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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
2013
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ABSTRACT
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. Keywords: Perception, online media, SMA N 7 Yogyakarta
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ABSTRAK
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. Kata kunci: Persepsi, media online, SMA N 7 Yogyakarta
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ACKNOWLEDGEMENTS
I would like to give my most sincere gratitude to my Lord Jesus Christ,
for showing me the right track every time I lose direction. He is my inspiration,
guide and power. Without Him, I am lost.
I would also give my gratitude and appreciation to my major sponsor C.
Tutyandari, S.Pd., M.Pd., for her encouragement, suggestions, support, feedback
and patience. Without her help and guidance, this thesis would not have been
finished.
I would thank the English teacher of SMA N 7 Yogyakarta, Dra.
Dorothea Sri Ismayawati and the Principal of SMA N 7 Yogyakarta, Dra. Reni
Herawati, M. Pd. B.I for the permission and support to conduct the research in
SMA N 7 Yogyakarta.
My deepest gratitude and love go to my beloved parents, Drs. Adhis
Santoso and M.C Nining Yuliningsih. I would not be able to finish this thesis
without their sincere support, love and prayer. I also thank my brother, Abri, for
his support and encouragement to finish my study. I am also particularly grateful
for the support given by my relatives: the big family of Cokrodiningrat, Sastro
Pangarsan, Wiro Widjojo and Bani Ustman.
I would like to express my gratitude and love to my girlfriend, Margareta
Mia Wijayanti for her never-ending support, love, care and patience for the last
four years. Her presence is irreplaceable.
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Special thanks go to my best friends Saka, Bella, Kojek, and Mike for the
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,
Berlin Adi Pranedya
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TABLE OF CONTENTS
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
b. Organization .................................................................... 8
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c. Situation .......................................................................... 9
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
B. Recommendations ....................................................................... 58
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REFERENCES .............................................................................................. 59
APPENDICES .............................................................................................. 62
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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
Table 4.4 : Students’ Suggestion ................................................................ 49
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LIST OF FIGURES
Figure 2.1 The Perceptual Process........................................................... 13
Figure 4.1 The Implementation of RECLL in SMA N 7........................ 27
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LIST OF APPENDICES
Appendix 1 : Letter of Permission ............................................................ 63
Appendix 2 : Research Instrument: Questionnaires ................................. 65
Appendix 3 : Research Instrument: Interview .......................................... 71
Appendix 4 : Screenshots of RECLL ....................................................... 78
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CHAPTER I
INTRODUCTION
This chapter provides the discussion of the background of the study, problem
formulation, objectives of the study, benefits of the study and the definition of terms.
A. Research Background
There are four skills in English: speaking, listening, writing and reading. This
research will focus on one of those four skills in English which is listening skill.
Listening is treated as a much more complex activity and one that is the cornerstone
of language acquisition (Krashen, 1994). Listening has also been recast as an activity
central to the L2 acquisition process (Krashen, 1981), and a skill integral to overall
communicative competence (Brown, 1994b). It can be concluded that mastering
listening is a very important requirement in mastering a language, in this case
English.
The idea of conducting this research came when the researcher was having his
PPL program in August to October 2011. PPL stands for Program Pengalaman
Lapangan. In this program, the researcher was demanded to have practices in
teaching English in a certain school in Yogyakarta. The researcher did his PPL
program in SMA N 7 Yogyakarta. One of the teachers there, who was a new teacher,
had the idea of using online media to teach listening in that school. The teacher
designed a set of assignments that demanded the students to use Randall’s ESL Cyber
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Listening Lab to finish the assignment. The teacher applied this method only in some
classes, including class of XI and XII grade students.
From the short informal interview conducted before the research was
designed, the researcher obtained the information that the English teacher in SMA N 7
Yogyakarta had the initiative to use Randall’s ESL Cyber Listening Lab because she
wanted to improve students’ listening skill and develop their vocabulary acquisition.
The teacher used Randall’s ESL Cyber Listening Lab to encourage the students to
explore the use of technology as very useful media in learning English.
The researcher will focus on two main problems. The first is how the teacher
applies the use of Randall’s ESL Cyber Listening Lab as a medium to deliver
listening material. It will cover the explanation on what types of assignments are
given and how the process of the using of Randall’s ESL Cyber Listening Lab is run.
The second problem will be the students’ perceptions on the use of Randall’s ESL
Cyber Listening Lab to develop their listening skill and enrich their vocabulary
B. Research Problems
This research investigates the students’ perception on the use of online media
to develop students’ listening skill in SMA N 7 Yogyakarta. There are two research
problems that the researcher wants to investigate in this research. They are:
1. How is Randall’s ESL Cyber Listening Lab applied in student’s learning
activity in SMA N 7 Yogyakarta?
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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
This research is conducted to give contributions for:
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1. Senior High School Teachers
This research hopefully can give contribution for teachers, especially
those who teach listening. This research can be an inspiration to create a new
innovation in teaching English listening in their school.
2. Senior High School Students
This research investigates students’ perception on the use of Randall’s
ESL Cyber Listening Lab as the medium of students’ learning, especially in
listening. By knowing the result of this study, students will see the positive
and negative things in the use of Randall’s ESL Cyber Listening Lab as a
medium to study.
3. Further Study
This research provides inspiration for people to conduct further
research related to the topic discussed in this research. The researcher hopes
that this research can enrich the existing research that has the same topic.
F. Definition of Terms
The researcher provides four definitions of terms used in this research.
1. Perceptions
According to Altman (1985) perception is defined as the way how people select
and group the stimuli so that they can interpret the stimuli meaningfully. It is clear
that perception is triggered by stimuli for example the sensory and cognitive
information from the surroundings. According to Kreitner and Kinicki (1992),
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perception is a mental and cognitive process which makes us able to interpret and
understand our environment.
2. Randall’s ESL Cyber Listening Lab
Randall’s ESL Cyber Listening Lab is a web-site made by a person named
Randall. He made this web because his ESL students in the past asked him about how
to improve their skill in English outside the class. In this web people can use many
features related to English language learning, especially listening. In this website
people can listen to many conversations in English, in many different levels. People
can also find many resources, exercises and tips for teachers.
3. Listening Skill
Listening is one of four basic skills in English language. Lundsteen (1979)
stated that listening is the most basic area of language development. A child must
learn how to listen before he can learn how to speak. Related to this study, the
definition of listening is an attempt to discriminate sounds, understand vocabulary
and grammatical structures, interpret stress and intention, retain and interpret
information of audio stimuli (Wipf, 1984). Listening has emerged as an important
component in the process of second language acquisition (Feyten, 1991). In this
study, the definition of ‘skill’ in listening is determined based on how students
acquire information contained in the material. Having a good skill in listening means
that they can perceive the information precisely and answer questions or evaluations
correctly. There are two basic strategies in listening learning process: top down and
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bottom up listening. In top down listening, listeners actively reconstruct the original
meaning of the speaker using incoming sounds and other signals like body language
as clues. However, listening skill in this research refers to bottom-up listening.
Bottom up listening is a text based listening. The listener relies on the language in the
message. The listener tried to recognize the combination of sounds, words, and
grammar that creates meaning. It includes listening for specific details, recognizing
vocabularies and recognizing word-order patterns (Wolven and Coakley, 1982).
4. Online Media
Online media are digital media distributed over the Internet, which are either
non-copyrighted or copyrighted materials provided either freely or for a fee. Using
online media, such as web, online resources and discussions, teacher may explore the
possibility of technology to improve good teaching and connect students more
actively (Bowman, 2002).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the theoretical base in doing
the research on the students’ perceptions of the use of Randall’s ESL Cyber
Listening Lab. On this literature review the researcher will discuss the theoretical
description and theoretical framework. The theoretical description contains four
points. They are perception, listening skill, students’ listening skill and Randall’s
ESL Cyber Listening Lab.
A. Theoretical Description
In this section, the researcher reviews the description of perception,
listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.
1. Perception
Based on Altman’s (1985) definition of perception, the researcher might
interpret that after receiving the stimuli, the students will identify the stimuli.
Then they will recall their memory whether the stimuli are the same as previous
received experience or not. If they have received the stimuli, they will recognize
information. Then they match the information and compare it with the previous
information they obtained in the past.
In the education area, perception also has a big role for mental development.
Psychology in education often uses the term apperception instead of perception.
Perception provides a psychological explanation of how education effects mental
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development. Kreitner and Kinicki (1992) define perception quite differently. To
them, perception is a mental and cognitive process which makes us able to
interpret and understand our environment. Thus, the development of an
individual’s perception would affect their mental and cognitive skills.
Knowledge of the conditions of perceptual development immediately
becomes knowledge of mental development. Thus, in education field, perception
involves a cognitive process, a stimulating object or event, an attentive adjustment
and the arousal of some degree of meaning;
Altman (1985) stated that there are some factors influencing a person’s
perception.
a. Selection
Each person may select specific cues and filters out of others. This is the
process of focusing only on a small number of stimuli. They may select what they
think is important or relevant to fulfill their needs. This is one of some reasons
why people perceive things differently.
b. Organization
The selected stimuli will only be meaningful if it is organized well.
Organization of the stimuli helps people to categorize the input. The
categorization of stimuli reduces initially complex information into simple
categories, until people can interpret the stimuli as meaningful information. There
are various ways in which people interpret a stimulus. That is why people may
have different perception toward one same stimulus.
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c. Situation
Altman (1985: 89) stated that the situation which influences someone to
perceive something may be the combination between someone’s past experience
with his or her expectation. If someone had a bad experience in the past, he or she
might perceive negatively when acquiring the same stimuli in advance. However,
in case someone had a good experience in the past, he or she would have good
expectation to achieve when similar things happen in the future.
d. Self concept
Self concept is the way we feel about and perceive something. The way we
see ourselves will also affect our perception. A person has to maintain a relatively
stable, positive self-concept.
All those processes happen within an individual and involve the factor of
subjectivity. This is the factor that causes each people to have different perception
on particular things. Other factors that affect people in perceiving stimuli are their
likes and dislikes, their experiences and their environments. Based on the
explanation above, it can be concluded that everyone has his or her own view on
something he or she experiences or feels in the environment. The same object or
event can be perceived differently by different person which then lead to different
behavioral response or attitudes. Related to this study, perception is the way how
students feel or think about and considers something, in this case is the use of
Randall’s ESL Cyber Listening Lab in order to improve students’ listening skill.
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2. Listening Skill
Listening is an attempt to discriminate sounds, understand vocabulary and
grammatical structures, interpret stress and intention, retain and interpret
information of audio stimuli (Wipf, 1984). It implies that listening skill is
human’s ability to interpret and understand the information in the form of audio.
In this research listening skill refers to students ability to acquire and understand
information from a certain source (material) used in a teaching-learning process.
Listening has emerged as an important component in the process of second
language acquisition (Feyten, 1991).
Wolven & Coakley suggested that listening is an active process consisting
of our components: the physiological process of receiving, attending or focused
perception of selected stimuli, assigning meaning to the aural stimuli heard and
attended, and remembering or storing aural stimuli for the future recall. Listening
can be improved through training and practice (Nichols and Stevens, 1983).
3. Randall’s ESL Cyber Listening Lab
Randall’s ESL Cyber Listening Lab is an online web in which people can
access a lot of listening materials and exercises. Although the title of the web
contains the word ‘ESL’, the creator (Randall) said that this web can be used by
anyone from any place in the world to improve their listening skill. At first
Randall made this web to be used as learning media for his students, but along the
development of this web, Randall started to introduce this web to other people.
This web became very popular and now even people in EFL countries might use it
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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
viewed in appendix 4)
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4. Online Media
Online learning (in this case web learning) can be implemented in a
variety of ways, such as through the use of self-paced independent study units,
asynchronous interactive sessions (where participants interact at different times)
or synchronous interactive settings (where learners meet in real time) (Ryan,
2001). Through Randall’s ESL Cyber Listening Lab, students are expected to be
independent. Related to the fact that the features in this web can only be used
online and there is limited facility in the school, the students in SMA N 7 have to
access the web after the school hours as an independent task.
B. Theoretical Framework
As Altman (1985) defines perception as the way how people select and
group the stimuli so that they can interpret the stimuli meaningfully, this research
is aimed to investigate how students perceive Randal’s ESL Cyber Listening lab
as a medium to learn English language especially in listening. According to Duffy
and Cunningham (1996), technology and online instruction can facilitate learning
by providing real-life contexts to engage learners in solving complex problems.
Moreover, e-learning can potentially provide many benefits. To learners, online
instruction offers the flexibility and convenience to complete learning units when
and where a learner wants. Additionally, online education has been used to reduce
costs and to provide an efficient, standardized way to deliver content (McDonald,
1999-2000). Altman (1985) states that one factor influenced someone’s perception
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Stimuli Behavioral response
Perception, organization, and interpretation of stimuli
Sensors’ selection of stimuli
may be the combination between someone’s past experience with his or her
expectation, the researcher considers the students’ experience as the source to
perceive perception which is the focus of this study.
In order to answer the first problem formulation, the researcher simply
conducted an observation in the class and simple interview with the English
teacher and some students. The researcher obtained the information about the
implementation of Randall’s ESL Cyber Listening Lab from two different sources
(English teacher and students) to make sure that the information is valid and
reliable. The researcher would compare the steps of Randall’s ESL Cyber
Listening Lab in the teaching-learning activity and the steps of perceptual process
according to Altman (1985):
Figure 2.1 The Perceptual Process
The theories in theoretical description were used by the researcher to
investigate the second problem formulation about students’ perception in using
online media in learning English. However, because each theory has close relation
and actually contains more or less the same basic ideas, the researcher used
Altman (1985) and Kreitner & Kinicki (1992) theories as the basic theories in
making the questionnaire. Altman and Kreitner & Kinicki explained the creation
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of perception in students’ mind and the aspects in the environment which may
influence the creation of a perception.
Through independent learning the students done outside the school, the
character of independence will be gained. Not only the character of independence,
but from 19 statements in the questionnaire, the researcher was able to investigate
the characteristics and skills within the students’ personality. Positive and
negative perception can also be investigated through the questions in the
questionnaire. It can be concluded that the students perceived positive perception
if they stated that they gained skills and less burden in using this web based-
learning method.
There is also one important aspect that can be seen from this research. If
students perceive some benefits to their learning they will be more motivated to
perform well. As McKeachie (2002) observes, “students who are motivated to
learn will choose tasks that enhance their learning, will work hard at those tasks,
and will persist in the face of difficulty in order to attain their goals” (p.19).
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CHAPTER III
METHODOLOGY
This chapter will give further information on how the data were gathered
and analyzed to answer the problem formulations. This chapter consists of
research method, participants, instruments used in the research, data gathering
technique, data analysis technique and the research procedures.
A. Research Method
In order to explore students’ perception on the use of Randall’s ESL Cyber
Listening Lab to develop students’ listening skill in SMA N 7 Yogyakarta, the
writer employed survey research. Survey is a kind of research which is used to
gather data about the characteristics, attitudes, and opinions of people toward
some issues (Ary, Jacobs and Razavieh, 2002). Survey can also be susceptible to a
variety of interpretations.
This research is included in quatitantive-qualitative (mix research) The
data is showed in the form of numbers (percentage). However the researcher uses
verbal statement to support further fingdings related to the percentage. Students’
perception on the use of Randall’s ESL cyber listening lab is presented in
numbers while the analysis behind the result is presented in verbal statement.
B. Research Setting
This research was conducted in SMA N 7 Yogyakarta from October -
December 2012. However, the researcher had prepared this research since
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October 2011 At that time, the researcher was having a teaching practice in SMA
N 7 Yogyakarta.. The researcher did some minor (informal) interviews with the
English teacher and some students on October 2012. The researcher also
conducted some observations to investigate the teacher’s method to deliver the
steps of using Randall’s ESL Cyber Listening to the students.
C. Research Participants
Related to the methods of data gathering, this part is divided into two
sections: interview participants and questionnaire participants.
1. Interview Participants
The researcher conducted an interview to the English language teacher
before conducting the research to investigate general information about the
students and also the teaching method in the class. The researcher investigated the
procedure of delivering English language lesson and the problem faced by the
students in the class. After that, the researcher conducted interviews with three
students to triangulate the information from the teacher. These interviews were
conducted in order to answer the first problem formulation.
2. Questionnaire Participants
The researcher chose twelfth grade students of SMA N 7 Yogyakarta.
However, the researcher did not involve all members of twelfth grade students in
SMA 7 since the population of twelfth grade students in SMA 7 is very large.
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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
Best (1981) states that a questionnaire is used when the researcher expects
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factual information and respondents’ opinion. In this research, questionnaire is the
list of questions given to students in order to collect information about their
perceptions on web evaluation, student’s skill improvement, student’s workload
and student’s suggestion related to the use of Randall’s ESL Cyber Listening Lab.
The researcher made one questionnaire which consists of 19 close-ended
questions. A close-ended question is a question with limited alternative answers
(Wiersma, 1995). It is used when the researcher expects some specific answer for
the questions. The questionnaire was designed in Indonesian language to avoid
misinterpretation between researcher and the students. The questions aimed to
find out whether using Randall’s ESL Cyber Listening Lab was effective to
improve students’ listening skill. The result of this questionnaire was used as the
main source to answer the problems of this research. The researcher divided the
questions in the questionnaire into four main parts: web evaluation, student’s skill
improvement, student’s workload and student’s suggestion.
E. Data Gathering Technique
The researcher conducted the data gathering in several steps. Firstly, the
researcher conducted an interview with the English teacher to collect the
information on the application of Randall’s ESL Cyber Listening Lab in SMA N 7
Yogyakarta. After investigating the application of Randall’s ESL Cyber Listening
Lab in the school, the researcher then interviewed three students to investigate
deeper information and triangulate the data taken from the English teacher. Then
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the researcher distributed the questionnaires in class XII and made a transcript of
the result of the questionnaire to be analyzed.
F. Data Analysis Technique
Firstly, the researcher analyzed the data of teacher’s interview to see the
characteristics of the students, the procedure of delivering English language
lesson and the problem faced by the students in the class. Then the researcher read
the response of the questionnaire carefully. The researcher then continued to
calculate the percentage of each response.
Then, the result of the calculation was put in the table and discussed based
on four categories in the questionnaire. The categories were based on the research
questions that the researcher had. The students who had positive perception on the
use of recorded performance tended to choose strongly agree (SA) and agree (A)
columns. It also indicated that the use of Randall’s ESL Cyber Listening Lab
helps them to improve their listening skill. Moreover, the students who had
negative perception tended to choose disagree or strongly disagree.
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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
Metode pembelajaran menggunakan web ini membuat saya merasa terbebani
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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 daripada sekedar memberi tugas independen seperti ini
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Having all the permission needed, the researcher conducted the interviews
with the English teacher and three students of XII IA 5 of SMA N 7 Yogyakarta.
These interviews were needed as the basic information of the study conducted as
well to answer the first problem of this study. The questionnaires were distributed
to 30 students of class XII. After gathering the questionnaire results, the
researcher classified the data into some categories. The researcher then analyzed
the result of the questionnaire and continued to calculate the percentage of each
response. After all the process above, the researcher took some conclusions as the
answers of the problem formulations in this research.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter the researcher presents and analyses of the data related to
two formulated problems of this study. There are two main parts in this chapter.
The first part presents the discussion on how Randall’s ESL Cyber Listening Lab
(will be mentioned as RECLL) is applied in student’s learning activity in SMA N
7 Yogyakarta. The second part focuses on the SMA 7 students’ perception on the
implementation of RECLL in the class to develop their listening skill.
A. The Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7
Yogyakarta
The first problem is how RECLL is implemented in class XII in SMA N 7
Yogyakarta. The data analysis of RECLL implementation in class XII in SMA N
7 Yogyakarta is divided into two sections. The first section is the data presentation
and the second is the discussion on the analyzed data.
1. Data Presentation
In order to find out the steps of RECLL implementation in class XII SMA
N 7 Yogyakarta, the researcher conducted several interviews in December 2012.
The interviewees were the English teacher and three students from class XII. The
researcher then compared the results of the interviews for verification. After
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having the valid data on the steps of RECLL implementation, the researcher
analyzed the data and drew conclusions from the analyses.
a) The interviews
The interviewees were the English teacher and three students of class XII.
In the interview, the researcher gave two questions to the teacher and one question
to the students:
Questions for the teacher: 1. Why do you implement ERCL in your classes? 2. What are the steps that they had to do in using ERCL? 3. Do you have any expectation in applying ERCL in class? 4. How do you evaluate the students’ work? 5. Do you have any specific objectives/ goals in using ERCL in your classes? 6. Do you think they will enjoy learning English more by using ERCL? 7. Do you think using ERCL is an effective way to teach English (esp.
listening) ? 8. Based on the fact that you have implemented ERCL for several times
during your career as an English teacher, how about students’ progress after using RECLL? Do they always show positive/good progress?
A question for the students: 1. How did the teacher implement RECLL web to your learning activity?
Please explain the details. The researcher acquired the result of RECLL implementation in SMA N 7
Yogyakarta from the interviews. The researcher acquired very detail information
from the students. Meanwhile the English teacher answered the questions in a
very brief description.
The teacher said that she implements RECLL to develop students' listening
skill as well as their speaking skill. She tries to find an alternative to give a
different media as supportive media in her teaching method. She thinks that
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students might be bored if she applies the same method and uses the same media
every semester. She hopes by using RECLL in her class the students would be
more interested in improving their listening skill. The teacher expects the students
to be more familiar to variety of dialogues so they can deal with listening test
better. The final goal of the teacher is better achievement of the students.
The teacher also stated that based on her previous experience, most of the
students enjoyed using RECLL as supportive media in her listening class.
‘It is proved by their cheerful expression whenever we talk about the task I give them, or when they exchange the materials and finish it in the class.’ (English Teacher)
The researcher asked the teacher about her opinion about the effectiveness
of using RECLL in the class. The teacher said that so far implementing RECLL is
effective. The students’ progress can be seen from the result of listening activities
in class. They are able to answer the questions from short conversation because
they are used to some questions including identifying people, location, topic,
intention, time, suggestion, etc. They find it easy to complete an incomplete
dialogue using the expression needed, because they have already learned a lot
through RECLL. Most of the students make a great progress after implementing
it.
The English teacher introduced RECLL in the beginning of the semester.
She explained to the students what the purposes of using RECLL are and how to
use it outside the school. After describing the features in RECLL and the steps to
use RECLL, the teacher started to explain the assignment. The students have to
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choose at least 8 topics from RECLL. There are three levels in the web: easy,
medium and difficult. Those 8 topics have to cover all the levels as the proof that
students have tried all the levels in RECLL. Then the students have to download
the material and transcribe the questions related to the topics into written files.
The students have to write all the questions and also the answers. They have to
burn the material in a CD and submit it as an attachment. The students also have
to attach some reflections contain the progress they have made and their opinions
in using RECLL. .
The teacher evaluates students’ work from students’ progress in the class
and the report in the end of the semester. During the semester, once or twice a
week, the students have to share their experience in using RECLL outside the
school. (See Figure 4.1) They also have to bring some materials including the
questions related to the topics. In the class, students have to exchange the
materials with some friends and after that evaluate their friends’ works. The
English teacher records the result of the students’ work and uses it as students’
evaluation. The teacher also uses this activity as the proof that the students really
access the web and use it as supportive learning media. Besides the records from
the activity, the teacher also uses the final report as to evaluate students’ progress.
There was not much information that can be acquired from the teacher
description. On the contrary, the researcher gained much information from the
students. The researcher allowed the students to use Indonesian in answering the
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questions to avoid any obstacle related to their speaking skill and vocabulary
mastery.
Combining the answers of three interviewees, the researcher acquired the
steps of RECLL according to the students. Firstly, the teacher introduced RECLL
in the class. The teacher opened the web in the class and showed the features of
the web. How to choose the levels (easy, medium and difficult), how to choose
the topics, how to access the quizzes and how to download the recordings are
described by the teacher. After explaining the details, the teacher asked the
students to choose at least eight different topics to be used in the assignment. The
students had to download those eight topics and burned it in a CD. Then the
students had to type all the questions in the recording in Microsoft word and
printed it. The teacher asked the students to make a report consisted of the
recording (CD), the questions related to the material, the answers of the questions,
and some reflections. The report will be used as the evidence that the students had
accessed RECLL. Sometimes the teacher would ask the students to bring some of
the topics including the questions. The students would have to exchange the
material to the classmates. After exchanging the material, they have to do answer
the questions. The answers would be corrected by the other students who gave the
questions and materials. The teacher introduced RECLL in the beginning of the
semester. The students have to submit the final report on December 18th.
The researcher triangulated the answers from the teacher and students.
Combining the answers of the teachers and students, the researcher was able to
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1. Second week of October 2012
The teacher shared what RECLL is and explained how to use the web independently outside the school.
2. October 2012 The teacher explained what the students had to do.
- Access the web outside the school
- Choose 8 topics or more
- Listen to the material and do the quizzes
- Download and burn the material in a CD
- Copy the material, questions and the result of the quizzes in a printable form as a report(Microsoft word)
- Print the report and submit it (including the CD) to the teacher
3. October-November 2012 The students access the web &listen to the material
4. December 18, 2012
The students submit their report to the teacher
5. December 2012 (After 18th)
The teacher evaluate students’ report
3.2 October-November 2012
Students bring and exchange some material from RECLL. They do the quiz from their partners and evaluate the works
formulate the implementation of RECLL in SMA N 7 Yogyakarta in several
points. The researcher made a flowchart explaining the Implementation of
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
Students shared their experience in using RECLL
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2. Analysis and Discussion on the Data
In this part the researcher will give a brief analysis on the implementation
of RECLL in SMA N 7 Yogyakarta. Based on Figure 4.1, the implementation of
RECLL is divided into five steps, with two additional activities within the third
step. The researcher tried to compare these steps with the theory of Altman (1985)
about the perceptual process. As what the researcher described in Figure 2.1, the
perceptual process is divided into four main parts: the stimuli, sensors’ selection
of stimuli, behavioral response and the creation of perception, organization, and
interpretation. Based on the comparison of those two figures, the researcher is
able to observe whether the steps in RECLL implementation are qualified to form
a perception on the use of RECLL.
The first and second step of RECLL implementation are the introduction
what RECLL is and how it is used independently outside the school. These steps
can be considered as the first part of perceptual process: the stimuli. This is the
time when students see and feel the stimuli for the first time.
The next step is when students independently access RECLL and do the
exercises in RECLL. During this third step the students also select the stimuli and
give reaction to the stimuli they have perceived. This third step (and two activities
within) is considered as sensors’ selection of stimuli and behavioral response to
the stimuli. This is the most important part in which students create an image of a
perception. They start to form a perception from their experience in using
RECLL. Their experience then influences the development of their hard and soft
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skills. It might be different one another between these students. The behavioral
response might be created in the form of skill improvement and mental
development.
The last two steps are step four and five in which students submit the
assignment and then the teacher evaluate their work. During these last two steps
the students already acquire the perception, organization, and interpretation of
stimuli. This is the last part of perceptual process and it means the students
already complete the steps of perceptual process. The comparison between the
implementation of RECLL and perceptual process implies the coherence of those
two processes. It might be concluded that the steps in RECLL implementation are
qualified to create a perfect perception in the students’ mind.
B. SMA 7 Students’ Perception on the Implementation of RECLL in the
Class to Develop Their Listening Skill
The researcher conducted a survey study using questionnaire and
interview in order to answer the second problem about SMA N 7 students’
perception on the implementation of RECLL in the class to develop their listening
skill. A questionnaire was distributed to 30 students from six different classes of
XII grade of SMA N 7 Yogyakarta. The questionnaire contained 19 closes-ended
questions and one open ended question. The closed ended questions were made
based on Altman (1985) and Kreitner & Kinicki (1992) theories about some
factors influencing a person’s perception and perception’s role for mental
development. Some factors influencing a person’s perceptions according to
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Altman are selection, organization, situation and self concept. Meanwhile,
Kreitner & Kinicki (1992) on the role of perception for mental development said
the development of an individual’s perception would affect their mental and
cognitive skills. Further explanation and more detail theories will be presented on
the sections below.
1. Data Presentation and Analyses
The following is the data presentation of the questionnaires distributed to
the XII grade students of SMA N 7 to investigate their perception on the
implementation of RECLL in the class to develop their listening skill.
1. Data Presentation and Analyses from Close-Ended Questions
a. Students’ Evaluation of RECLL web
In this part, the researcher investigates students’ evaluation about the
feature and navigation of RECLL. The researcher believes that the appearance of
RECLL might bring enormous effect in creating students’ perception on the use of
RECLL.
Table 4.1 Students’ Evaluation of RECLL web
No. Statements SA A D SD
Web Evaluation: feature and
navigation
1 The features in RECLL are interesting.
5
16.67%
23
83.33%
2 The features in RECLL are easy to use. 11
36.6%
19
63.33%
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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.
13
43.33%
15
50%
2
6.67%
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The second statement of the questionnaire stated that the features in
RECLL are easy to use. According to Altman (1985), the organization of the
stimuli helps students to categorize the input. After entering our mind,
information will be arranged so as to become meaningful. The good arrangement
of stimuli will make our mind manage the stimuli easily once it enters our mind.
The organization of the features in RECLL web will also help students to organize
the information once the access it from the web. The result showed that 19
students (36.67%) chose SA (Strongly Agree) and the rest of the students (11
students – 63.33%) chose A (Agree). Similar to the first statement, once the
student acquired positive impression from the web, they would proceed the
impression to form the next step of perceptual process. The fact that the students
thought that the features in RECLL are easy to use would also help them to
acquire the information better and improve their English listening skill easier.
The features in RECLL help the students to improve their English skill,
especially listening, in an easier and simpler way. That is the third statement in the
questionnaire. From the third statement of the questionnaire the researcher
acquired the result that 19 students (63.33%) strongly agreed while 11 students
(36.67%) agreed the statement. None of them chose either disagree or strongly
disagree. It showed that the features and accessibility of the web helped students
to organize the stimuli and improve their skill more easily once they acquired the
stimuli.
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The fourth statement, ‘RECLL motivates the students to learn English
language, especially listening’, was used by the researcher to find out students’
motivation in the use of RECLL in teaching-learning activity in the school.
Altman (1985) states that positive motivation influenced people to form positive
perception. In this case, positive perception on the RECLL web will influence
students to improve their skill better. The result showed that 13 students (43.44%)
chose SA (Strongly Agree), 15 students (50%) chose A (Agree) and 2 students
(6.67%) chose D (Disagree). Most of the students gave positive opinion in this
statement. It meant that RECLL motivated them to improve their English listening
skill.
‘ It motivated me because like what I have said previously, RECLL is really easy to use. It really made me enjoy learning using RECLL because of its simplicity and practicality. I also have plenty time to finish this assignment which made me enjoy this assignment more. That’s why I feel learning English using RECLL is fun and exciting. That fact motivated me to learn English to improve my English skill better.’(Participant 22)
The opinion above was given by participant 22. She thought that RECLL
motivated her to learn English more due to its features and accessibility. The
features in the web were extremely easy to be used. Moreover, the English teacher
gave plenty span of time to finish the assignment. That was why she really
enjoyed using RECLL as a medium to improve her listening skill.
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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.
5 (16.67%)
18 (60%)
7 (23.33%)
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Kreitner and Kinicki (1992) define perception as a mental and cognitive
process which makes us able to interpret and understand our environment. The
researcher related this statement to Altman’s (1985) theory about cognitive
component. Cognitive component is the beliefs that a person has about the object
or event. These beliefs are developed from thought, knowledge, observation and
the logical interrelationship among them. The term cognitive comes from
cognition, which refers to knowledge, memory, ability to acquire new information
and understanding of a certain material. Using this theory, the researcher made
question 9, 10 and 11 to observe students’ cognitive skill development.
The fifth statement in the questionnaire stated that students become more
independent through the use of RECLL. The result showed that all of the students
gave positive response to the statement. Thirteen students (43. 33%) chose SA
(Strongly Agree) and seventeen students (56. 67%) chose A (Agree). It means that
all the participants agreed that the use of RECLL has developed their self-
independent learning skill.
‘I can be more independent because I can access the entire material, do the quizzes and see the evaluations by myself almost anytime and anywhere. This web really helps me in improving my English skill without the help of other people. What I mean is that I don’t need to bother other people to help me improving my English skill. This way, I can utilize my spare time to study.’ (Participant 5) The statement from participant five clearly showed that RECLL helps
students to be an independent learner outside the school. The flexibility and
convenience provided by online learning media help students to create qualified
learning media when and where the students want.
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Research statement number six asked whether students feel more
confident in using a computer as learning media. Twelve students (40%) strongly
agreed and sixteen students (53.3%) agreed to the statement. However, 2 students
(6.67%) disagreed. It means more than 90% students feel more confident in using
computer as learning media.
‘Previously, I seldom used computer in my daily life. Usually I only use computer to do my assignment, open face book or watching movie. I can say that I use computer more as an entertainment tool rather than learning media. However, using RECLL made me think that actually computer can be a very useful partner in a learning process. Previously I think that using computer as leaning media is just limited only as a typing tool, but now I understand that using computer can be very useful in accompanying students in studying. I even found some software which can help me not only in English subject, but also in math and science. So if you asked me whether I improved my confidence in using computer as learning media after using RECLL, I will answer absolutely yes. ’ (Participant 29) ‘I just felt the same after using RECLL as learning media. Before using RECLL, I have used computer as learning media. I used computer to type, browse the internet and finish school assignment. Using RECLL is just one different assignment that include computer as the media. I really like using RECLL though, but according to the statement which questioning my confidence in using computer as learning media, honestly I didn’t feel any change in confidence.’ (Participant 2) Those two statements came from two people with different responses to
the sixth statement of the questionnaire. Participant 29 chose SA (Strongly Agree)
and participant 2 chose D (Disagree). Participant 29 felt a change in his
confidence because before using RECLL he only used computer as an
entertainment tool. He did not think that a computer could be really useful in
assisting students to study. The fact that using RECLL ‘opens his eyes’ to the
functions of computer as a good assistant in study made him chose SA (Strongly
Agree). On the other hand, participant 2 chose D (Disagree). However if the
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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) Participant 22 stated that she could recognize English words better than
before she used RECLL. She proceed the logical interrelationship between her
previous knowledge, the fact that she really enjoy studying listening in RECLL,
and her curiosity to form a belief in her mind that she has improved her English-
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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.
‘Catching the words in the recording is quite easy, but getting involved with a real native speaker is just in a different level.’ (Participant 6)
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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)
Some students stated that they still feel difficult to recognize the words
expressed by native speakers in a direct conversation. However, 73.33% students
agree that they are able to recognize the words used by native speakers in a
conversation.
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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.
The tenth statement, students feel more confident in using English in their
learning environment, showed a very interesting fact related to the result of the
twelfth statement. The result of the tenth statement showed that 5 students
(16.67%) strongly agreed, 18 students (60%) agreed, and 7 students (23.33%)
disagreed with the research statement. This result is different from the result of the
previous statement in which all of the students gave positive response to the
research statement. This fact indirectly stated that although all of the students felt
that RECLL helps students to improve their vocabulary-acquisition skill yet not
all of the students felt confident in using English in their environment.
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‘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.
The results in table 4.2 showed that more than 70% students gave positive
responses to the research statements. Even in statement 5 and 9, all of the students
(100%) gave positive response to the research statements. This result implied that
most of the students gave positive response to the role of RECLL in improving
both cognitive and mental developments of the students.
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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 11 This online learning method makes students
overwhelmed. 3
10%
20
66.67%
7
23.33%
12 This online learning method cause heavier burden to the students.
5
16.67%
19
63.33%
6
20%
13 Students feel their leisure time reduced. 1
3.33%
20
66.67%
9
30%
14 The burden from this method makes students abandon other assignments.
4
13.33%
13
43.33%
13
43.33%
15 Students enjoy online learning method. 2
6.67
%
19
63.33%
9
30%
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observe how students felt and perceived RECLL related to its effect to their
workload in their daily life.
This online learning method makes students overwhelm. That research
statement was made to see whether the use of RECLL made students overwhelm
or works more than they should be. The result of the eleventh statement showed
that 3 students (10%) agreed, 20 students (66.67%) disagree, and 7 students
(23.33%) strongly disagreed with the research statement.
‘It did not burden me because besides improving my English skill, I can also use RECLL as a refresher. What I meant is that I can refresh my mind from monotonous learning method that I usually get. Using RECLL, I can enjoy learning activity more than usual. Moreover, I can access the website anytime and anywhere, so it really did not bother me at all’. (Participant 22)
‘It a burdened me because every time I want to access RECLL I have to go to an internet café or one of my friends’ house. I have to work more than my friends because I cannot just access it anytime or anywhere I want. Beside, my daily activity is quite full and I almost have no time to go to internet café.’ (Participant 2)
Most of the students felt that using RECLL did not make them overwhelm.
Yet, 3 students felt that using RECLL burdened them. Participant 2 shared the
same reason like what participant 17 has shared in the discussion of statement 5. It
closely related to the lack of accessibility they had (the distance they had to go
through and money they had to spend).
The twelfth statement, this online learning method cause heavier burden to
the students, was to observe whether students obtained heavier burden than
conventional method. In this case, conventional method is defined as the usual
method they used to use before RECLL was applied. It refers to series of activities
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including a listening section in the language lab, note-taking, answering question,
etc. The result of the twelfth statement showed that 5 students (16.67%) agreed,
19 students (66.67%) disagreed, and 6 students (20%) strongly disagreed with the
research statement. Twenty five students (86.67%) disagreed with the research
statement. Most of them said that it did not burden them because they could do it
anytime and anywhere. Although they need an internet service, but in this era,
people can easily access internet from anywhere they want. Nowadays, almost
every household included in middle-class economy has internet connection in the
house. However, five students (16.67%) stated that no matter how easy students
could access internet, they still have to gain extra effort rather than conventional
method.
‘I said that using RECLL cause heavier burden, but not in the negative way. I mean in conventional method, the students tend to be passive, that’s why I did not need to do a lot. In using RECLL, students should have the awareness to be independent and work outside the school without any teacher put an eye to them. They are demanded to be more independent and proactive. However the burden and demand caused by this assignment (RECLL) have made me into a better person and as the effect I gain more knowledge rather than the previous method’. (Participant 14) Several students still have the same reason why they chose agree: lack of
accessibility. Yet, the researcher saw an interesting fact like what participant 14
had shared. Participant 14 said that RECLL did cause heavier burden, but it
brought him to a better result too.
The thirteenth statement, students feel their leisure time reduced, was to
observe whether the use of RECLL disturbs students’ daily activity or habit. If the
use of RECLL cause heavier burden and reduce students’ time to do other
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activity, negative perception might be acquired by the students. The result of the
thirteenth statement showed that 1 student (3.33%) agreed, 20 students (66.67%)
disagreed, and 9 students (30%) strongly disagreed with the research statement.
More than 90% of the students gave negative response to the statement. It means
that almost all of the students felt that using RECLL did not make students’
leisure time/play time reduced. Yet, there was one student who thought that using
RECLL reduced their leisure time. She said that she had a part time job at night
and she usually doing her homework while finishing her job. The only time she
can hang out with her friends is afternoon after school. But last several weeks she
spent some days a week to access RECLL in the afternoon so she couldn’t play or
hang out with her friends. The researcher realized that perception might be
influenced by various factors related to a human’s life. Every person has their own
activities, problems and habits. The environment has a very big influence over the
perceptual process of a person. That is why in research statement no 15, almost all
students have the same perception except one with a very specific case (having a
job).
The fourteenth statement, the burden from this method makes students
abandon other assignments, was made to see how the use of RECLL influence
students other assignment or subject. If the use of RECLL made the students
abandon the other assignment, then it might be one negative effect of the use of
RECLL. However, the fact showed that 4 students (13.33%) agreed, 13 students
(43.33%) disagree, and 13 students (43.33%) strongly disagreed with the research
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statement. Twenty six students gave negative response and four students gave
positive response to the research statement. More than 80% students did not
abandon the other assignment because of RECLL.
‘Actually, abandon is not the correct word to represent what I have done. I did not abandon the other assignment on purpose, but I was just too busy dealing with RECLL that I forgot the other assignment. I really enjoy accessing RECLL and I think that accessing RECLL is more fun than finishing exercise in a book.’ (Participant 27) ‘I just didn’t have enough time to do all the things. I thought finishing my assignment from RECLL was easier than the other subjects, so I finished it first. But sometimes I forgot to finish the other assignment I’ve postponed before’. (Participant 1)
Two of four students who agreed the The fourteenth research statement
shared that they often forgot to finish the other assignment because they chose to
access RECLL first due to its simplicity and fun. The researcher saw a fact that
when a student is busy doing something fun, there is a possibility that he/she
forgets to do the ‘less fun’ things. As most students considered RECLL as an
interesting medium, they prefer to access it rather than finishing the other
assignment. It will not cause any negative effect for those who have managed
their time well, but there might be some students who failed to manage the time
and forgot something important, like for example a homework from the other
subject. However, the fact that more than 80% students did not abandon, or fail, or
forgot the other assignment, the researcher concluded that in general, using
RECLL will not cause any negative effect related to the other lesson subjects.
The fifthteenth statement of the questionnaire stated that students enjoy
online learning method more than common method. In this case, common method
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is defined by a regular listening class in SMA N 7 in which the students have to
listen a recording in a lab and answer questions either from recording or from
their book. The result showed that 2 students (6.67%) chose SA (Strongly Agree),
19 students (63.33%) chose A (Agree) and the rest (9 students – 30%) chose D
(Disagree). It can be seen that 70% students (from 6.67%+63.33%) gave positive
opinion on this statement. Most of the students like online method more than
common method because of its practicality. They do not have to come to the
school or meet their teacher to learn English. They just have to stay at home and
access the web and they can improve their English skill (especially listening) from
the web.
‘I really enjoy online learning method because we can do it almost anytime and anywhere. I don’t have to go to school to study but I can do it from my house. It doesn’t mean that I don’t like to go to school, I’m sure that actually students can study at their houses from books but in this case I talk about listening practice. Getting the suitable material for listening practice at home is not easy. However RECLL provides all the materials that I need. That’s why I really enjoy online learning method. Not only spending my time opening face book or twitter, but every time I’m online, I can use my time to improve my English listening skill.’ ( Participant 24)
Participant 24 shared her opinion on the fifteenth statement that she really
enjoyed online method because it felt like she had her personal assistant to help
her improving her English listening skill. Moreover, she stated that she did not
have to be at home to access the web, but it can be anywhere as long as the place
provided Wi-Fi connection service. According to Duffy and Cunningham (1996),
an online instruction offers flexibility and convenience to complete learning units
when and where a learner wants. The statement from Duffy and Cunningham is
one of the benefits provided by online learning and it was supported by the
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statement from participant 24. However, there were some students who did not
enjoy online learning method. They were participant 1, 2, 3, 6, 10, 17, 26, 27, and
28. Participant 17 said
‘I did not enjoy online learning method due to my lack of accessibility. I do not have internet connection at my house and I do not have laptop to access Wi-Fi outside my house. I had to go to an internet café to finish my assignment. I had to spend money to access the web from the internet café. That’s why I did not enjoy online learning method’ (participant 17)
Some of the students do not enjoy online learning method due to their
limitation in accessing RECLL. The theory of Duffy and Cunningham (1996)
was not proved in Indonesia because the development of technology in Indonesia
is still left behind by Western countries. It makes people in Indonesia have no the
discretion as Western people in doing activities related to technology. Some of
Indonesian people still do not have the flexibility and convenience to complete
learning units when and where they want related to economic reasons.
d. Students’ Suggestion
Table 4.4 Students’ Suggestion
No Students’ Suggestions SA A D SD 16 RECLL is a recommended medium to be
used in English listening class 10
(33.33%) 20
(66.67%)
17 RECLL should be combined with various methods.
9 (30%)
21 (70%)
18 The students’ workload through the use of RECLL should be reduced.
2 (6.67%)
6 (20%)
19 (63.33%)
3 (10%)
19 The teacher should be more active rather than just giving this kind of assignment/project.
3 (10%)
9 (30%)
18 (60%)
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Due to Altman’s (1985) theory that the situation which influences
someone to perceive may be the combination between someone’s past experience
with his or her expectation, the researcher tried to formulate four research
statements in table 4.4 that reflected students’ evaluation due to their experience
in using RECLL as well their expectation of RECLL implementation in the future.
From these research statements the researcher was able to perceive both students’
perception reflected by their past experience and also suggestions which can be
used in developing the use of RECLL. The suggestions were hoped to be
functional for English teachers who want to use RECLL or other online learning
media.
The sixteenth statement, RECLL is a recommended medium to be used in
English listening class, was made to see whether students evaluated RECLL as an
effective medium to learn listening or not. The fact showed that 10 students
(33.33%) strongly agreed, and 30 students (66.67%) agreed with the research
statement. The fact that all the students gave positive response to the statement
showed that the participants recommended RECLL to be used in the future. Later,
in the discussion of eighteenth statement, the participants will share their opinions
about the combinations or improvements that can be done to maximize the use of
RECLL in a teaching-learning activity. The participants’ positive response to the
sixteenth statement might also imply a possibility that they will still use RECLL
as learning media even though the teacher does not ask them.
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The seventeenth statement, RECLL should be combined with various
methods was to see students’ opinion whether English teacher should combine the
use of RECLL with other media or method. The result showed that 9 students
(30%) strongly agreed, and 21 students (70%) agreed with the research statement.
All of the students gave positive response to the research statement and when they
were asked the reason why, they said that if the teacher keeps using the same
method in the future, the students will be bored. The teacher should try to
combine the recent method using RECLL with some new innovations to keep it
fresh and fun.
‘Invite some native speakers to share their experience and practicing listening and speaking would be fun.’(Participant 22) ‘Combine the recorded material with a video. The students will be able to see the gestures and expressions of the speakers.’ (Participant 24) ‘Ask the students to make a role play adapted from the recorded material in RECLL. The students will learn how to listen, how to pronounce words well, and how to act. It will be fun.’ (Participant 3 & 6) Based on the students’ answers which support the research statement no
18, the researcher asked them to give suggestion for the next RECLL
implementation and most of them were excited giving the suggestion to invite
native speakers as guess stars to the class. They stated that not all of them have
real experience in having conversation with native speakers. It will be a very
interesting practice and the students were sure that it will improve their skill a lot.
Some other students gave various suggestions like making role plays and using
videos. Most of the students said that using RECLL was already fun and they
really enjoyed it. Yet, they believe that if they can make it even more interesting,
students will gain motivation and will improve their skills much better.
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The eighteenth statement, the students’ workload through the use of
RECLL should be reduced, was to see students opinion about the use of RECLL
and its effect to their workload. This statement is closely related to statement no
13 -16. In this statement, the researcher wanted to see students’ suggestion related
to their opinions the students have shared in statement 13-16. The result showed
that 2 students (6.67%) strongly agreed, 6 students (20%) agreed, 19 students
(63.33%) disagreed, and 3 students (10%) strongly disagreed with the research
statement. It was the only question in which each option was chosen by the
students. Eight students (26.67%) gave positive response and twenty two students
(73.33%) gave negative response. Still more than 70% students thought that their
workload through the use of RECLL does not need to be reduced. Most of them
said that the assignment they had using RECLL is not really difficult, yet very
helpful to improve their English skill. However, some of the students thought the
other way.
‘It’s already easy and fun. Although it’s easy and simple to do, I improve my skill a lot through the use of RECLL.’(Participant 24) ‘I don’t think it’s too heavy. It’s very simple and the students were given a lot of time to finish it. I don’t think the teacher should think of any simpler assignment.’ (Participant 13) The statements above are the statements from students who gave negative
response to the nineteenth statement. Their statements represent the opinions of
majority students who thought that the teacher does not need to give simpler
method or media since RECLL did not burden them a lot. However there were
eight students who thought that their workload through the use of RECLL should
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be reduced. When the researcher asked them, some of them gave some reasons
related to their limit to access internet and their over-scheduled activity.
The teacher should be more active rather than just giving this kind of
assignment/project. That nineteenth statement was made to see students’ opinion
on the English teacher who introduced the students to RECLL. The result showed
that 3 students (10%) strongly agreed, 9 students (30%) agreed, and 18 students
(60%) disagreed with the research statement.
‘No. apart from this assignment, my teacher is already active. My teacher did not only give this assignment, but she also gave the students other assignments and gave practices in the class.’ (Participant 22) ‘My teacher is a very active and passionate person. She often gives the students direct practices and interesting activities in the class.’ (Participant 12)
The statements above showed the negative response to the research
statement. It means that the students thought that the English teacher is already
active and RECLL is just one supportive tool in the teacher’s teaching method.
Yet, there were 12 students gave positive response to the research statement. It
implied the possibility that the students thought that their teacher should be more
active in the class.
‘I think the teacher should give the students more practice in the class and give some innovations to her teaching method.’ (Participant 1) Most of those 12 students thought that even though the teacher made a
good use of RECLL, but it would be better if the teacher give more practice in the
class in order to improve the students’ skill. Applying students’ suggestion in
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seventeenth research statement might be an answer to this problem. The students
need more practice and innovation in their learning process in the school.
2. Discussion
The result of the questionnaire showed the vast majority of the students
perceived positive perception rather than negative. As the researcher mentioned
before, the close-ended questions are divided into four main parts: web
evaluation, students’ skill improvement, students’ workload and students’
suggestions. In the first part, the result shows that 90% of the students state that
the features in RECLL are interesting, easy to use, helpful and motivating to help
them in improving their English listening skill. Based on the fact that 98% is a
very dominant percentage, it might be concluded that majority of the students
evaluate RECLL in a positive way. The rest of the students (2%) gave negative
perception. Based on the answers, they gave negative perception due to their limit
in accessing RECLL. The second stage, students’ skill improvement, showed that
89% students feel that both their cognitive and mental development are improved
in a positive way through the use of RECLL. Most of them feel more independent
and confident in using English after using RECLL as learning media. Their ability
to recognize English words and vocabulary-acquisition skill are also improved.
This result shows the fact that RECLL help students to improve their hard and soft
skills. On the third part, students’ workload, 85.33% students state that RECLL
does not give them overwhelming burden which can reduce their leisure time and
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make students abandon the other assignments. Most of the students state that they
can still enjoy using RECLL and manage their time well. Despite the fact that
using RECLL needs some requirements like computer and internet connection,
majority of the students think that in this era, computer and internet connection is
easily accessible in their environment. The last part, students’ suggestions, gives
very inspiring ideas to improve the use of RECLL in the future. All of the students
agree that RECLL is a recommended medium to be used. Yet, all of them suggest
that in the future, the teacher can combine the use of RECLL with some
innovations like inviting native speakers, using videos and doing role plays.
73.33% students suggest that using RECLL is not burdening and the teacher does
not need to lighten the burden from the assignment.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
After the researcher presents the data gathered and the analysis, the
researcher draws several conclusions and formulates some suggestions on the use
of Randalls’ ESL Cyber Listening Lab to develop students’ listening skill in SMA
Negeri 7 Yogyakarta.
A. Conclusions
There are two major problems in this study. The first is how Randall’s
ESL Cyber Listening Lab is applied in student’s learning activity in SMA N 7
Yogyakarta and the second is students’ perceptions on the use of Randall’s ESL
Cyber Listening Lab to develop their listening skill and enrich their vocabulary.
1. How Randall’s ESL Cyber Listening Lab is applied in student’s learning
activity in SMA N 7 Yogyakarta.
This problem formulation was answered through several interviews
conducted to the English teacher and several students. The researcher compared
and combined the answered gathered from the interviewees to formulate a figure
contained the steps of RECLL implementation in SMA N 7 Yogyakarta. The
researcher obtained the information that RECLL in SMA N 7 Yogyakarta consists
of five main steps. The first two steps are the introduction of RECLL. The third
step is the major step in which the students have to access RECLL, listen to the
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recorded materials, answer the questions and quizzes and finish the project. The
four step is the submission of the project and the last step is the evaluation from
the teacher. The researcher tried to compared those five steps with Altman’s
(1985) theory about the perceptual process. Based on the analysis and comparison
the researcher concluded that the steps of RECLL fulfill the requirements to form
a perception on the use of RECLL in the English class. The method by the English
teacher in SMA N 7 might be a reference for those who want to implement
RECLL in a teaching-learning activity.
2. Students’ perceptions on the use of Randall’s ESL Cyber Listening Lab to
develop their listening skill in SMA N 7 Yogyakarta.
The researcher answered this problem formulation by distributing
questionnaires and conducting interviews. According to the result of the
questionnaires and interviews, 91% have positive perception while 9% have
negative perception on the implementation of RECLL in their class. Majority of
the students enjoy and support the implementation of RECLL. However there are
few of them giving negative perception related to some factors such as their
limitation to access the internet and their overwhelming activities. Some of the
students have part time job, means they are very busy that they do not have time
to go to internet café to access the web. Based on the suggestions given by the
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students, all of the students agree that in the future the use of RECLL will be more
attracting and useful if it is combined with other media or method.
B. Recommendations
1. Recommendations for the English teacher of SMA N 7 Yogyakarta.
The teacher needs to add some variations in the process of teaching. Based
on the students’ suggestion gathered from the questionnaire, the teacher might
invite some native speakers or use other supportive media like videos to attract the
students. Listen to a conversation directly form native speakers can also accustom
the students to a ‘real’ context of language learning. Besides giving an
independent project outside the school, the teacher also needs to give more
practice in the class. That way, the students might have more chances to ask
something they do not understand and the teacher can also tell them the mistakes
they made directly.
2. Recommendations for the students of SMA N 7 who use RECLL.
Related to some problems they have in accessing RECLL, the students do
not have to be hesitant to ask some friends’ help. If they cannot access the web at
home, they can ask some friends to help them in accessing RECLL. They do not
need to go to an internet café if money becomes a problem. There are plenty ways
to access RECLL without spending additional money.
Students can also practice with friends independently outside the school. If
they feel that they still need more practice, they can ask some friends to conduct a
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group practice. One of the aims of using RECLL is to accustom the students with
independent learning process. Besides accessing RECLL in English language
subject, the students are expected to apply the independent learning skill to other
subjects.
3. Recommendations for further researcher
This research showed that majority of the students in SMA N 7 has
positive perception on the use of RECLL in language learning. Further research
might be conducted to investigate a deeper investigation over the use of RECLL
such as the effect of RECLL implementation to students’ learning habit, the
effectiveness of using RECLL as learning media, or designing a set of learning
unit based on the material in RECLL.
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REFERENCES
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Brown, H.D. (1994b) Teaching by principles: An interactive approach to
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Cohen, M. (2000). Research methods in education. London: Routledge Falmer.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the
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Krashen, S. (1994). The pleasure hypothesis. Georgetown University Round
Table on Languages and Linguistics 1994. Washington DC: Georgetown
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Kreitner R. & Kinicki A. (1992). Organizational behavior. (2nd ed., 810 pages).
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Lindsay P. & Norman D.A (1977). Human information processing: An
introduction to psychology. New York: Academic Press.
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Lundsteen, S. (1979). Listening: its impact at all levels on reading and other
language arts. National Council of Teacher of English (No. ED 169 537).
McDonald, D. (1999). Improved training methods through the use of multimedia
technology. Journal of Computer Information Systems (40(2), p. 17-20).
McKeachie, W. (2002). McKeachie’s teaching tips: Strategies, Research, and
Theory for College and University Teachers (11th ed.). Boston, MA:
Houghton Mifflin.
Nichols, R. & Stevens , L. (1983). Are you listening? Language Arts, (60 (2), p.
163-165).
Norris, Robert W. (1993). Teaching reduced forms: An aid for improving lower-
level students? Fukoka Women’s Junior College Studies (46, 49-56).
Washington, D.C.
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Randall. (1998). Who is Randall? Retrieved on 29th October 2011 from
http://www.esl-lab.com/randall.htm
Ross, S. &Rost, M. (1991). Learner Use of Strategies in Interaction.Typology and
Teachability. Language Learning (41:235-73).
Ryan, S. (2001). Is online learning right for you? American Agent & Broker,
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Saricoban, A.(1999) The Teaching of listening. The Internet TESL Journal: For
Teachers of English as a Second Language.
Wiersma, W. (1995). Research methods in education (6th Edition). Needham
Heights, MA: Allyn and Bacon.
Wipf, J. (1984). Strategies for teaching second language listening comprehension.
Foreign language annals (17:345-48).
Wolvin, A. & Coakley, C. (1982). Listening. Dubuque, IA: Brown Company.
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APPENDIX 1
Letter of Permission
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APPENDIX 2
Research Instruments
Questionnaires
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Questionnaire Nama : Kelas : *Kuesioner ini dibuat untuk meneliti persepsi siswa dalam menggunakan online media (Randall’s ESL Cyber Listening Lab) dalam mata pelajaran Bahasa Inggris di SMA Negeri 7 Yogyakarta. Jawaban yang anda berikan dalam mengisi kuesioner ini TIDAK akan mempengaruhi nilai dan performamu dalam mata pelajaran Bahasa Inggris. Berilah tanda centang (√) di kolom sebelah kanan sesuai dengan pendapat pribadi anda dalam menggunakan online media (Randall’s ESL Cyber Listening Lab) dalam mata pelajaran Bahasa Inggris di kelas anda. Keterangan:
SA : Sangat Setuju
S : Setuju
TS : Tidak Setuju
STS : Sangat Tidak Setuju
No. Pernyataan SS S TS STS
Web Evaluation: feature and navigation
1 Fitur-fitur yang ada dalam Randall’s ESL cyber listening
lab menarik bagi saya.
2 Fitur-fitur yang ada dalam Randall’s ESL cyber listening
lab mudah digunakan
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3 Fitur-fitur yang ada dalam Randall’s ESL cyber listening
lab memudahkan saya untuk belajar bahasa Inggris,
terutama listening.
4 Randall’s ESL cyber listening lab memotivasi saya untuk
belajar bahasa Inggris, terutama listening.
Students’ Skill Improvement
5 Saya memiliki kesempatan untuk menjadi lebih mandiri
melalui penggunaan metode ini
6 Saya merasa lebih percaya diri dalam menggunakan
computer sebagai media pembelajaran.
7 Saya menjadi lebih kritis dalam mengenali kata-kata
dalam bahasa Inggris
8 Saya mengenali kata-kata 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
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Students’ Workload
11 Metode pembelajaran menggunakan web ini membuat
saya merasa terbebani
12 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 Saya lebih menikmati metode pembelajaran online
Students’ Suggestions
16 Menurut saya metode menggunakan web ini adalah
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 daripada sekedar
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memberi tugas independen seperti ini
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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
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.
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among them. Student’s workload 11 Altman
(1985) The way students feel about and perceive in ESL Randall’s Cyber Listening Lab.
Metode pembelajaran menggunakan web ini membuat saya merasa terbebani
12 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 daripada sekedar memberi tugas independen seperti ini
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APPENDIX 3
Research Instruments
Interview
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List of the Interview 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
ERCL? Did they always show positive/good progress?
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Transcript of Interview of the Teacher
Q: Why do you implement RECLL in your classes?
A: I implement RECLL to develop students' listening skill as well as their speaking
skill. I try to find an alternative to give a different media as a supportive media in her
teaching method. I think students might be bored if I apply the same method and use
the same media every semester.
Q: What are the steps that they had to do in using ERCL?
A: The first step is introducing RECLL in the beginning of the semester. Then I
explain the purposes of using RECLL are and how to use it outside the school. After
describing the features in RECLL and the steps to use RECLL, then I tell them to do
an assignment. The students have to choose at least 8 topics from RECLL. There are
three levels in the web: easy, medium and difficult. Those 8 topics have to cover all
the levels as the proof that students have tried all the levels in RECLL. It’s quite
difficult to check one by one, that’s why I ask them to make a report. Then I ask them
to download the material and type the questions related to the topics inin Microsoft
word. They 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.
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Q: Do you have any expectation in applying RECLL in class?
A: I hope by using RECLL the students will be more interested in improving their
listening skill. I’m quite sure that they will be more familiar to variety of dialogues so
they can deal with listening test better
Q: Okay.. then the next question is how do you evaluate the students’ work?
A: I evaluate students’ work from students’ progress in the class and the report in the
end of the semester. During the semester, once of twice a week, I ask the students to
share their experience in using RECLL. They have to bring some materials including
the questions related to the topics. In the class, I ask them to exchange the materials
with some friends and after that evaluate their friends’ works. I record the result of
the students’ work and use it as students’ evaluation. I use this activity as the proof
that the students really access the web and use it as a supportive learning media.
Besides the records from the activity, I also use the final report as to evaluate
students’ progress.
Q: Do you have any specific objectives/ goals in using RECLL in your classes?
A: Of course, the final goal of this assignment is better achievement of the students.
Q: Do you think they will enjoy learning English more by using RECLL?
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A: Most of the students enjoy using RECLL as a supportive media in 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.
Q: Do you think using ERCL is an effective way to teach English (esp. listening) ?
A: So far I think 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. I can tell you that from my past experience.
Q: That’s awesome. 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 ERCL? Did they always show positive/good progress?
A: Most of the students make a great progress after implementing it. They improve
their skill a lot after using RECLL.
.
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Sample of Students’ Interview (Bahasa Indonesia)
Participant 23-24
Q: Tolong jelaskan step by step gimana langkah2 pengaplikasian penggunaan RECL ini dr guru kalian
A: Jadi gini mas, pertama kan kita lagi pelajaran di kelas. Pas itu gurunya tanya, kalian tau randalls ngga?
Kita kan waktu itu gatau, trus gurunya ngasih liat pake LCD, guru kita buka webnya randalls di kelas. Trus kita dikasih tau cara penggunaan web itu, mulai dari milih levelnya, kan ada tiga tuh:easy medium ama difficult. Trus gimana kita pilih2 topik2nya sama gimana cara downloadnya. Setelah kita semua ngerti, kita diminta pilih minimal 8 topik dari web itu. Jadi kita download 8 topik recording dari web itu, trus ntar kita burn di CD. Habis gitu kita copy pertanyaan2 itu di microsoft word trus kita print. Setelah itu kita diminta bikin semacam laporan topik2 apa aja yg udah kita dengerin dari sana+ pertanyaan dan jawabannya mas + CD yang uda diburn
Gurunya juga ngasih tau kalo kita gaperlu strict bgt buad penggunaan web ini. Sante aja , tapi kalo bisa rutin, paling ga qt lowongin waktu kita sebentar aja buad akses web ini. Guru kita juga membuat supaya tugas ini ga bikin murid terbebano, karena ga akan ganggu kegiatan/ tugas yang lain juga. Kalo misal ada tugas lain yg lbh penting, guru kami jg blg buad nyelesein tugas yg lain itu dlu, yg penting di saat tenggat waktu pengumpulan kita uda bisa ngumpulin mas. Tenggat waktunya jg tergolong longgar kok. Itu yg bikin aq sama temen2 justru enjoy belajar pake metode ini. Karena sama sekali ga bikin kita terbebani.
Jangka waktunya kira-kira 2 bulan. Jadi ngasih tugasnya oktober, trus kita harusnya ngumpul awal desember, tp karena ternyata nabrak jadwal UAS, jadi kita ngumpulnya diundur jd 18 desember.
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Sample of Students’ Interview (Translated)
Participant 23-24
Q: How did the teacher implement RECLL web to your learning activity? Please explain the details.
A: In the second meeting, the teacher asked us, “Did you know Randall’s ESL Cyber Listening Lab?” We had no idea about it at that time. After that the teacher showed us the appearance of the web using the LCD viewer. The teacher used internet to access the web in the lab. The teacher explained the steps that we had to do in using RECLL. She explained 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. After explaining the details, the teacher asked the students to choose 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 kind of report consisted of the recording (CD), the questions and the answers of the questions. 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.
What we like from this assignment is that our teacher said that we didn’t have to be ‘strict’ in finishing the assignment. We didn’t have to spend hours to access RECLL every day. ‘Spending ten minutes until an hour a day is enough’, she said. The teacher made it in such a way that this assignment would not be a burden for the students. If we have a more important assignment, our teacher asked us to finish that assignment first and then access RECLL later. The most important thing is that on the due date of the assignment, all of the students have finished this assignment. We have almost two months to finish the assignment, so we can enjoy finishing the assignment without felling stressed. This assignment really gave us no burden at all. We have to submit the assignment on 18th of December and the report will be used as a final project of this assignment.
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APPENDIX 4
Screenshots
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Screenshots of RECLL
Home Page
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Self study guide
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