40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the findings of the research. The research was conducted to find out the students’ perception on the use of on the use of self-
access learning in learning English and students’ suggestions to improve and to maximize the use of self-access language learning in learning English. The
findings were divided into two parts. They are part A that explained the students’ perception and part B that explained the students’ suggestions.
A. Students’ Perception on the Use of SALL in Learning English at SMKN 2
Depok Sleman, Yogyakarta
The data were obtained through three instruments; they were an observation, a questionnaire, and an interview. Each instrument would be
separately analyzed. These instruments were used to answer the students’ perception on the use of SALL in learning English and also to answer the
students’ suggestions to improve and to maximize the use of SALL.
1. Students’ Perception Based on the Observations of Students’ Behavior in
the Teaching-Learning Process Using Self-Access Language Learning SALL.
According to Cohen, Manion, and Morrison 2000: 293, “Observational data is attractive as they afford the researcher the opportunity to gather “live” data
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
from “live” situation”. In other words, by carrying out observation, the researcher would be able to look at the real condition of the participants being observed. The
observations were divided into three parts: students’ behavior before learning with SALL 1, students’ behavior while learning with SALL 2 and after learning
with SALL 3. The first observation was done on January 20, 2010. The total number of
present students was 32. The teaching and learning process took place in a classroom equipped with SAC. The classroom condition was unusual. It was a
special room for teaching English which was not shared with the room for teaching other subject. The classroom was about 8 x 10 meters with two ACs,
good ventilation and sufficient light. The room was big enough for 32 students to move their chairs because the setting arrangement was not fixed: there were no
tables. Each student had their own chair with a small board attached to it, made it possible for students to write and put their books on it. There was some electronic
equipment such as a 29 inch television set, fans, overhead projector, tape recorders, and VCD player available in the classroom, and also a shelf—located in
the corner of the classroom—full of printed and recorded SAC materials. In the first section of the observation, the observer entered the class before
the students came; so that she could observe the students’ behaviors from the students’ first step when entering the classroom. Based on the observation, most
of the students were not late. Students preferred to sit in front rows than in back rows. Most students had prepared their English book on the tables. Before the
students learned English using SALL, they were explained that they would learn English using Self-Access Language Learning. Most students paid attention to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
teacher seriously. Few of them were talking softly while the teacher explaining for about five minutes. The teacher also gave several questions to the students. The
students were quite active in answering the teacher’s questions. Before SALL began, the students were divided into six groups. It was meant to organize the
students so that they could experience all kinds of self access materials — listening, speaking, reading, writing, vocabulary, grammar. Group A; number 1-6,
did the listening part, group B; number 7-13, did the speaking part, group C; number 14-20, did the reading part and group D; number 21-27, did the
vocabulary part, and Group E; number 28-32, did grammar. When every student finished with the first part, they could take and do other self-access material.
On the second section, the students began to use SALL. After having explanation to what they were going to do, they did what they had to do and
responded it quickly. They walked to take self-access material orderly and did their assignment seriously. They looked familiar to SALL. While doing their task
individually, some students had trouble in operating the cassette-tape player, but they were not afraid to ask for help from the teacher. The teacher was really
helpful. After several minutes, some students walked to find dictionaries. There were some dictionaries on the shelf. Meanwhile, the teacher also played soft
instrumental music, so that students could feel relax. The students looked enjoying in doing their tasks. At the corner, some students were sitting in a group.
When one of them finished with a folder of self access material, the other member of that group challenged to do more than their friends. They looked happy and
enthusiastic in SALL. It could be observed from their mimics and their behavior when doing the tasks. The allocation time for SALL was about seventy minutes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
When the time was up, the students asked the teacher to give them some more time to do more tasks. As the allocated time was over the learning should stopped
and they were told that they could have SALL on the other meeting. On the third section—after seventy minutes, the students were asked to fill
in the record sheet. The record-sheet was meant to record their progress of their learning and what they had learned so far in seventy minutes. They were not being
asked to make self reflection on what they had learned and experienced in writing. Less than five students looked tired and sleepy after the learning. At last, there
were two students stayed in the class and they had conversation with the teacher. They discussed their difficulties on grammar with the teacher.
The second observation was done on February 3, 2010. The total number of present students was 31. The teaching and learning process took place in the
same classroom equipped with SAC as the first observation was done. On the first section, the students prefer sitting in the front rows, so that
students who came late sat in the back rows. The students had prepared their English book on the table. They paid attention when the teacher began the lesson
by giving instruction to learn English using SALL. Some students asked about whether they could use the books on the shelf. Before they learned using SALL,
they were asked to compile the record-sheet of their previous work. In the second section, they learned using SALL. Same as the first
observation, students learned and did the tasks seriously, though some students looked sleepy and tired because they just had had exercise class. A few students
talked with their friends. Most of them made notes while doing the tasks. When they had difficulties in operating the media, they asked the teacher for help.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
Students looked more familiar with this kind of learning. They took the material orderly. There were some students working in pairs at the corner. A student asked
the teacher to help him in operating the cassette tape player. The student could not hear the recording, so the teacher replaced the headset.
The third section, on the last minutes before the learning was done, the students were asked to share their experience in learning using SALL in front of
class. Three students raised hands to share their experiences and feelings. They claimed they experienced and felt the same things. After sharing their feelings and
experiences, students were asked to fill the record sheet. The bell rang, meaning that the English time was over. The students left the class to have a break. On the
other side, two students stayed in class to consult their problem with the teacher. After several minutes, they left the class. They looked enthusiastic in sharing their
experiences. From the observation above, there was information that could be analyzed
and concluded. The information focused on the students’ behavior. So, the perception could be revealed. Below was the analysis.
The students’ behavior before learning using SALL was considered positive. They were active in answering teacher’s questions. Most students also
paid attention to the teacher’s explanation about the learning. Most students were active in responding the teacher’s questions. Moreover, the students were not
afraid to ask the teacher when they had problems. Therefore, the students’ behavior related to self confidence was also considered positive.
On the second section, the student’s behavior was also considered positive. The students looked enthusiastic when taking the self-access materials. They took
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
the material orderly and did not take away the material by force. The students looked familiar with SALL. Some students also used dictionaries to help them in
doing the tasks. On the other part, some students looked challenged to do more tasks than their friends. The researcher could hear “ayo akeh-akehan” on their
conversation. The students’ behavior on the third section was quite positive. They made
a sound “woaah” and some students said, “Five more minutes, Sir.” They listened to the teacher’s instruction. They raised hands and wanted to be chosen to share
their feeling and experiences. However, the researcher observed that three to four students did not pay attention seriously. They had another topic that was chatted
with their friends. In the first observation, no students looked sleepy. In contrast, in the second observation, the researcher found two students who yawned.
Perhaps, they became bored since they did nothing only listening to their friends’ speech. It indicated that students preferred being active to passive. On the other
hand, the students who were sharing their feeling and experiences in front of the class were enthusiastic. They spoke in loud and clear voice. Even though they
made some mistakes, they tried to correct them and continued speaking. It showed that students who did the speaking did not feel bored. They looked happy since
they could obtain the chance to share to their friends. The researcher really observed that most students who were enthusiastic and enjoyed the learning
process using SALL. From the analysis of the students’ behavior in the observation above, the
researcher could draw some conclusions. First, the students enjoyed learning English using SALL. Second, they liked to do tasks by choosing the materials
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
they liked. The last, in general, the students were interested in learning English using SALL since they showed positive behavior toward the use of SALL in the
learning process. According to the theory from Bootzin 1983: 120 that perception can
influence students’ behavior and motivation, it can be said that if students have positive perception, it will lead them to have positive behavior. It proved that
students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof, based on the observations, had positive perception because they had positive behavior
toward the use of SALL in learning English.
2. Students’ Perception on the Use of SALL in Learning English Based on The Questionnaire
Kategori