion on the Implementation of RECLL in SMA N 7 Yogyakarta ... 29
B. SMA N 7 Students’ Perception on the Implementation of RECLL in the class to develop their listening skill... 30
1. Data Presentation and Analyses from Close-Ended Questions... 31
2. Discussion on the Students’ Perception on the Implementation of RECLL ... 54
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 56
A. Conclusions ... 56
xii
xiii
LIST OF TABLES
Table 3.1 : The Blueprint of the Questionnaires ... 20
Table 4.1 : Students’ Evaluation of RECLL web... 31
Table 4.2 : Students’ Skill Improvement ... 35
Table 4.3 : Students Workload ... 43
xiv
xv
Appendix 1 : Letter of Permission ... 63
Appendix 2 : Research Instrument: Questionnaires ... 65
Appendix 3 : Research Instrument: Interview ... 71
1
CHAPTER I
INTRODUCTION
This chapter provides the discussion of the background of the study, problem
formulation, objectives of the study, benefits of the study and the definition of terms.
A.
Research Background
There are four skills in English: speaking, listening, writing and reading. This
research will focus on one of those four skills in English which is listening skill.
Listening is treated as a much more complex activity and one that is the cornerstone
of language acquisition (Krashen, 1994). Listening has also been recast as an activity
central to the L2 acquisition process (Krashen, 1981), and a skill integral to overall
communicative competence (Brown, 1994b). It can be concluded that mastering
listening is a very important requirement in mastering a language, in this case
English.
Listening Lab to finish the assignment. The teacher applied this method only in some
classes, including class of XI and XII grade students.
From the short informal interview conducted before the research was
designed, the researcher obtained the information that the English teacher in
SMA N 7
Yogyakarta
had the initiative to use Randall’s ESL Cyber Listening Lab because she
wanted to improve students’ listening skill and develop their vocabulary acquisition.
The teacher used Randall’s ESL Cyber Listening Lab to encourage the students to
explore the use of technology as very useful media in learning English.
The researcher will focus on two main problems. The first is how the teacher
applies the use of Randall’s ESL Cyber Listening Lab as a medium to deliver
listening material. It will cover the explanation on what types of assignments are
given and how the process of the using of Randall’s ESL Cyber Listening Lab is run.
The second problem will be the students’ perceptions on the use of Randall’s ESL
Cyber Listening Lab to develop their listening skill and enrich their vocabulary
B.
Research Problems
This research investigates the students’ perception on the use of online media
to develop students’ listening skill in
SMA N 7 Yogyakarta
. There are two research
problems that the researcher wants to investigate in this research. They are:
2.
What is the students’ perception on the use of Randall’s ESL Cyber Listening
Lab to develop their listening skill and enrich their vocabulary?
C.
Problem Limitation
This research focuses on the use of Randall’s ESL Cyber Listening Lab as a
medium to deliver listening lesson in third grade of
SMA N 7 Yogyakarta
. The
research selects several classes in academic year of 2012-2013. This research focuses
on exploring students’ perception on the use of Randall’s ESL Cyber Listening Lab
as the medium to improve students’ listening skill and the features that they often use
in that website.
D.
Research Objectives
Related to the formulated problems, this research has some objectives that
have to be accomplished. The main objective is to see students’ perceptions on the
use of Randall’s ESL Cyber Listening Lab to develop students’ vocabulary
acquisition in listening in
SMA N 7 Yogyakarta
. The researcher also tried to
investigate the implementation of Randall’s ESL Cyber Listening Lab to class XII
students of
SMA N 7 Yogyakarta
.
E.
Research Benefits
1.
Senior High School Teachers
This research hopefully can give contribution for teachers, especially
those who teach listening. This research can be an inspiration to create a new
innovation in teaching English listening in their school.
2.
Senior High School Students
This research investigates students’ perception on the use of Randall’s
ESL Cyber Listening Lab as the medium of students’ learning, especially in
listening. By knowing the result of this study, students will see the positive
and negative things in the use of Randall’s ESL Cyber Listening Lab as a
medium to study.
3.
Further Study
This research provides inspiration for people to conduct further
research related to the topic discussed in this research. The researcher hopes
that this research can enrich the existing research that has the same topic.
F.
Definition of Terms
The researcher provides four definitions of terms used in this research.
1. Perceptions
perception is a mental and cognitive process which makes us able to interpret and
understand our environment.
2. Randall’s ESL Cyber Listening Lab
Randall’s ESL Cyber Listening Lab is a web-site made by a person named
Randall. He made this web because his ESL students in the past asked him about how
to improve their skill in English outside the class. In this web people can use many
features related to English language learning, especially listening. In this website
people can listen to many conversations in English, in many different levels. People
can also find many resources, exercises and tips for teachers.
3.
Listening Skill
bottom up listening. In top down listening, listeners actively reconstruct the original
meaning of the speaker using incoming sounds and other signals like body language
as clues. However, listening skill in this research refers to bottom-up listening.
Bottom up listening is a text based listening. The listener relies on the language in the
message. The listener tried to recognize the combination of sounds, words, and
grammar that creates meaning. It includes listening for specific details, recognizing
vocabularies and recognizing word-order patterns (Wolven and Coakley, 1982).
4.
Online Media
7
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the theoretical base in doing the research on the students’ perceptions of the use of Randall’s ESL Cyber Listening Lab. On this literature review the researcher will discuss the theoretical description and theoretical framework. The theoretical description contains four points. They are perception, listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.
A. Theoretical Description
In this section, the researcher reviews the description of perception, listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.
1. Perception
Based on Altman’s (1985) definition of perception, the researcher might interpret that after receiving the stimuli, the students will identify the stimuli. Then they will recall their memory whether the stimuli are the same as previous received experience or not. If they have received the stimuli, they will recognize information. Then they match the information and compare it with the previous information they obtained in the past.
development. Kreitner and Kinicki (1992) define perception quite differently. To them, perception is a mental and cognitive process which makes us able to interpret and understand our environment. Thus, the development of an individual’s perception would affect their mental and cognitive skills.
Knowledge of the conditions of perceptual development immediately becomes knowledge of mental development. Thus, in education field, perception involves a cognitive process, a stimulating object or event, an attentive adjustment and the arousal of some degree of meaning;
Altman (1985) stated that there are some factors influencing a person’s perception.
a. Selection
Each person may select specific cues and filters out of others. This is the process of focusing only on a small number of stimuli. They may select what they think is important or relevant to fulfill their needs. This is one of some reasons why people perceive things differently.
b. Organization
c. Situation
Altman (1985: 89) stated that the situation which influences someone to perceive something may be the combination between someone’s past experience with his or her expectation. If someone had a bad experience in the past, he or she might perceive negatively when acquiring the same stimuli in advance. However, in case someone had a good experience in the past, he or she would have good expectation to achieve when similar things happen in the future.
d. Self concept
Self concept is the way we feel about and perceive something. The way we see ourselves will also affect our perception. A person has to maintain a relatively stable, positive self-concept.
2. Listening Skill
Listening is an attempt to discriminate sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret information of audio stimuli (Wipf, 1984). It implies that listening skill is human’s ability to interpret and understand the information in the form of audio. In this research listening skill refers to students ability to acquire and understand information from a certain source (material) used in a teaching-learning process. Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991).
Wolven & Coakley suggested that listening is an active process consisting of our components: the physiological process of receiving, attending or focused perception of selected stimuli, assigning meaning to the aural stimuli heard and attended, and remembering or storing aural stimuli for the future recall. Listening can be improved through training and practice (Nichols and Stevens, 1983).
3. Randall’s ESL Cyber Listening Lab
as learning media. The URL of the web is http://www.esl-lab.com/. Due to the fact that it is a web and can only be accessed using internet connection and computer, the learning process which uses this media can be considered as ‘E-learning’. “E-learning” can be defined as an instruction delivered electronically via the Internet, Intranets, or multimedia platforms such as CD-ROM or DVD (Hall, 2003; O’Neill, Singh, &O’Donoghue, 2004). In this case, the students in SMA N 7 use Randall’s ESL Cyber Listening Lab as the media to do self-pace independent learning. The creator of this web (Randall) made this web to provide people a facility to improve their English listening skill independently. The materials in this web are totally acceptable and useful for EFL students who want to improve their listening skill. By accessing this web, people may improve their listening without having to depend to others or joining a listening class. Unfortunately, people need internet connection to access this web, so there might be some limitation for people who do not have required facility to access this web.
Screenshot 2.1 The homepage of RECLL (More screenshots might be
4. Online Media
Online learning (in this case web learning) can be implemented in a variety of ways, such as through the use of self-paced independent study units, asynchronous interactive sessions (where participants interact at different times) or synchronous interactive settings (where learners meet in real time) (Ryan, 2001). Through Randall’s ESL Cyber Listening Lab, students are expected to be independent. Related to the fact that the features in this web can only be used online and there is limited facility in the school, the students in SMA N 7 have to access the web after the school hours as an independent task.
B. Theoretical Framework
Stimuli Behavioral response Perception,
organization, and interpretation of stimuli
Sensors’ selection of stimuli
may be the combination between someone’s past experience with his or her expectation, the researcher considers the students’ experience as the source to perceive perception which is the focus of this study.
In order to answer the first problem formulation, the researcher simply conducted an observation in the class and simple interview with the English teacher and some students. The researcher obtained the information about the
[image:30.612.73.536.259.572.2]implementation of Randall’s ESL Cyber Listening Lab from two different sources (English teacher and students) to make sure that the information is valid and reliable. The researcher would compare the steps of Randall’s ESL Cyber Listening Lab in the teaching-learning activity and the steps of perceptual process according to Altman (1985):
Figure 2.1 The Perceptual Process
of perception in students’ mind and the aspects in the environment which may influence the creation of a perception.
Through independent learning the students done outside the school, the character of independence will be gained. Not only the character of independence, but from 19 statements in the questionnaire, the researcher was able to investigate the characteristics and skills within the students’ personality. Positive and negative perception can also be investigated through the questions in the questionnaire. It can be concluded that the students perceived positive perception if they stated that they gained skills and less burden in using this web based-learning method.
15
METHODOLOGY
This chapter will give further information on how the data were gathered and analyzed to answer the problem formulations. This chapter consists of research method, participants, instruments used in the research, data gathering technique, data analysis technique and the research procedures.
A. Research Method
In order to explore students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop students’ listening skill in SMA N 7 Yogyakarta, the writer employed survey research. Survey is a kind of research which is used to gather data about the characteristics, attitudes, and opinions of people toward some issues (Ary, Jacobs and Razavieh, 2002). Survey can also be susceptible to a variety of interpretations.
This research is included in quatitantive-qualitative (mix research) The data is showed in the form of numbers (percentage). However the researcher uses verbal statement to support further fingdings related to the percentage. Students’ perception on the use of Randall’s ESL cyber listening lab is presented in numbers while the analysis behind the result is presented in verbal statement.
B. Research Setting
October 2011 At that time, the researcher was having a teaching practice in SMA N 7 Yogyakarta.. The researcher did some minor (informal) interviews with the English teacher and some students on October 2012. The researcher also conducted some observations to investigate the teacher’s method to deliver the steps of using Randall’s ESL Cyber Listening to the students.
C. Research Participants
Related to the methods of data gathering, this part is divided into two sections: interview participants and questionnaire participants.
1. Interview Participants
The researcher conducted an interview to the English language teacher before conducting the research to investigate general information about the students and also the teaching method in the class. The researcher investigated the procedure of delivering English language lesson and the problem faced by the students in the class. After that, the researcher conducted interviews with three students to triangulate the information from the teacher. These interviews were conducted in order to answer the first problem formulation.
2. Questionnaire Participants
The participants investigated were class XII students from different classes of SMA N 7 Yogyakarta. There were six classes of twelfth grade in SMA N 7 Yogyakarta. The researcher randomly chose five students from each class to be the participants of this study. There were 30 students who were taken as the participants.
D. Instruments and Data Gathering Technique
In gathering the data, the researcher used two types of instruments to obtain the data needed. They were interview and questionnaire.
a. Interview Form
Interviews are a widely used tool to access people’s experiences and their inner perceptions, attitudes, and feelings of reality (Zhang &Wildemuth, 1990). Related to this study, interview can be considered as the tool to access teachers’ experiences and students’ inner perceptions on Randall ESL Cyber Listening Lab. The researcher interviewed an English teacher of SMA N 7 Yogyakarta who uses Randall’s ESL cyber listening lab to obtain data and information about the reasons and results of using Randall’s ESL Cyber Listening Lab in English teaching. Three students were also interviewed to triangulate the data from the English teacher and also to investigate deeper information about the students’ and class’ characteristics.
b. Questionnaire
factual information and respondents’ opinion. In this research, questionnaire is the list of questions given to students in order to collect information about their perceptions on web evaluation, student’s skill improvement, student’s workload and student’s suggestion related to the use of Randall’s ESL Cyber Listening Lab.
The researcher made one questionnaire which consists of 19 close-ended questions. A close-ended question is a question with limited alternative answers (Wiersma, 1995). It is used when the researcher expects some specific answer for the questions. The questionnaire was designed in Indonesian language to avoid misinterpretation between researcher and the students. The questions aimed to find out whether using Randall’s ESL Cyber Listening Lab was effective to improve students’ listening skill. The result of this questionnaire was used as the main source to answer the problems of this research. The researcher divided the questions in the questionnaire into four main parts: web evaluation, student’s skill improvement, student’s workload and student’s suggestion.
E. Data Gathering Technique
the researcher distributed the questionnaires in class XII and made a transcript of the result of the questionnaire to be analyzed.
F. Data Analysis Technique
Firstly, the researcher analyzed the data of teacher’s interview to see the characteristics of the students, the procedure of delivering English language lesson and the problem faced by the students in the class. Then the researcher read the response of the questionnaire carefully. The researcher then continued to calculate the percentage of each response.
Then, the result of the calculation was put in the table and discussed based on four categories in the questionnaire. The categories were based on the research questions that the researcher had. The students who had positive perception on the use of recorded performance tended to choose strongly agree (SA) and agree (A)
Table 3.1 The Blueprint of the Questionnaires
No. Experts Theories Statements Web Evaluation: feature and navigation
1 Altman (1985)
The way students see ESL Randall’s Cyber Listening Lab.
Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab menarik bagi saya.
2 Organization of the
stimuli helps students to categorize the input
Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab mudah digunakan
3 Fitur-fitur yang ada dalam Randall’s
ESL cyber listening lab memudahkan saya untuk belajar bahasa Inggris, terutama listening.
4 To find out the
students’ motivation
Randall’s ESL cyber listening lab memotivasi saya untuk belajar bahasa Inggris, terutama listening.
Student’s cognitive and mental skill improvement
5 Kreitner and Kinicki (1992) Altman (1985)
Perception is a mental and cognitive process which makes us able to interpret and understand our environment. Thus, the development of an individual’s perception would affect their mental and cognitive skills.
Cognitive component: the beliefs a person has about the object or event. These beliefs are developed from thought, knowledge, observation and the logical
interrelationship among them.
Saya memiliki kesempatan untuk menjadi lebih mandiri melalui penggunaan metode ini
6 Saya merasa lebih percaya diri dalam
menggunakan komputer sebagai media pembelajaran.
7 Saya menjadi lebih kritis dalam
mengenali kata-kata dalam bahasa Inggris
8 Saya mengenali berbagai aksen
berbahasa Inggris yang digunakan oleh
native speaker
9 Saya mendapat pengetahuan lebih
tentang vocabulary
10 Saya merasa lebih percaya diri
menggunakan bahasa Inggris di lingkungan belajar saya.
Student’s workload
11 Altman (1985)
The way students feel about and perceive in
G. Research Procedure
First, the researcher decided the subject for the study and concluded the problem formulation. Second, the researcher made a proposal consisted of chapter I to III of the study and reported the proposal to the supervisor to be evaluated. After the proposal was accepted, the researcher designed a set of questionnaire to be answered the research questions. The set of questionnaire itself has four main parts and consist of 19 statements. Then, the researcher asked the permission of conducting the study to the Chairperson of study program, the Chairperson of the faculty, and the Headmaster of SMA N 7 Yogyakarta.
12 ESL Randall’s Cyber
Listening Lab.
Metode pembelajaran ini memiliki bobot yang lebih berat daripada metode konvensional
13 Saya merasa waktu bermain saya
berkurang
14 Beban tugas ini membuat saya
melalaikan tugas saya yang lain 15 Altman
(1985)
Affective component: whether students like or dislike, are happy or sad about the object
Saya lebih menikmati metode pembelajaran online
Student’s suggestion
16 Altman (1985)
The situation which influences someone to perceive may be the combination between someone’s past experience with his or her expectation
Menurut saya metode menggunakan web ini metode yang tepat untuk
digunakan sebagai metode
pembelajaran listening bahasa Inggris
17 Sebaiknya metode ini dikombinasikan
dengan metode lain
18 Sebaiknya beban tugas siswa melalui
penggunaan web ini dikurangi
19 Sebaiknya guru berperan lebih aktif
23
RESEARCH FINDING AND DISCUSSION
In this chapter the researcher presents and analyses of the data related to two formulated problems of this study. There are two main parts in this chapter. The first part presents the discussion on how Randall’s ESL Cyber Listening Lab (will be mentioned as RECLL) is applied in student’s learning activity in SMA N 7 Yogyakarta. The second part focuses on the SMA 7 students’ perception on the implementation of RECLL in the class to develop their listening skill.
A. The Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7
Yogyakarta
The first problem is how RECLL is implemented in class XII in SMA N 7 Yogyakarta. The data analysis of RECLL implementation in class XII in SMA N 7 Yogyakarta is divided into two sections. The first section is the data presentation and the second is the discussion on the analyzed data.
1. Data Presentation
having the valid data on the steps of RECLL implementation, the researcher analyzed the data and drew conclusions from the analyses.
a) The interviews
The interviewees were the English teacher and three students of class XII. In the interview, the researcher gave two questions to the teacher and one question to the students:
Questions for the teacher:
1. Why do you implement ERCL in your classes?
2. What are the steps that they had to do in using ERCL? 3. Do you have any expectation in applying ERCL in class? 4. How do you evaluate the students’ work?
5. Do you have any specific objectives/ goals in using ERCL in your classes? 6. Do you think they will enjoy learning English more by using ERCL? 7. Do you think using ERCL is an effective way to teach English (esp.
listening) ?
8. Based on the fact that you have implemented ERCL for several times during your career as an English teacher, how about students’ progress after using RECLL? Do they always show positive/good progress?
A question for the students:
1. How did the teacher implement RECLL web to your learning activity? Please explain the details.
The researcher acquired the result of RECLL implementation in SMA N 7 Yogyakarta from the interviews. The researcher acquired very detail information from the students. Meanwhile the English teacher answered the questions in a very brief description.
students might be bored if she applies the same method and uses the same media every semester. She hopes by using RECLL in her class the students would be more interested in improving their listening skill. The teacher expects the students to be more familiar to variety of dialogues so they can deal with listening test better. The final goal of the teacher is better achievement of the students.
The teacher also stated that based on her previous experience, most of the students enjoyed using RECLL as supportive media in her listening class.
‘It is proved by their cheerful expression whenever we talk about the task I give them, or when they exchange the materials and finish it in the class.’
(English Teacher)
The researcher asked the teacher about her opinion about the effectiveness of using RECLL in the class. The teacher said that so far implementing RECLL is effective. The students’ progress can be seen from the result of listening activities in class. They are able to answer the questions from short conversation because they are used to some questions including identifying people, location, topic, intention, time, suggestion, etc. They find it easy to complete an incomplete dialogue using the expression needed, because they have already learned a lot through RECLL. Most of the students make a great progress after implementing it.
choose at least 8 topics from RECLL. There are three levels in the web: easy, medium and difficult. Those 8 topics have to cover all the levels as the proof that students have tried all the levels in RECLL. Then the students have to download the material and transcribe the questions related to the topics into written files. The students have to write all the questions and also the answers. They have to burn the material in a CD and submit it as an attachment. The students also have to attach some reflections contain the progress they have made and their opinions
in using RECLL. . The teacher evaluates students’ work from students’ progress in the class
questions to avoid any obstacle related to their speaking skill and vocabulary mastery.
Combining the answers of three interviewees, the researcher acquired the steps of RECLL according to the students. Firstly, the teacher introduced RECLL in the class. The teacher opened the web in the class and showed the features of the web. How to choose the levels (easy, medium and difficult), how to choose the topics, how to access the quizzes and how to download the recordings are described by the teacher. After explaining the details, the teacher asked the students to choose at least eight different topics to be used in the assignment. The students had to download those eight topics and burned it in a CD. Then the students had to type all the questions in the recording in Microsoft word and printed it. The teacher asked the students to make a report consisted of the recording (CD), the questions related to the material, the answers of the questions, and some reflections. The report will be used as the evidence that the students had accessed RECLL. Sometimes the teacher would ask the students to bring some of the topics including the questions. The students would have to exchange the material to the classmates. After exchanging the material, they have to do answer the questions. The answers would be corrected by the other students who gave the questions and materials. The teacher introduced RECLL in the beginning of the semester. The students have to submit the final report on December 18th.
1. Second week of October 2012
The teacher shared what RECLL is and explained how to use the web
independently outside the school.
2. October 2012
The teacher explained what the students had to do.
- Access the web outside the school
- Choose 8 topics or more
- Listen to the material and do the quizzes - Download and burn the
material in a CD - Copy the material,
questions and the result of the quizzes in a printable form as a report(Microsoft word) - Print the report and
submit it (including the CD) to the teacher
3. October-November 2012 The students access the web &listen to the material
4. December 18, 2012
The students submit their report to the teacher
5. December 2012 (After 18th) The teacher evaluate students’ report 3.2 October-November
2012
Students bring and exchange some material from RECLL. They do the quiz from their partners and evaluate the works
[image:45.612.77.556.183.660.2]formulate the implementation of RECLL in SMA N 7 Yogyakarta in several points. The researcher made a flowchart explaining the Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta.
Figure 4.1 The Implementation of RECLL in SMA N 7
3.1 October –November 2012
2. Analysis and Discussion on the Data
In this part the researcher will give a brief analysis on the implementation of RECLL in SMA N 7 Yogyakarta. Based on Figure 4.1, the implementation of RECLL is divided into five steps, with two additional activities within the third step. The researcher tried to compare these steps with the theory of Altman (1985) about the perceptual process. As what the researcher described in Figure 2.1, the perceptual process is divided into four main parts: the stimuli, sensors’ selection of stimuli, behavioral response and the creation of perception, organization, and interpretation. Based on the comparison of those two figures, the researcher is able to observe whether the steps in RECLL implementation are qualified to form a perception on the use of RECLL.
The first and second step of RECLL implementation are the introduction what RECLL is and how it is used independently outside the school. These steps can be considered as the first part of perceptual process: the stimuli. This is the time when students see and feel the stimuli for the first time.
skills. It might be different one another between these students. The behavioral response might be created in the form of skill improvement and mental development.
The last two steps are step four and five in which students submit the assignment and then the teacher evaluate their work. During these last two steps the students already acquire the perception, organization, and interpretation of stimuli. This is the last part of perceptual process and it means the students already complete the steps of perceptual process. The comparison between the implementation of RECLL and perceptual process implies the coherence of those two processes. It might be concluded that the steps in RECLL implementation are qualified to create a perfect perception in the students’ mind.
B. SMA 7 Students’ Perception on the Implementation of RECLL in the
Class to Develop Their Listening Skill
Altman are selection, organization, situation and self concept. Meanwhile, Kreitner & Kinicki (1992) on the role of perception for mental development said the development of an individual’s perception would affect their mental and cognitive skills. Further explanation and more detail theories will be presented on the sections below.
1. Data Presentation and Analyses
The following is the data presentation of the questionnaires distributed to the XII grade students of SMA N 7 to investigate their perception on the implementation of RECLL in the class to develop their listening skill.
1. Data Presentation and Analyses from Close-Ended Questions
a. Students’ Evaluation of RECLL web
[image:48.612.73.552.221.704.2]In this part, the researcher investigates students’ evaluation about the feature and navigation of RECLL. The researcher believes that the appearance of RECLL might bring enormous effect in creating students’ perception on the use of RECLL.
Table 4.1 Students’ Evaluation of RECLL web
No. Statements SA A D SD
Web Evaluation: feature and
navigation
1 The features in RECLL are interesting. 5 16.67%
23 83.33% 2 The features in RECLL are easy to use. 11
36.6%
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.1 presents the students’ evaluation of RECLL web. The researcher decided to make an evaluation of the appearance and accessibility of the features in the web because in Altman’s theory (1985) of perceptual process, selection holds a very important role. By seeing the appearance and accessibility of the web students might form a picture which would decide whether they were interested to access the web or not. Selection holds the role which determines whether people would give positive or negative reaction to the stimuli they had previously. This process will be different from one person to another. Interest holds a very important factor for people in selecting the stimuli.
The result of the first statement in the questionnaire showed that 5 students (16.67%) chose SA (Strongly Agree) while 25 students (83.33%) chose A (Agree) .None of the participant chose D (Disagree) or SD (Strongly Disagree). It showed that all of the students agreed that the features in Randall’s ESL cyber listening lab are interesting. Once the students thought that the stimuli was interesting, their mind would give positive reaction and it meant the stimuli will be processed to the next step of perceptual process. This positive response would be a good start to form a good perception on the use of RECLL and would help them to understand the material they perceived from RECLL.
3 The features in RECLL facilitate the students to learn English language, especially listening, in an easier and simpler way.
19 63.33%
11 36.67%
4 RECLL motivates students to learn English language, especially listening.
The second statement of the questionnaire stated that the features in RECLL are easy to use. According to Altman (1985), the organization of the stimuli helps students to categorize the input. After entering our mind, information will be arranged so as to become meaningful. The good arrangement of stimuli will make our mind manage the stimuli easily once it enters our mind. The organization of the features in RECLL web will also help students to organize the information once the access it from the web. The result showed that 19 students (36.67%) chose SA (Strongly Agree) and the rest of the students (11 students – 63.33%) chose A (Agree). Similar to the first statement, once the student acquired positive impression from the web, they would proceed the impression to form the next step of perceptual process. The fact that the students thought that the features in RECLL are easy to use would also help them to acquire the information better and improve their English listening skill easier.
The fourth statement, ‘RECLL motivates the students to learn English language, especially listening’, was used by the researcher to find out students’ motivation in the use of RECLL in teaching-learning activity in the school. Altman (1985) states that positive motivation influenced people to form positive perception. In this case, positive perception on the RECLL web will influence students to improve their skill better. The result showed that 13 students (43.44%) chose SA (Strongly Agree), 15 students (50%) chose A (Agree) and 2 students (6.67%) chose D (Disagree). Most of the students gave positive opinion in this statement. It meant that RECLL motivated them to improve their English listening skill.
b. Students’ Skill Improvement
Table 4.2 Student’s cognitive and mental skill improvement
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.2 presents the student’s skill improvement related to the use of RECLL in the class. Both cognitive and mental developments were observed through six questions in this part. The questions related to the students’ cognitive skills were questions 7, 8 and 9. Meanwhile question 5, 6, and 10 were used to observe their mental development through the use of RECLL. The researcher used the theories from Kreitner and Kinicki (1992) and Altman (1985) as the fundamental theories in making those six questions. In the perceptual process, the students would proceed the knowledge they got from the learning process into the part of their mental development. In this case, the researcher wanted to observe the development of students’ independence and self-esteem.
No. Student’s cognitive and mental skill improvement
SA A D SD
5 Students become more independent through the use of RECLL.
13 (43.33%)
17 (56.67%) 6 Students feel more confident using computer
as learning media.
12 (40%) 16 (53.3%) 2 (6.67%) 7 Students are able to recognize English words
better than before.
8 (26.67%) 20 (66.67%) 2 (6.67%) 8 Students are able to recognize the words
used by native speaker in a conversation.
4 (13.33%) 18 (60%) 8 (26.67%) 9 Students develop their
vocabulary-acquisition skill.
12 (40%)
18 (60%) 10 Students feel more confident using English
in their learning environment.
Kreitner and Kinicki (1992) define perception as a mental and cognitive process which makes us able to interpret and understand our environment. The researcher related this statement to Altman’s (1985) theory about cognitive component. Cognitive component is the beliefs that a person has about the object or event. These beliefs are developed from thought, knowledge, observation and the logical interrelationship among them. The term cognitive comes from cognition, which refers to knowledge, memory, ability to acquire new information and understanding of a certain material. Using this theory, the researcher made question 9, 10 and 11 to observe students’ cognitive skill development.
The fifth statement in the questionnaire stated that students become more independent through the use of RECLL. The result showed that all of the students gave positive response to the statement. Thirteen students (43. 33%) chose SA (Strongly Agree) and seventeen students (56. 67%) chose A (Agree). It means that all the participants agreed that the use of RECLL has developed their self-independent learning skill.
‘I can be more independent because I can access the entire material, do the quizzes and see the evaluations by myself almost anytime and anywhere. This web really helps me in improving my English skill without the help of other people. What I mean is that I don’t need to bother other people to help me improving my English skill. This way, I can utilize my spare time to study.’ (Participant 5)
Research statement number six asked whether students feel more confident in using a computer as learning media. Twelve students (40%) strongly agreed and sixteen students (53.3%) agreed to the statement. However, 2 students (6.67%) disagreed. It means more than 90% students feel more confident in using computer as learning media.
‘Previously, I seldom used computer in my daily life. Usually I only use computer to do my assignment, open face book or watching movie. I can say that I use computer more as an entertainment tool rather than learning media. However, using RECLL made me think that actually computer can be a very useful partner in a learning process. Previously I think that using computer as leaning media is just limited only as a typing tool, but now I understand that using computer can be very useful in accompanying students in studying. I even found some software which can help me not only in English subject, but also in math and science. So if you asked me whether I improved my confidence in using computer as learning media after using RECLL, I will answer absolutely yes. ’ (Participant 29)
‘I just felt the same after using RECLL as learning media. Before using RECLL, I have used computer as learning media. I used computer to type, browse the internet and finish school assignment. Using RECLL is just one different assignment that include computer as the media. I really like using RECLL though, but according to the statement which questioning my confidence in using computer as learning media, honestly I didn’t feel any change in confidence.’ (Participant 2)
researcher analyzed the reason why participant 2 chose ‘Disagree’, it can be seen that even before using RECLL as learning media, participant 2 already used computer as a loyal assistant in study or finish the school assignment. It can be stated that participant 2 chose ‘Disagree’ not only because he has negative perception about the use of computer as learning media, but it is because he has felt that a computer is a good assistant of learning since a long time ago. In conclusion, based on the result that more than 90% students gave positive response to the statement, the researcher conclude that RECLL helps students to feel more confident in using computer as learning media.
‘Students are able to recognize English words better than before’. That is the seventh statement of the questionnaire. The result showed that 8 students (26.67%) chose SA (Strongly Agree), 20 students chose A (Agree) while 2 students (6.67%) chose D (Disagree).
‘I can recognize English words better after using RECLL. In RECLL, I often listen to words that I never heard in listening section at school. RECLL really enrich my vocabulary. Moreover I really enjoy listening to RECLL material because they provide real contexts in the conversations. For example if the people in RECLL are having a conversation in a train station, the situation around the people would sound like they really have the conversation in a train station, not in a recording studio. It really helps because the words in the conversation usually closely related to some certain contexts, like the time or place the conversations existed. The interesting contexts made me curious to listen what will happen next in the recorded material. ’ (Participant 22)
English-word recognition skill through the use of RECLL (Altman 1985). This belief formation is a factor which will contribute to the perceptual process. Her cognitive skill (refers to knowledge, memory, ability to acquire new information and understanding of a certain material) was improved through the use of RECLL. However there were 2 students who disagreed. They said that they still have difficulties even after they tried to study listening from RECLL.
‘It’s really difficult. I still could not follow the conversation well. It’s maybe because the people having the conversation were natives. I found that Indonesian accent is easier to be recognized.’
(Participant 16)
‘I’m good at structure, but I’m not that good at listening. I think I have to put double effort in listening than my friends. If my friends improved their listening skill after using RECLL and I’m not, I think I’m the problem, not the material.’
(Participant 25)
Participant 16 and 25 still have difficulty to recognize English words correctly even after they use RECLL. Participant 25 said that it might be because he was not really good at listening. However, 28 students (93.33%) felt than their English-word recognition skill improved. Due to this domination of positive response, the researcher concluded that RECLL is able to help students to recognize English word more than before.
The eighth statement states that students are able to recognize the words used by native speakers in a conversation. Four students (13.33%) strongly agreed, 18 students (60%) agreed but eight students (26.67%) disagreed to the statement.
Participant 6 said that he has improved his English skill much better since he used RECLL. Before using RECLL he really found that it was difficult to recognize English words said by people. However, after using RECLL, he improves his achievement in listening quiz in school. He said that it is quite easy now for him to recognize English words in a recorded material, but once he met a real native speaker, it is still quite hard to understand what the native said. Different from participant 6, participant 9 found that she can recognize the words used by native speakers in a conversation well.
‘I found difficulties in catching the word said by native speaker previously. Last month when I went to Prambanan, I met some native speaker and I tried to have a conversation. At that time I really felt that RECLL had helped me to understand what western people said. I still have problem in replying what they said to me, but overall I can understand what they said to me well.’ (Participant 9)
Participant 9 felt that RECLL helped her a lot in improving her English-word recognition skill. Most of the participants felt the same way too. However eight students who disagree on the statement revealed that the problem they had might be closely related to the accent and pace of native speaker when they speak. ‘Sometimes native speakers speak really fast and unclear.’ (Participant 17)
Students develop their vocabulary-acquisition skill. That statement was made to discover students’ ability to acquire new information and understanding of a certain material (in this case, vocabulary). All of the students gave positive reactions to the statement. Twelve students (40%) chose SA (Strongly Agree) and the rest of them (18 students; 60%) chose agree. This fact showed that RECLL helped students to improve their vocabulary-acquisition skill. Vocabulary, as a fundamental factor of a language is a very important factor to be acquired in an attempt to master a language. Having a good vocabulary acquisition will influence students’ mental development in the context of English language acquisition. Logically, if students have a good vocabulary acquisition skill and abundant collection of vocabulary, they will feel more confident in applying the use of English in their learning environment.
‘I just feel not good enough using English in a conversation. I know that I have improved my skill a lot, but somehow I’m still afraid to make mistake’. (Participant 24)
‘Sometimes I know what I want to say, but when I actually say it, I feel my tongue tied and I mess the words I want to say’. (Participant 16) ‘RECLL really helps. I gain many new vocabularies from RECLL. I open the web almost every day and now I’m used to listen to English words. That way, I can manage to arrange my words better every time I use the words in speaking. Apparently, having listening practice also helps me in improving my speaking skill. I feel more confident and now it’s easier for me to express my ideas in English’. (Participant 17)
The result of the tenth statement showed the fact that having a good vocabulary acquisition skill and abundant collection of vocabularies does not mean that students would feel confident in using those words in a real conversation. Some students might feel afraid to make mistake and some others might be so nervous that the words did not come out well. However, more than 75% of the participants did feel more confident using English in their learning environment. This fact implied that RECLL really helped students to be more confident in using English in their learning environment.
c. Students’ Workload
Table 4.3 Students Workload Table 4.3 Students’ Workload
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.3 presents students’ workload related to the use of RECLL. The researcher decided to observe students’ workload since the burden students get from an assignment might influence students' motivation in a subject. If students feel that an assignment burden them too much, there is a possibility that in the future, the students will form a negative perception on the subject. Related to the fact that RECLL is still classified as a new method used in SMA N 7, the researcher wanted to see how the students perceive RECLL related to their workload inside and outside the school. The researcher made four close-ended questions related to students’ workload. Based on Altman’s (1985) theory that perception is the way people feel about and perceive, the researcher wanted to
No. Students’ Workload SA A D SD
