CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
Data that presented in this research is data from a questionnaire that were spreading to all students of Madrasah Aliyah with google form about students' perception of using bilingual program in dormitory towards learning English in the classroom. Every questionnaire contains 28 multiple choice question that students have to answer it by giving checklist to the answer that closes to their feeling.
Below is the result of the questionnaire.
Table 4. 1
Result Data of Questionnaire
No Statement Alternative Answer Total
SA A D SD
1 A bilingual program can help me excel in and outside of school.
21 42 6 2 71
29,6
%
59,2
%
8,5% 2,8% 100%
2 The Bilingual Program allows me to improve my speaking skills in English
12 51 7 1 71
16,9
%
71,8
%
9,9% 1,4% 100%
3 The bilingual program can help and make it easier for me to do English assignments.
20 47 4 0 71
28,2
%
66,2
%
5,6% 0% 100%
No Statement Alternative Answer Total
SA A D SD
4 Using the bilingual program in the dormitory helped me more easily understand the material given by the English teacher.
29 33 9 0 71
40,8
%
46,5
%
12,7
%
0% 100%
5 The Bilingual Program allows me to acquire new English vocabulary.
27 34 10 0 71
38% 47,9
%
14,1
%
0% 100%
6 My listening skills in English have not improved much with the bilingual program.
2 7 45 17 71
2,8% 9,9% 63,4
%
23,9
%
100%
7 I still have difficulty understanding the meaning of each sentence explained by the English teacher in class.
2 5 43 21 71
2,8% 7% 60,6
%
29,6
%
100%
8 My writing skills in English have not improved much with the bilingual program.
5 17 37 12 71
7% 23,9
%
52,1
%
16,9
%
100%
9 My reading skills in English have not improved much with the bilingual program
3 8 48 12 71
4,2% 11,3
%
67,6
%
16,9
%
100%
10 The Bilingual program doesn't help me to improve my English grammar knowledge.
1 23 45 12 71
1,4% 18,3
%
63,4
%
16,9
%
100%
11 I feel comfort and enjoy the bilingual program in the dorm.
37 28 6 0 71
52,1
%
39,4
%
8,5% 0% 100%
12 The bilingual program makes me more relaxed and less stressed in learning English.
20 40 8 3 71
28,2
%
56,3
%
11,3
%
4,2% 100%
No Statement Alternative Answer Total
SA A D SD
13 The bilingual program makes me more confident when studying English in class.
19 43 9 0 71
26,8
%
60,6
%
12,7
%
0% 100%
14 Having a bilingual program can reduce my anxiety about learning English.
19 41 10 1 71
26,8
%
57,7
%
14,1
%
1,4% 100%
15 I feel cool when I use English in and outside the dorm.
22 44 5 0 71
31% 62% 7% 0% 100%
16 I feel bored when implementing the bilingual program.
5 16 43 7 71
7% 22,5
%
60,6
%
9,9% 100%
17 I feel burdened by having a bilingual program in the dorm.
4 20 39 8 71
5,6% 28,2
%
54,9
%
11,3
%
100%
18 The low ability of students in English.
6 34 24 7 71
8,5% 47,9
%
33,8
%
9,9% 100%
19 I feel the bilingual program in the dorm hinders other learning.
5 21 38 7 71
7% 29,6
%
53,5
%
9,9% 100%
20 With the bilingual program in the dormitory, I got used to implementing it anywhere. (in class and even outside the boarding school environment)
23 37 8 3 71
32,3
%
52,1
%
11,3
%
4,2% 100%
21 The bilingual program allows me to easily interact with other people using English.
19 44 8 0 71
26,8
%
62% 11,3
%
0% 100%
22 The bilingual program can strengthen my independence in learning English.
24 37 7 3 71
33,8
%
52,1
%
9,9% 4,2% 100%
No Statement Alternative Answer Total
SA A D SD
23 With the bilingual program, I am motivated to learn English more deeply.
17 47 7 0 71
23,9
%
66,2
%
9,9% 0% 100%
24 I can be more active in class because of the bilingual program at the dorm.
14 46 8 3 71
19,7
%
64,8
%
11,3
%
4,2% 100%
25 The methods or concepts applied in bilingual programs are less effective.
5 24 36 6 71
7% 33,8
%
50,7
%
8,5% 100%
26 A bilingual Program doesn’t help me in mastering English Language
4 18 39 10 71
5,6% 25,4
%
54,9
%
14,1
%
100%
27 Many students do not use English in the dormitory.
11 36 21 3 71
15,5
%
50,7
%
29,6
%
4,2% 100%
28 Bilingual program doesn't help me when learning English in the class
3 24 38 6 71
4,2% 33,8
%
53,5
%
8,5% 100%
Annotation:
SA: Strongly Agree DA: Disagree
A: Agree SDA: Strong Disagree
The table above shows the percentage of the answer frequency by the students. It can be described that the first statement states that the use of bilingual programs in dormitories can enable students to excel both at school and outside of school. As in the table above, there are 29.6% of students strongly agree. A total of 59.2% of students feel agree with the statement. Then only 8.5% of students who feel disagree with the statement and 2.8% of students who feel strongly disagree. Therefore, we can conclude that the bilingual program can help students to excel both at school and outside of school.
The second statement is about students' speaking ability. Where in this statement the students who voted strongly agreed were 16.9%. Then more than half students who chose agree 71.8%. Furthermore, only 9.9% of students chose disagree and 1.4% of
the students chose strongly disagree. From the results of the table, it can be said that students agree that the existence of a bilingual program in the dormitory can improve their speaking English skills.
The third statement with the existence of a bilingual program can help and make easier for students in doing English assignments. A total of 20% of students who feel strongly agree. Then there are 66.2% of students who feel agree that the bilingual program can help them in doing their English assignments. Only 5,6% of students chose to disagree with this statement and none of the students chose to strongly disagree. So it can be concluded that students feel helped in doing the assignments given by the English teacher.
The fourth statement students felt helped by the bilingual program because they could more easily understand the material given by the teacher, based on the results of the table above as many as 40.8% of students who feel strongly agree. Then there are 46.5% of students who agree. Meanwhile, only 12.7% chose to disagree, and 0%
of students who felt strongly disagreed with the statement. With that, it can be concluded that students agree to the bilingual program which can help them more easily understand the material provided by the teacher.
The fifth statement, which is about the language component that students feel, it is in the form of increasing students' vocabulary. The results of the table above show that students are more dominant in choosing strongly agree as much as 38%. Then the students who chose to agree were 47.9%. There are only 14.1% of students who choose to disagree and none of the students who choose strongly disagree with the statement. It can be said that the bilingual program can increase students' vocabulary.
The sixth statement, it discusses listening skills in students. Students stated strongly agree that there are 2.8%. Then the students who agree there were 9.9%. Then 63.4% of students chose to disagree and 23.9% students chose to strongly disagree.
Therefore, it can be concluded that the existence of a bilingual program can improve students' listening skills.
The seventh statement is about students who still have difficulty understanding the meaning of each sentence explained by the English teacher in class. A total of 2.8%
of students choose strongly agreed with the statement. There are also 7% of students who feels agree with the statement, then as many as 60.6% of students who feels disagree, and 23.9% of students who feel strongly disagree. Therefore, it can be concluded that students feel helped by the bilingual program because they can get the meaning of each sentence explained by the English teacher.
The eighth statement is about the student's writing skills which has not increased due to the bilingual program. A total of 7% chose strongly agree then as many as 23.9% of students chose to agree. 52.1% of students chose to disagree and 16.9% of the students chose to strongly disagree with the statement. Therefore, it can be
concluded that students disagree that the bilingual program could not improve their writing skills.
Then the nineth statement is discussing about students' reading ability have not improved by using bilingualism. A total of 4.2% of students stated strongly agree, then as many as 11.3% of students agreed. Then as many as 67.6% of students chose to disagree and 16.9% of the students stated that they strongly disagreed.
With this, it can be said that students disagree that the use of bilingualism could not improve their reading skills.
The tenth statement discusses the component in the form of not increasing students' knowledge of grammar. The data shows that as many as 1.4% of students who feel strongly agree. Then as many as 18.3% of students feel agree with the statement.
There are 63.4% of students who disagree with the statement and 16.9% of students who feel strongly disagree. With this it can be concluded that the existence of a bilingual program in the dorm can increase students' knowledge of grammar.
The eleventh statement is about the use of bilingualism in the dormitory is quite comfortable and enjoyable for students A total of 28.2% of students who voted strongly agreed with the statement. Then more than half of the students (56.3%) agreed that the use of bilingualism in the dormitory was very enjoyable. Meanwhile, only 11.3% of students chose to disagree and in this statement, then (4.2%) students who chose strong disagree. It can be said that students feel comfort and enjoy with the bilingual program in the dormitory.
The twelfth statement is about the bilingual program making students more relaxed and less stressed in learning English. A total of 28.2% of students strongly agree.
Then as many as 56.3% of students chose to agree that the existence of a bilingual program made them relax and not stressed in learning English. 11.3% of students who disagree with the statement and around 4.2% students chooses strongly disagree with this statement. Based on the results of the questionnaire above, it can be said that the existence of a bilingual program makes students more relaxed and less stressed in learning English in class.
The thirteenth statement is that the bilingual program makes students more confident when learning English in class. Based on the results of the questionnaire, 26.8% of students who chose strongly agreed, then as many as 60.6% of students chose to agree that the use of bilingualism can make students more confident when learning English. Of those who chose not to agree, there were 12.7% of students and in this statement, there were no students who chose to strongly disagree. It can be concluded from this statement that students agree that the existence of a bilingual program can make them more confident when learning English in class.
The fourteenth statement is that with the bilingual program students can reduce anxiety when learning English in class. In this section, students who feel strongly agree (26.8%) that the bilingual program can reduce their anxiety when learning
English. Then there are 57.7% of students who feel agree. Furthermore, there are 14.1% of students do not agree that the use of bilinguals in the dormitory can reduce students' anxiety in learning English. And lastly (1.4%) students who chose strong disagree. Based on the results of the questionnaire above, it can be concluded that the use of bilingualism can reduce students' anxiety when learning English in class.
The fiveteenth statement shows that if students use English they feel cool. 31% of students voted strongly agree. Then there are 62% of students who choose agree.
Furthermore, students who chose disagree were 7% and noone who choose strongly disagreed, so can be concluded that the use of bilingual programs can make students feel cool when using English.
Furthermore, the sixteenth statement students still feel bored when applying English, based on the results of the percentage above, as many as 7% of students who voted strongly agreed. Then 22.5% of students who voted agree, as many as 60.6% of students chose to disagree. Then there are 9.9% who choose strongly disagree. Based on the results of the percentage above can be concluded that students disagree if they feel bored when applying bilingualism.
Then the seventeenth statement is related to the students who feel burdened by the existence of a bilingual program in the dormitory. Students who choose strongly agree there is 5.6%. Then students who choose agree as much as 28.2%. The students who chose disagree were 54.9%. Then students who choose strongly disagree is as much as 11.3%. With this, it can be said that students disagree if students feel burdened by the existence of a bilingual program in the dormitory.
In the eighteenth statement is about the low ability of students to use English. 8.5%
of students who feel strongly agree. Then there are 47.9% of students agree. A total of 33.8% of students disagree, then as many as 9.9% of students who feel strongly disagree. It can be concluded that students agree with the statement.
The nineteenth statement relates to students students who feel bilingual program in the dorm can hinders other learning. There are 7% of students strongly agree. 29.6%
of students agreed. Then there are 53.5% of students who feel they disagree finally, there are 9.9% of students who choose strongly disagree. Therefore, it can be said that students do not agree with the statement.
The twentieth statement is that the existence of a bilingual program can make students accustomed to applying English anywhere. Based on the results of the questionnaire above, there are 32.3% of students strongly agree. Then there are 52.1% of students who feel agree that the effect of using bilingualism makes them accustomed to practicing English wherever they are. Then there are 11.3% of students who disagree and there are 4.2% of students who feel strongly disagree that the bilingual program can make them apply English anywhere. From this statement, it can be concluded that students agree that the existence of a bilingual program can make them apply English wherever they are.
The twenty-one statement is that the use of bilingual programs in dormitories can make it easier for students to interact with other people using English. The table above shows that students who choose strongly agree there is 26.8%. Then students who choose agree as much as 62%. While students who chose disagree were 11.3%
and the last no one students chose strongly disagree. With this, it can be concluded that the use of bilingual programs can make students easy to interact with others using English.
The twenty-second statement discusses students becoming more independent in learning English with the bilingual program. The data above shows that there are 33.8% of students who feel strongly agree if they feel that the existence of a bilingual program can strengthen their independence in learning English. Then there are 52.1% of students agree. Then only 9.9% of students disagreed and there were 4.2% students who chose strongly disagreed. The percentage above shows that the uses of bilingualism can strengthen them to be more independent in learning English.
The twentythird statement is about the student's motivated to learn English more deeply due to the bilingual program. A total of 23.9% chose strongly agree then as many as 66.2% of students chose to agree. However, only 9.9% of students chose to disagree and none of the students chose to strongly disagree with the statement.
Therefore, it can be concluded that students agree that the bilingual program can motivated them to learn English more deeply.
The twentyfour statement is about student's can be more active in class because of the bilingual program at the dorm. The table above shows as many as 19.7% of students who stated strongly agree with the statement, then more than half 64.8% of the participants agreed. However, only 11.3% of students stated that they disagree and there were 4.2% students who chose strongly disagree with the statement.
Therefore, it can be concluded that the use of bilingualism in the dormitory can make students more active in the class.
The twentyfive statement statement is that students feel that the methods or concepts applied to the bilingual program in Islamic boarding schools are still less effective. There are 7% of students who choose strongly agree. Then there are 33.8% of students choose agree. A total of 50.7% of students chose disagree. Then only 8.5% of students voted strongly disagree. Based on the percentage above, it can be concluded that students do not agree with the ineffectiveness of the methods or concepts in the dormitory.
In the twentysix statement it is about the Bilingual Program doesn’t help students in mastering English Language. The data above shows that as many as 5.6% of students who voted strongly agreed, then as many as 25.4% of students who feel agree. 54.9% of students chose to disagree and 14.1% of the students chose to strongly disagree. Therefore, it can be concluded that students disagree that the
implementation of the bilingual program in the dormitory doesn’t help them in mastering English Language
The twentysevent statement is about the number of students who do not use English when they are in the dorm. The results of the table above show that there are 15.5%
of students strongly agree, then students who agree that there are 50.7% of students.
Then students who disagree 29.6% and strongly disagree that were 4.2%. Therefore it can be concluded that there are still many students who do not use English at the time in the dormitory.
The last part of this statement is about bilingual program that doesn't help students when learning English in class. In the statement, students who voted strongly agreed that there were 4.2%. Students who chose agree there were 33.8%. Then the students who chose to disagree were 53.5%, and finally, there were 8.5% of the students who chose strongly disagree. With this, it can be concluded that students disagree that bilingual program doesn't help students when learning English in class.
2. Interview
The interview is used to support the answer from the questionnaire that the learners filled and to know learners’ perceptions about the use of bilingual program at the dorm towards learning English in the classroom. The interview consisted of 6 questions. Then students who are willing to be interviewed are as many as 7 students out of 71 students. This section aimed to know all the advantages and obstacles students get while they implementing bilingual program at the dorm. The researcher got deep responses from the interview session. As many as six out of seven students had positive perceptions of using the bilingual program in the dormitory, namely they felt enjoyed, comfortable and happy with the bilingual program in the dormitory, as student stated:
“Ya tentu nyaman dan enjoy ka apalagi di pondok itu di wajibin ya ka pakai bahasa arab atau inggris, dan saya basicnya emang suka bahasa inggris gitu sedangkan bahasa itukan harus di praktekin terus, kalau menurut saya ya di pondok gitu si waktu yang tepat buat belajar bahasa bareng-bareng.” (Student 7).
(Yes, of course it's comfortable and enjoyable, especially at the dorm, it's mandatory to use Arabic or English, and I basically really like English, while the language has to be practiced all the time, in my opinion, at the dorm, it's the right time to learn the language together.)
Additionnaly, bilinguals in the dorm can help them in class, as students argued that having a bilingual program in the dormitory can make it easier for them to understand the material explained by the English teacher in class, one of them said:
“Dampaknya si jadi saya lebih paham sama materi yang di jelasin sama Mrs.
Faiz, soalnya kadang kan Mrs. Faiz pakai bahasa inggris ngejelasin materinya, ya intinya jadi lebih paham aja gitu.” (Student 2).
(The impact is that I understand more about the material explained by Mrs. Faiz, because sometimes Mrs. Faiz uses English to explain the material, so the point is that I understand better.)
Then for the language skills section, the dominant students increased in the speaking and vocabulary sections, as one student said:
“Yang menurut Valleda paling terbantu yaitu di bagian speaking ka, karena kita setiap hari di push untuk ngomong pakai bahasa asing arab atau inggris walaupun masih belum tau benar atau salah ya, yang penting ngomong dulu benar salahnya belakangan. Selain di speaking di vocab juga meningkat ka karena ada pembaharuan kosa kata di setiap harinya oleh kaka IPM.” (Student 1).
(According to Valleda, the speaking section is the most helpful, because we are pushed every day to speak in a foreign language Arabic or English, even though we still don't know right or wrong. Apart from speaking, Vocabulary has also increased because there is an update of vocabulary every day by IPM.)
In addition to the advantages felt by students, students also still experience obstacles from the existence of a bilingual program in the dormitory, namely five out of seven students thought that the obstacles they experienced were because there were still many students who were reluctant to use English in the dormitory, some underestimated and even had some negative comments towards students who used English. One of them said:
“kendalanya paling ya gitu ka masih banyak santri yang enggak pake bahasa inggris atau arab, jadi mereka kaya nyepelein gitu.” (Student 7).
(The biggest problem is that there are still many students who recultant to speak English or Arabic language, so they seem to ignore it.)
Then four out of seven students also said the obstacles they felt were due to a lack of English mentors in the dorm, so that the implementation of the bilingual program in the dorm was not optimal, as one student said:
“Kendalanya kalau yang saya rasain si kaya kurang mentor bahasa inggris aja gitu di sini, jadi ya git u paling penerapan bahasanya kaya turun temurun dari siswa ke siswa.” (Student 6).
(The problem is that what I feel is like the lack of English mentors here, so at most the implementation of the language is like being passed down from student to student.