SMA 7 Students’ Perception on the Implementation of RECLL in the

34 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. 35

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 36 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. 37 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 38 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- 39 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 40 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. 41 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. 42 ‘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. 43

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 44 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 45 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 46 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 timeplay 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 47 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 heshe 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 48 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 49 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 assignmentproject. 3 10 9 30 18 60 50 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. 51 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. 52 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 53 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 assignmentproject. 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 54 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 55 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. 56

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 57 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 58 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 59 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. 60 REFERENCES Altman, S. 1985. Organizational behavior: Theory and practice. Orlando, FL: Academic Press. Ary, D., Jacobs, L.C., Razavieh, A. 2002. Introduction to research in education 6 th Edition. New York: Wodsworth Thompson Learning. Best, J.W. 1981. Research in education 4 th edition. Englewood Cliffs, NJ: Prentice-Hall, Inc. Bowman, C. 2002. Using English to teach the Bard. English Journal vol 92, No 1. Brown, H.D. 1994b Teaching by principles: An interactive approach to language pedagogy. New York: Prentice-Hall Regents. Cohen, M. 2000. Research methods in education. London: Routledge Falmer. Duffy, T. M., Cunningham, D. J. 1996. Constructivism: Implications for the design and delivery of instruction. New York: Macmillan. Feyten, C. M. 1991. The Power of listening ability: An overlooked dimension in language acquisition. The modern language e journal 75:173-80. Hall, B. 2003. FAQs about e-learning. Retrieved August 15, 2003, from www.brandonhall.compublicfaqs2faqs2.htm Krashen, S. 1981. The input hypothesis: Current issues in bilingual education. Washington, DC: Georgetown University Press.