49
a. Results from Questionnaire Distribution
The Questionnaire was distributed to all first grade students of SMK Sanjaya Pakem. However, the choice of sample was done purposively and it was
taken by a half from the students who fulfilled the questionnaire completely. So, there were thirty four students. Eight main points were summarized from the
whole questions in the questionnaire, as follows.
Table 4.1: Eight Main Points on the Questionnaire for the Students No.
The Main Points Percentage
Yes No
1. The students were interested to learn English.
64.7 35.3
2. The students found difficulties in learning English.
94.1 5.9
3. The students used other sources to learn English.
82.4 17.6
4. The students’ frequency of accessing the computer in the school
laboratory out of Computer Subject schedule. 26.5
73.5 5.
The students had visited games to learn English accessed by using the internet connection.
55.9 44.1
6. The students found difficulties in learning simple present tense
and simple past tense. 91.2
8.8 7.
The students were interested to learn English by using computer in the computer laboratory.
67.6 32.4
8. The students were interested and willing to use computer as the
media to learn English regarding the product designed. 91.2
8.8
The detail results of the questionnaire were in Appendix C1. From Table 4.1, the writer would conclude the questionnaire results. The main reason why
they were not interested to learn English were they did not know the meaning of the words, so they could not comprehend English learned in the classroom, and
they had problem of pronouncing the words. Besides, there were three difficulties that the students found in the learning. First, the students had problem in
arranging words to create a sentence it dealt with memorizing the pattern of a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
sentence, such as the pattern of simple present tense and simple past tense and in arranging sentences to create a paragraph. Second, they had low level of
vocabulary mastery, so they had problems in translating words andor even sentences correctly and appropriately. Third, they were still confused in
pronouncing word by word. In order to cope with the difficulties in English learning, there were many
kinds of materials andor media that could be selected to support their English learning beside the teaching and learning process at school. Mostly, they liked to
chose watching foreign films 67.6 students and doing English examination exercises 55.9 students in order to improve their English knowledge.
Because the product design of this study is related to the use of computer and internet connection, the writer asked about their frequency in visiting
computer in their school laboratory. There were only 26.5 students who sometimes visited computer laboratory to access certain websites. Some websites
that they had visited were facebook.com,
google.com, yahoo.com,
SMKSanjaya.co.id, and detiknews.com. In addition, referring to the media to learn English, there were also some games related to English learning that they could
visit in certain websites. The students who enjoyed the English games stated that it was easy to learn English through games because they could reduce the
students’ stress in the learning. Because games were interesting, challenging, and not boring, the students enjoyed and were addicted to learn it more and more.
They agreed that by willingness to finish the games, indirectly, they were forced to know the meaning of new vocabulary and how to pronounce some words.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
Therefore, practicing the games would increase their vocabulary skills and pronunciation ability.
Focusing on the problem underlying the product, the writer found the students’ difficulties related to the learning of simple present tense and simple
past tense at school in the first semester. First, they sometimes made mistakes of identifying both tenses. Second, they had a problem with arranging the sentence
pattern because they were confused on how to use and differentiate the pattern of both tenses. Third, they were confused on determining to be as a verb, V1, V2, V3
within its meaning. Fourth, they also had problem with vocabulary mastery. They had difficulty on how to determine the choice of words the use of correct diction
in a sentence. Fifth, some students stated that they needed to have extra detailed explanation in the learning of both tenses.
Considering the difficulties that appeared in the learning of both tenses and the use of computer as the media for English learning, the writer found that
there were more than half of the students 67.6 interested to the learning of both tenses by using computer. The result also showed that there were almost all
of the students 91.2 interested if the writer made computer-based exercises in order to learn English focused on both tenses.
In order to cope with the problems, the students gave some suggestions on the English learning in the school so that the learning became more interesting.
First, the learning should use entertaining supplementary materials, so the students would not easily get tired and bored. The supplementary materials could be in the
form of traditional games, such as guessing games, electronic games in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
computer whether or not it used internet connection, English songs by listening to it, English movies with English language by watching them, and English comics
by reading it. Besides, the supplement materials could be tasks about making and performing storytelling and speech. Second, it was necessary that the students
should be diligent to learn hardly about the materials outside school. It could be done by looking for some new vocabularies and trying to solve the difficulties,
such as in comprehending the patterns of certain tenses, in the learning. Third, it was necessary for them to be taught from the easiest materials.
b. Results from Pre Test
Kategori